Encounters with Dance and Decolonisation

Showcase one: Enhancing an Online Curriculum with Story-telling and Performance
In this project educators from Trent University and Yukon University worked with performers from the National Ballet School bring together students and cultural experts in a community context.
These videos encourage community in interpretation of dance to decolonize performance and storytelling. This resource is aimed at first and second year undergraduates. Online students are encouraged to participate in the dance.
The details of the videos and lesson plans for each session can be downloaded using the button beneath this paragraph.

Part 1: Welcome

Welcome to Sharon Shorty’s artist study, a unique storytelling and creative movement workshop created in collaboration with Trent University.

In this resource, you will begin by listening to Sharon tell a story, passed on to her by her grandfather, Jim Shorty. Then NBS Dance Educator Caitlin Marzialli will introduce you to collaborative, fun and accessible creative movement activities that allow students to engage deeply with Sharon’s storytelling.

Part 2: The Story

Sharon shares a story, from which much of activity covered the subsequent videos flows. As a result it's important that students are familiar with the story and it may be worth playing it a few times and spending some time discussing the questions in the curriculum.

Part 3: Warmups

Warming up is an important part of every dance class, because it prepares students to move safely, confidently, and collaboratively.

Lead dancers through the following warm-up activities at the beginning of each class. While these activities are not intended to be evaluated, use this portion of the class to check in on dancers, assess energy levels, and determine how your class will flow.

Part 4: Journey to Earth

The dance and movement in this video represent the braiding of the caribou hide. Each dancer will need a long piece of fabric or string to take part in the activities.

Part 5: Lynx and Wolverine

Dancers will move in two groups, one will be the lynx and the other the wolverine. It may be useful to show a picture of both creatures and discuss any responses to the image - how does the picture make each dancer feel and how do they think lynxes and wolverines might dance!

Part 6: First People's Dance

This dance makes use of a waltz in 3/4 time. It is an opportunity to move through the space you are using and interact with the other dancers. It may be worth repeating the dance several times to increase the number of interactions.

Part 7: Mahsi (Thank you)

This activity wraps up the session, helps dancers calm down their bodies while also expressing gratitude for their classmates and the shared experience of the dance.

Each dancer will express themselves independently and create a unique object through their movement.