April 29^th - International Dance Day

Introduction

“Dance education that is developmentally appropriate and culturally sensitive empowers students as they acquire diverse skills and an understanding of physical literacy and aesthetic literacy while meeting provincial curriculum standards and outcomes (PHE Canada Dance Program Advisory Committee, February, 2013)”.

Note: Some cultures do not permit dancing so be sensitive to those children who may not want to participate for various reasons.

There may also be some reticence from some of the shyer students so consider matching them up with students who are less inhibited. 

International Dance Day occurs on April 29^th every year. This day, which was introduced in 1982 by the International Dance Committee of the UNESCO International Theatre Institute, recognizes the birthday of Jean-Georges Noverre. Noverre was a choreographer who was significant in bringing about important changes in ballet.

Since 2005, the Canadian Dance Assembly issues an important message in conjunction with International Dance Day. The 2020 message, delivered by Gregory Vuyani MAQOMA, South Africa Dancer, actor, choreographer and dance educator is indeed inspirational. Check it out here: https://www.international-dance-day.org/pdfs/IDD2020_EN_Message_GregoryMAQOMA.pdf

Perhaps the most important part of his message is:

“As we dance with our bodies, tumbling in space and tangling together, we become a force of movement weaving hearts, touching souls and providing healing that is so desperately needed.“

Check out some messages from Canadian dancers here: https://www.cda-acd.ca/en/programs-services/international-dance-day/index.htm

(K-2) Dance, Music, Physical Education

Play some fun and active music and observe what students do.

Ask:

• How did you feel when you heard the music?
• Put your hand up if you felt like dancing or singing.
• Why do you think music makes us want to dance? 

Explain that our bodies love to move. They were made to wiggle and jiggle and jump and spin. Put the music back on and lead students around the room asking them to move to the music. When they are back as their seats, ask:

• How do you feel after moving to the music?
• What did you notice about our faces as we danced around the room? Discuss.

Encourage students to dance on their way to school, at home, and when walking or playing in their community.

Note: When your students start to droop at their desks, have some upbeat music on standby and get up and dance! You too, teachers!

(3-5) Dance, Physical Education, Health, Cooperation, Collaboration

Discuss responses to the following questions:

• Do you like to dance? Why?
• How many different types of dance can you name?)
• Do you think our bodies like to dance?
• Do you think you could dance without music?.
• Why do you think music adds to the dance experience?

Explain that you want students to plan and deliver a short dance routine either alone or (if safe and permitted) with a partner or small group. 

The only rules are:

• Everybody participates in some way.
• You need to cooperate with your group or partner if not working alone.
• Put-downs or making fun of anyone is not acceptable.
• Remember: dance can be as simple as creative movement so there is no right and wrong way for your group to perform.

Select a song that has a simple but good beat and allow students some time to prepare their movements to the music.

Allow students time to practice, perform, and ask:

• How do you feel when you dance?
• What do you think your body would say to you about dancing?

Close by suggesting: Dance more. Dance every day. Love the dance!

(6-8) Physical Education, Music and Dance Appreciation

Ask:

• Raise your hand if you like to dance.
• If you had to define “dance” what would you say?.
• What do you think are the benefits of dance for the body? 

Explain that dance is an important way to exercise the body and mind through movement. It promotes creativity and a love of music and movement, and helps to improve memory, communication, and thinking skills. Most importantly, dancing is fun!

Tell students that they are going to work alone or (if safe and permitted) in pairs, or in a small group to prepare and perform a short dance routine. They may choose their own music but if so, it must be cleared by you to make sure that it is appropriate for classroom use. 

The only rules are:

• Everybody participates in some way.
• You need to cooperate with your group if you choose to work in a group.
• Put-downs or making fun of anyone is not acceptable. Remember: dance can be as simple as creative movement so there is no right and wrong way for your group to perform.

Review several different types of dance with students, from hip-hop to tap, ballet, line dancing, Irish or Scottish dancing, etc. Search online for examples to view together.

Remind students that any form of creative movement can be dance. It does not have to fit into a category.

Allow students time to prepare, rehearse, and share.  Debrief by asking:

• How did you feel while planning your dance?
• How did you feel while performing for the class?
• Why do you think that some people are nervous about dancing in front of others?
• What is your favourite form of dance?
• Do you think there is a gender stigma about certain dance forms? Why do you think this is so?
  • Have you ever watched a complex choreographed dance routine? What style was it, and how many performers were involved? What skills do you think are needed to be able to dance such a routine?”
  • Does this discussion and experience help you to appreciate all forms of dance?

Close by encouraging students to dance more, move their bodies more, and to learn to appreciate the skills involved in many forms of dance.