Lesson Note on Process of Choreography: Processes Involved in Choreography Gathering of the Movement for JSS 3

Class: Junior Secondary School 3 (JSS 3 / JS3)
Term: Third Term
Week: 4
Age: 14 years
Duration: 45 minutes
Subject: Cultural and Creative Arts
Curriculum Theme: Cultural and Creative Arts
Previous Lesson: Opportunities.
Topic: PROCESS OF CHOREOGRAPHY
Subject Matter: Processes involved in choreography Gathering of the movement, Putting and arranging the movements by teaching the dancers, Creating the final structure and polishing it for performance

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define choreography.
• Identify the different stages involved in creating a dance.

Affective Domain:

• Appreciate the effort and creativity involved in choreographing a dance.
• Show interest in the various processes of dance creation.

Psychomotor Domain:

• Outline the step-by-step process of choreography.
• Participate in a simple movement gathering activity.

Social Domain:

• Collaborate with peers to develop simple movement ideas.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• Cultural and Creative Arts for Junior Secondary Schools Book 3

Instructional Materials

The teacher will teach this lesson with the aid of:

• Chart showing the stages of choreography
• Video clips of various dance performances (if available)
• Musical instruments (e.g., drums, gongs) for movement exploration

Rationale for the Lesson

This lesson helps pupils understand how dances are created from initial ideas to final performance. It enables them to appreciate the artistic and technical skills required in dance making and encourages their own creative expression.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of dance as an art form and can identify different types of movements.

Lesson Content/Board Summary

PROCESS OF CHOREOGRAPHY

What is Choreography?

Choreography is the art of designing sequences of movements and forms, often for dance. A choreographer is a person who creates or arranges dances.

Processes Involved in Choreography

The creation of a dance piece involves several key stages:

• Gathering of Movements: This is the initial stage where the choreographer explores and generates various movements, gestures, and shapes. This can be done through improvisation, brainstorming ideas, or using specific themes and concepts as inspiration.
• Putting and Arranging the Movements by Teaching the Dancers: After gathering movements, the choreographer begins to select and organize them into a logical sequence. This involves structuring the dance into phrases, sections, and patterns. The choreographer then teaches these arranged movements to the dancers, ensuring they understand the rhythm, dynamics, and spatial relationships.
• Creating the Final Structure and Polishing it for Performance: In this stage, the choreographer refines the entire dance piece. This includes developing transitions between sections, working on timing, musicality, and overall flow. Rehearsals are conducted to polish the movements, expressions, and formations, making the dance ready for public performance.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher asks pupils to define dance and mention types of dances they know.
Pupils’ Activity: Pupils respond by defining dance and mentioning various dance types.
Learning Point: Connects previous knowledge to the new topic of dance creation.

Step 2: Explanation of Choreography

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines choreography and explains the role of a choreographer.
Pupils’ Activity: Pupils listen attentively and take notes on the definition.
Learning Point: Pupils understand the meaning of choreography.

Step 3: Gathering of Movement

Time: 8 minutes
Teaching Skill: Brainstorming/Demonstration
Teacher’s Activity: The teacher explains the first stage: gathering movements, and asks pupils to demonstrate simple movements inspired by an everyday activity.
Pupils’ Activity: Pupils demonstrate various movements and suggest ways to generate movement ideas.
Learning Point: Pupils understand how initial movements are created.

Step 4: Arranging Movements

Time: 8 minutes
Teaching Skill: Discussion/Sequencing
Teacher’s Activity: The teacher discusses how gathered movements are put together, emphasizing sequencing, patterns, and formations. The teacher may demonstrate a simple arrangement.
Pupils’ Activity: Pupils contribute ideas on how to arrange movements and observe the demonstration.
Learning Point: Pupils learn about structuring and organizing dance movements.

Step 5: Creating the Final Structure and Polishing

Time: 7 minutes
Teaching Skill: Explanation/Refinement
Teacher’s Activity: The teacher explains the importance of refining the dance, including rehearsals, timing, expression, and integrating music or costumes.
Pupils’ Activity: Pupils listen and ask questions about the polishing stage.
Learning Point: Pupils understand the final steps to prepare a dance for performance.

Step 6: Class Activity

Time: 5 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher divides pupils into small groups and asks them to create a short sequence of 3-5 movements based on a given theme (e.g., “walking in the rain”).
Pupils’ Activity: Pupils work in groups to gather and arrange simple movements.
Learning Point: Pupils apply the initial stages of choreography practically.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is choreography?
2. List three processes involved in choreography.
3. Explain what happens during the “gathering of movement” stage.
4. Why is polishing important in choreography?

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson and assigns homework: “Observe a dance performance (live or on video) and identify the possible choreographic processes used.”
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Reinforces learning and encourages further exploration.

Lesson Keywords

• Choreography – The art of creating and arranging dances.
• Movement – A change in position or posture of the body.
• Arrangement – The process of organizing movements into a sequence.
• Performance – The act of presenting a dance to an audience.
• Polishing – Refining and perfecting a dance for presentation.

Differentiation

For pupils who are struggling, the teacher will provide simpler examples and guide them step-by-step through movement creation. For advanced learners, they will be encouraged to create more complex movement sequences and consider musicality in their arrangements.

Note for teachers using this lesson plan

Encourage pupils to actively participate in movement exploration. Use available resources such as videos to show examples of different choreographic styles. Emphasize that choreography is a creative process that involves experimentation and refinement.