The Arts · Grade 6 · Movement and Choreography · Term 2

Dance and Social Expression

Students investigate how dance forms reflect and influence social norms, political movements, and cultural identity across different historical periods.

• Ontario Curriculum Expectations
• DA:Cn11.1.6a
• DA:Re9.1.6a

About This Topic

Dance and Social Expression guides Grade 6 students to explore how dance forms capture and shape social norms, political movements, and cultural identities across history. They analyze specific dances, such as the Lindy Hop born from the swing era's economic hardships or hip-hop emerging from 1970s Bronx struggles, to see responses to social conditions. Students explain dance as protest in actions like the 1960s civil rights marches or celebration in powwows that affirm Indigenous resilience, then compare styles from different eras to identify reflected values like freedom or community.

This topic aligns with Ontario's Arts curriculum by building connections (DA:Cn11.1.6a) and responding skills (DA:Re9.1.6a), while linking to history and social studies. Students practice interpreting movement as cultural evidence, honing critical analysis and empathy for diverse perspectives.

Active learning excels with this topic because students embody history through movement. When they research, choreograph, and perform dances in collaborative settings, abstract ideas about society and identity become physical and shared, deepening understanding and retention.

Key Questions

1. Analyze how a specific dance form emerged as a response to social or political conditions.
2. Explain how dance can be used as a form of protest or celebration.
3. Compare how different dance styles reflect the values of their respective eras.

Learning Objectives

• Analyze a specific historical dance form to identify its connection to social or political conditions of its time.
• Explain how a chosen dance style functions as a form of social commentary or cultural celebration.
• Compare and contrast two different dance styles from distinct historical periods, identifying how each reflects the values and norms of its era.
• Demonstrate understanding of how dance can be used to express identity and belonging within a community through a short choreographic study.

Before You Start

Elements of Dance

Why: Students need a foundational understanding of space, time, and energy to analyze and create dance movements.

Introduction to Cultural Expression

Why: Prior exposure to how different cultures express themselves through various art forms will help students connect dance to broader cultural contexts.

Key Vocabulary

Social Norms	Expected or typical behaviors and beliefs within a particular society or group.
Cultural Identity	The feeling of belonging to a group based on shared beliefs, values, traditions, and history.
Protest Dance	Movement used to express dissent, raise awareness about social issues, or advocate for change.
Folk Dance	A dance form that originates from the traditions of a specific ethnic group or nation, often passed down through generations.
Social Commentary	The act of expressing opinions or criticisms about society, often through art or performance.

Watch Out for These Misconceptions

Common Misconception

Dance is only for entertainment and has no political meaning.

What to Teach Instead

Many dances arise from or respond to real-world events, like tap dance amplifying Black voices during segregation. Group recreations let students feel the energy of protest in movements, shifting views through physical trial and peer debate.

Common Misconception

All dances express the same universal emotions regardless of culture or era.

What to Teach Instead

Styles reflect specific values, such as rigid formations in court dances showing hierarchy. Comparative performances help students spot cultural markers, using active discussion to unpack how context shapes expression.

Common Misconception

Historical dances have no relevance to modern life.

What to Teach Instead

Forms like breakdancing influence today's activism. Student-created routines linking past to present build bridges, with collaborative reflection reinforcing ongoing social roles.

Active Learning Ideas

Jigsaw: Dance Origins

Assign each small group a historical dance form tied to social context, like suffragette dances or hip-hop. Groups research emergence, influences, and key features, then teach peers via short presentations with demo moves. Conclude with class timeline.

50 min·Small Groups

Choreography Workshop: Modern Protest Dance

Pairs select a current social issue, brainstorm movements symbolizing it, and create 1-minute routines. Perform for class feedback on how elements reflect the issue. Record videos for peer analysis.

45 min·Pairs

Video Analysis Carousel: Era Comparisons

Set up stations with clips of two dances from different eras. Small groups rotate, noting similarities and differences in style and social reflection on charts. Discuss as whole class.

40 min·Small Groups

Community Dance Share: Cultural Celebrations

Individuals research a local or Canadian cultural dance, like Celtic step or Métis jigging. Practice steps, then share in a class showcase with explanations of social meanings.

35 min·Individual

Real-World Connections

• Choreographers and cultural historians study historical dance forms like the Charleston or the Waltz to understand the social atmosphere and technological advancements of periods like the Roaring Twenties or the Regency era.
• Community organizers and activists might use contemporary dance or hip-hop to create pieces that address current social justice issues, similar to how protest songs have historically been used.
• Festival organizers curate performances of traditional dances, such as Irish step dancing or Bharatanatyam, to celebrate and preserve the cultural heritage of specific communities.

Assessment Ideas

Discussion Prompt

Pose the question: 'Choose a dance style you know. How might this dance reflect the time period it came from?' Encourage students to share examples and listen to their peers' interpretations, prompting further thought with: 'What specific social or cultural elements are visible in that dance?'

Quick Check

Provide students with short video clips of two different historical dances. Ask them to complete a Venn diagram comparing and contrasting the styles, focusing on how each might reflect the values of its era. Collect these to gauge initial understanding of comparative analysis.

Peer Assessment

After students present a short choreographic study meant to express a social idea, have them exchange feedback using a simple rubric. The rubric should ask: 'Did the movement clearly communicate the intended idea?' and 'What specific movement choices were most effective?'

Frequently Asked Questions

How does dance reflect social and political history in Grade 6?

Dance forms often emerge from specific conditions, like the twist dance mirroring 1960s youth rebellion or contemporary voguing expressing queer resilience. Students analyze choreography elements, such as sharp gestures for anger or fluid group patterns for unity, to trace influences. This builds skills in reading movement as historical text, aligned with Ontario standards.

What are examples of dance as protest or celebration?

Protest examples include the 1913 suffragette marches with bold, unified steps or 1980s hip-hop battles challenging inequality. Celebrations like Haka for Māori strength or Caribbean Carnival dances honor community. Class activities recreating these highlight contrasts, helping students explain roles through performance.

How can active learning help students understand dance as social expression?

Embodied activities, such as choreographing routines for social issues or analyzing videos in rotations, make abstract connections concrete. Students move, discuss, and perform, internalizing how dance mirrors identity. This approach boosts engagement, empathy, and retention over passive lectures, fitting kinesthetic Grade 6 learners.

How to compare dance styles across eras in Ontario curriculum?

Select pairs like 1920s Charleston (flapper freedom) versus 1990s krumping (urban frustration). Use rubrics for style, context, and values. Jigsaw or carousel methods ensure all participate, with performances solidifying comparisons and addressing DA:Re9.1.6a responding skills.