Introduction
"La Bastringue" is a French Canadian circle dance which is suitable for grade 3+.
As mentioned in the introductory page, French-Canadians have the convention of holding soirées (house parties) with fiddles and songs and home veillée (home evening gathering) with dances to express their love of music. "The song is a popular party song which is also known as Les Confitures (the fruit preserves). It is usually danced as the fifth or sixth part of a long Québec quadrille."1Students are expected to develop their cognition on French Canadians’ culture in regards to their folk dance.
The dance incorporates walk with the rhythm, skip step individually, in pairs, and in group, buzz-step turn, and two-step promenade dance movements. Students can easily feel the happiness by hearing the music and this is a great dance for students to explore how to express happy feelings through body movements.
Dance
Rationale
The purpose of this unit plan is to allow students learn basic dance steps of French Canadians' circle dance, and in the mean time, develop better cognition on French Canadians’ culture.
The unit displays the big idea "our physical, emotional, and mental health are interconnected" perfectly as students would feel the happiness of the music and students are able to explore happy feelings through physical movements (Physical and Health Education, 2015, Grade 3, Big Idea). Moreover, as stated in the introduction page, students are also able to learn and experience historical Canadian culture through a joyful and interesting way — music and dances, which are intrinsic motivations as interests.
The unit is a cross-curricular outcome as it incorporates PE (physical movements), music (dance, song and instruments), and social studies (learn about French Canadians' culture). If any relevant story books can be found, English language arts can be part of the unit as well.
The dance would be age appropriate for grade three and above because it involves partner work and group work which most students are able to do successfully at that stage in elementary school, and it challenges the students to a point where some moves take time to learn (e.g. skip step, buzz-step turn). Also, the cultural information and knowledge behind the dance can be accepted and learned by students at that age period.
Demonstration Video
Story Behind the Music
"Translated literally, 'La Bastringue' means 'dance hall band'. So it's a reel about a dance hall band. In the second verse, the young lady accepts the invitation saying that she would love to dance with him but mainly to enjoy his company. In the third verse, the young man compliments his partner on how well she dances the very fast-paced 'La Bastringue' and warns that she should slow down otherwise she might get very tired. She responds in the fourth verse, that yes she does know the dance very well and in fact, she loves this dance so much that she could start all over again! Finally, in the fifth and final verse, the young gentleman excuses himself because he cannot keep up with her."2
Dance Routine
INTRODUCTION
1-10 Dance starts with fiddle music.
I. TO CTR AND BACK
1 Moving twd ctr, step fwd R (ct 1); step fwd L (ct 2);
2 Step fwd R (ct 1); touch L next to R (ct 2).
3-4 Repeat action of meas 1-2 bwd with opp ftwk.
5-8 Repeat action of meas 1-4.
II. TWO-STEPS TO L AND R
1-4 Facing CW and moving in RLOD, dance 4 Two-Steps beg with R and turning to face CCW in LOD on last Two-Step.
5-8 Facing CCW and moving in LOD, dance 4 Two-Steps beg with R and turning to face ctr on last Two-Step.
III. BUZZ-STEP TURN
1-2 M release hands with W on R, raise L hand and turn W on L CW under joined hands with 4 walking steps to end facing ptr in Closed Pos.
3-8 Ptrs turn with Buzz steps (Québec style). End with both facing LOD, W on M R in Open Pos (M R arm around W waist, W L hand on M R shldr, free hands hanging naturally at sides.
IV. TWO-STEP PROMENADE
1-8 Cpls promenade with 8 Two-Steps beg R. On last Two-Step, cpls turn 1/4 CCW to face ctr and join hands in "W" pos in a single cir to repeat dance with new ptr.
Repeat entire dance from beg.
*NB: Corresponding complete words of the abbreviations appeared in the above text can be found in the link to Standardized Abbreviations For Folk Dance that posted on introductory page.
*NB: Men and Women in this dance can be changed into leading partners and following partners in order to avoid sexism.
Scope: CAPS
Sequence: Block Plan
Assessment Strategies
Formative & Continuous Assessment
Formative assessment will be made out throughout the lesson by regularly observing student progress and adjusting activities to suit student needs.
- Video Recording (if applicable)
- Teacher Observation and Reflection
- Ask students questions to assess their progress
At the beginning of each lesson, ask students what they learned last class to help them review and build understanding.
In the end of each lesson, ask students what they have learned in the class to have them recall and think back.
Student Self-Assessment
As mentioned above, debrief with students in the beginning of the class and also the end of the class to help them assess through themselves. Also, have students self-assess in the end of the unit.
Summative Assessment
At the end of the unit, assess students summatively to find out the specific shortcoming of individual students to build up better learning.
An overview of all new concepts learned is also completed through the questions posed in the closure.
References
BC Ministry Education (2015). Physical Education and Health in Building Student Success: BC’s New Curriculum. Retrieved from https://curriculum.gov.bc.ca/home
Rink, J. (1998). Assessment in the instructional process. In Teaching physical education for learning (pp. 255-280). St. Louis. Missouri; McGraw-Hill.
http://www.thecanadianencyclopedia.ca/en/article/folk-dance/
https://www.nh.gov/folklife/learning-center/traditions/music-dance-french.htm