The Arts · Grade 7

Active learning ideas

Performance and Presentation

Active learning works well for performance and presentation because students must physically experience projection, timing, and audience connection to grasp them. When students practice in pairs or groups, they immediately see how small adjustments in energy or eye contact transform a performance, making abstract concepts concrete and memorable.

• Ontario Curriculum Expectations
• DA:Pr5.1.7a

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Peer Teaching
• 30 min · Pairs

Mirror Pairs: Projection Practice

Pair students to face each other as mirrors. Leader performs a 20-second movement phrase with varying energy levels; mirror copies exactly, focusing on projection through full body commitment. Switch roles twice, then discuss what made movements clear to partners.

How does a dancer's stage presence impact the audience's experience?

Facilitation Tip

During Mirror Pairs: Projection Practice, move between pairs frequently to listen for adjustments in energy and timing as students respond to each other's movements.

What to look for

After students perform a short phrase, have them use a checklist to assess a partner. The checklist should include: 'Did the dancer use clear eye contact?', 'Were movements projected to the back of the room?', 'Did the dancer's energy convey the intended emotion?'

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Peer Teaching
• 45 min · Small Groups

Small Group: Intent Performances

Groups of four create a 45-second dance conveying one emotion, like tension. Perform for class; audience guesses intent and notes presence elements used. Groups revise based on feedback and reperform.

Justify the importance of clear artistic intent in a dance performance.

Facilitation Tip

In Small Group: Intent Performances, assign each group a clear emotion or narrative to explore so their choices remain focused and purposeful.

What to look for

Pose the question: 'Imagine you are directing a dancer. What specific instructions would you give them to improve their stage presence for a piece about excitement?' Encourage students to use vocabulary terms like projection, energy, and spatial awareness.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Peer Teaching
• 50 min · Whole Class

Whole Class: Critique Circle

Students perform solo phrases one by one in center. Class uses a rubric for technical execution and expression, offering one strength and one suggestion. Performer reflects verbally before next turn.

Critique a dance performance based on its technical execution and expressive qualities.

Facilitation Tip

For Whole Class: Critique Circle, model how to frame feedback using specific examples from the performance to avoid vague comments like 'It was good.'

What to look for

Ask students to write down one way they can increase their projection in their next dance phrase. Then, have them write one specific element of stage presence they will focus on, such as posture or facial expression.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 04

• Peer Teaching
• 35 min · Individual

Individual: Video Self-Review

Students film themselves dancing a routine, focusing on stage presence. Watch footage, note three projection improvements using a checklist. Re-film and compare videos for growth.

How does a dancer's stage presence impact the audience's experience?

Facilitation Tip

In Individual: Video Self-Review, provide a simple rubric with icons (e.g., eye for eye contact, arrows for projection) to guide focused observations.

What to look for

After students perform a short phrase, have them use a checklist to assess a partner. The checklist should include: 'Did the dancer use clear eye contact?', 'Were movements projected to the back of the room?', 'Did the dancer's energy convey the intended emotion?'

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teaching performance requires balancing technique with expressivity. Avoid over-correcting technique without addressing how it supports emotional communication. Research shows that students improve faster when they witness immediate peer reactions, so prioritize activities that create authentic audience experiences. Use vocabulary like 'energy', 'focus', and 'intention' consistently to build a shared language among students.

Students will demonstrate increased awareness of how body alignment, spatial use, and emotional expression create presence. By the end of the activities, they will be able to adjust their performance based on peer feedback and articulate how specific choices communicate artistic intent.

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Watch Out for These Misconceptions

• During Mirror Pairs: Projection Practice, students may think presence means only smiling or moving fast.

  During this activity, remind students to focus on filling the space between movements and making eye contact with their partner, not just speed or facial expressions.

• During Small Group: Intent Performances, students may believe technical skill alone communicates their message.

  Use the audience guessing game in this activity to reveal gaps. Ask peers to describe the emotion or story they saw, then have performers adjust based on any mismatches.

• During Whole Class: Critique Circle, students may think feedback should only point out errors.

  After performances, model starting feedback with strengths like 'Your eye contact drew me in' before discussing areas for growth to build a supportive classroom culture.

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Methods used in this brief

• Peer Teaching