Based on information from the book
We Interrupt this Broadcast
By Joe Garner
Forward by Walter Kronkite
Narrated by Bill Kurtis

Overview:
This instructional unit provides dance students with the opportunity to tie the creativity of movement to factual, historical, “events that stopped our lives.” Through instruction, library research, collaboration and rehearsal, students analyze and interpret a variety of reactions to these major historical events and translate those reactions to dance movements. Historical events are taken from the book We Interrupt this Broadcast which focuses on major historical world events that have warranted an “interruption” of regular programming on radio or television. The text is accompanied by CD’s which play the original broadcast of the event. Students present their dance/movement to the actual broadcasts from these CD’s.

Objectives:

1. Students will choreograph a dance/movement using social, historical or literary themes.
2. Students will analyze choreography
3. Students will demonstrate knowledge of movement, improvisation skills and choreographic form.
4. Students will utilize elements of dance in their movement and their paper
5. Students will defend their choice of movement in a written piece.
6. Students will learn to identify and analyze primary sources to gain ideas for movement choices.

Scoring Guide for Analysis Paper

Analyze your Movement and Defend your Position

The following should be included in your paper:

1. Description of the project
2. Description of the movement (use dance terminology)
3. What are you trying to say through your movement
4. Is your meaning literal or conceptual? Describe why you made this choice.
5. How did your movement represent the person in your primary source? Describe the person’s feelings.
6. Defend your choice of movement in your representation.
7. How did your movement fit with the movement of the other people in your group? Did you discuss one style of choreography over another?
8. In what way would you improve your movement if given the opportunity?

Correct grammar
Correct spelling
Variety in sentence structure
Transitions to help paper flow
Vivid adjectives and color words
Clear purpose

Big 6 Objectives:
Task definition: Students will be able to accurately, in their own words, explain the assignment and the desired outcomes. They will also be able to identify what information needs they have based on the assignment.

Information Seeking Strategies: Students need instruction about what primary sources are and where they may be found. Videos, magazines, newspaper articles, books, websites etc… potentially contain information that might be helpful. Students must be able to locate primary documents by using a variety of search strategies involving the Internet, the vertical file, the card catalog.

Location and Access: The school library is the primary location for information, but family members with first hand experience would be helpful.

Information Use: Once materials have been located, students must compare the reactions of the different authors, analyze the range of emotions and interpret those emotions as they apply to dance movements. They must also document their resources.

Synthesis: Students, in groups, will use the information gathered during research to create a dance that interprets the emotions felt as America learned of the tragedies or celebrations that make up our history. Students must also create a paper that explains and defends the choices they made regarding their movements. Documentation of primary sources used is also required.

Reflection: The dances will be videotaped so students can reflect upon there work. Part of the reflection will include whether or not the information they found in their primary sources was helpful, or if they needed “better” information.

Activities

1. Choose an event from the book We Interrupt this Broadcast and read about it.
2. Present Big6 (librarian) and discuss documentation
3. Have each individual (in the library) find a primary source which explains one person’s feelings or views about the historical event.
4. Share primary resources with group members
5. Groups listen to the actual broadcast and make notes, comparing what they found in their primary resources to what is being broadcast.
6. Based on prior instruction in dance class, begin planning movement according to emotions and facts taken from the broadcast and primary documents.
7. Write paper analyzing and defending movements. Include documentation.
8. Perform for the class while being videotaped for evaluation.

Products:

1. A dance reflecting the feelings of the American people during a given historical event
2. A paper analyzing and defending your choice of movement for your dance
3. Documentation to show your use of resources.

Instructional Sequence:
Day 1