Learning Objectives 

Students will: 

• Interpret a dance/dramatic play about Harriet Tubman.
• Observe how emotions can be expressed through body movement, dance, and overall performance.
• Experiment with the expression of emotions using their own body by creating a short dance/dramatic interpretation to a song about Harriet Tubman.
• Reflect on a scene from a dance experience through original illustrations.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

• Song Lyrics: “Harriet Tubman”

Video

• “Sister Moses: The Story of Harriet Tubman”
• “Harriet Tubman” by Walter Robinson

Teacher Background

Teachers should review historical details about Harriet Tubman from the following resources: Harriet Tubman Underground Railroad Visitor Center, Harriet Tubman Timeline, Harriet Tubman Underground Railroad Byway, National Parks Service: Harriet Tubman, Harriet Tubman Biography, National Geographic Kids: Harriet Tubman, Spy, History: Harriet Tubman, and Ducksters: Harriet Tubman.

Student Prerequisites 

Students should know historical details about enslaved people, the Underground Railroad, and African American history.

Accessibility Notes

Modify movements as needed. Allow extra time and space for dance movements.

Engage

1. Without audio, begin playing the video “Sister Moses: The Story of Harriet Tubman” at the 9:28 mark. Allow students to observe they play without an introduction. Ask students: What are you observing? (a dance, a dramatic interpretation, answers may vary) Who is performing? (an African American main dancer and a Caucasian supporting troupe) What are they using to express themselves? (their bodies, their dance movements) What type of dance are they performing? (a combination of ballet and modern dance) What role do the costumes play? (show sharp contrast, imply purity, answers may vary) Why are some dancers “frozen”? (to hold a tension, to allow the viewer to anticipate upcoming action, to prevent distraction when they’re not part of the action) How and why did the director use locomotor movement (walking, running, skipping), non-locomotor movement (bending, stretching), and non-movement? What emotions do the dancers express through their movement? (happiness, sadness, jubilation, uncertainty, friendship, etc.) What props are used and why? (none, to keep the focus on the dancers) How does the setting influence production? (the set is plain to keep the focus on the dancers) What role does the director play in this production? (controls what the audience experiences by the choices made)

2. Now with the audio, play “Sister Moses: The Story of Harriet Tubman.” Ask students: How do the music and words impact the performance? (helps to tell the story, gives support to the dancers’ movements)

Build

1. Have students close their eyes and listen to “Harriet Tubman” by Walter Robinson. Ask students: What did you envision while you listened? (answers will vary) How did the song make you feel? (answers will vary) What was the songwriter trying to accomplish with his words? (share a story, pay tribute to a woman, tell history) What was the songwriter trying to accomplish with the music? (create a mood, establish a rhythm and format, encourage listeners to sing in chorus, etc.)

2. Share the Song Lyrics: “Harriet Tubman” with students. Ask students: Who is singing the song? What symbolism is used in the song? (train, conductor, first mate, railroad, lifeline)

Apply

1. Create an original dance or drama. Divide the class into dance and drama groups. Have each group choreograph a dance to accompany the song, “Harriet Tubman.” Ask students to consider their type of movement (non-movement, locomotive, non-locomotive), emotions expressed, symbolism portrayed, props, what they want the audience to feel or experience, etc. For example, students can become a train with a conductor picking up passengers, or choreograph the journey abstractly.

2. Have students perform their dance or drama. After all of the performances, ask students: How were the dances/dramas similar? How were the dance/dramas different? What did the dance/drama teams do well? How did you feel as you danced or acted in a scene?

Reflect 

1. Assess students’ knowledge with a reflective illustration. Have students illustrate a scene that impacted their thinking from one of the dance or drama performances. On the back of the artwork, ask students to write a reflection about their experience as an audience member viewing a dance or drama.

Extend

1. Choreograph dance movements to accompany another song about history. Research a historical event and the people involved. Choreograph movements to retell a moment in history. 

2. Write an original history song to perform with dance and movement. 

3. Analyze other dance performances that convey a story (with and without the audio). Ask students to infer the meaning of the dances and have a class discussion. 

4. Choreograph a dance that spotlights women in history. Explore books and biographies about women leaders. Choreograph movements to spotlight an achievement or sacrifice.