The Arts · Grade 11

Active learning ideas

Dance History: Classical Ballet to Modern Dance

Active learning makes abstract concepts like dance evolution tangible for students. Moving through time and styles lets dancers embody history rather than just read about it. When students physically compare techniques, they retain aesthetic principles far longer than passive lectures would allow.

• Ontario Curriculum Expectations
• DA:Cn11.1.HSII
• DA:Re8.1.HSII

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Timeline Challenge
• 50 min · Small Groups

Timeline March: Dance Evolution

Divide class into small groups, assign eras from Renaissance ballet to Graham's modern works. Groups research key events and choreographers, then mark a studio floor timeline with tape and prepare 45-second movement phrases. Class marches through chronologically, pausing for group explanations and peer questions.

Compare the aesthetic principles and social contexts of classical ballet and early modern dance.

Facilitation Tip

During Timeline March, have students physically step into historical eras to feel the progression of dance over time.

What to look for

Pose the question: 'How did the societal changes of the early 20th century, like increased calls for individual expression, directly lead to the rejection of ballet's strict rules by early modern dancers?' Facilitate a class discussion where students cite specific examples of historical context and corresponding dance innovations.

• Remember
• Understand
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Timeline Challenge
• 35 min · Pairs

Duet Contrast: Ballet vs Modern

Pairs select one ballet principle like partnering and one modern like floor work. They create and rehearse 1-minute duets highlighting differences, perform for the class, then chart aesthetic and social contrasts on shared butcher paper.

Analyze how specific choreographers broke from tradition to create new dance vocabularies.

Facilitation Tip

For Duet Contrast, assign specific roles like 'ballerina' and 'modern dancer' to sharpen focus on aesthetic differences.

What to look for

Provide students with short video clips of a classical ballet excerpt and an early modern dance piece. Ask them to list three distinct movement qualities or aesthetic principles they observe in each, and one societal or historical factor that might have influenced each style.

• Remember
• Understand
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Timeline Challenge
• 45 min · Small Groups

Choreographer Spotlight: Signature Moves

Small groups research a choreographer such as Duncan or Graham, identify a signature vocabulary, and teach it to the class via 2-minute demos with historical context slides. Follow with whole-class improv using the new moves.

Explain how historical events influenced the development of dance styles.

Facilitation Tip

In Choreographer Spotlight, require students to trace signature moves back to historical documents or choreographer statements.

What to look for

Students work in small groups to create a 30-second movement phrase inspired by either classical ballet or early modern dance. After presenting, peers provide feedback using a checklist: 'Did the phrase clearly reflect the chosen historical style?' 'Were at least two key aesthetic principles evident?'

• Remember
• Understand
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Timeline Challenge
• 40 min · Whole Class

Historical Influences Debate: Movement Edition

Whole class divides into teams representing eras, prepares arguments on event influences like wars on styles. Debate while demonstrating supporting movements, vote on strongest links via class poll.

Compare the aesthetic principles and social contexts of classical ballet and early modern dance.

Facilitation Tip

For Historical Influences Debate, assign clear sides beforehand so students prepare evidence from assigned readings.

What to look for

Pose the question: 'How did the societal changes of the early 20th century, like increased calls for individual expression, directly lead to the rejection of ballet's strict rules by early modern dancers?' Facilitate a class discussion where students cite specific examples of historical context and corresponding dance innovations.

• Remember
• Understand
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach dance history through embodied inquiry to avoid dry chronologies. Use side-by-side comparisons of techniques to highlight contrasts in real time. Avoid overwhelming students with too many names or dates at once. Focus on how movement reflected society, making history relevant through physical experience.

Students will articulate differences between classical ballet and modern dance through movement and discussion. They will connect historical context to choreographic choices and demonstrate understanding in both physical and verbal assessments.

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Watch Out for These Misconceptions

• During Timeline March, watch for students assuming ballet's aesthetic principles have remained static since the 15th century.

  During Timeline March, pause at key moments like the introduction of pointe work in the 1830s to ask students to note changes in body alignment and footwear.

• During Duet Contrast, watch for students believing modern dance lacks technique due to its emphasis on natural movement.

  During Duet Contrast, have students analyze Martha Graham's contraction exercises in video clips, then replicate the tension in their own bodies to experience the physical demand.

• During Choreographer Spotlight, watch for students thinking early modern dance emerged entirely without rules or technique.

  During Choreographer Spotlight, provide students with Isadora Duncan's written manifestos alongside photos of her movement vocabulary to show how she established new principles, even as she rejected ballet's rules.

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Methods used in this brief

• Timeline Challenge