Flash Mob: Music and Movement in Public Spaces
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create and perform a flash mob that creatively combines music and movement to engage an audience and inspire others?Essential Questions
Supporting questions that break down major concepts.- How can music and movement be combined to create a visually appealing performance?
- How do you create a flash mob that will engage the audience?
- What is the best way to select music for a flash mob?
- Where can you find inspiration for creating a flash mob?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will collaborate to choreograph a flash mob routine.
- Students will select and edit music appropriate for a flash mob.
- Students will perform a flash mob in a public space.
- Students will understand the elements of surprise and audience engagement in performance.
- Students will reflect on the effectiveness of their flash mob in engaging the public.
Entry Events
Events that will be used to introduce the project to studentsThe Spontaneous School Flash Mob
A local celebrity (e.g., a musician, dancer, or community leader) unexpectedly starts a simple, catchy dance in the school cafeteria during lunch. The students are invited to join in, and the event culminates in a mini-flash mob. This sparks curiosity about the art of flash mobs and their potential for creative expression.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Movement Brainstorm & Choreography Planning
Students brainstorm movement ideas and begin to create a basic choreography plan for the flash mob.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed choreography plan including initial movements, formations, and transitions.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will collaborate to choreograph a flash mob routine.Music Selection & Editing
Students explore various music genres and select a song (or medley of songs) that is appropriate for their flash mob theme and choreography.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA music selection rationale, and an edited music track ready for performance.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will select and edit music appropriate for a flash mob.Flash Mob Rehearsal & Performance
Students rehearse their flash mob routine and perform it in a chosen public location.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA video recording of the flash mob performance.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will perform a flash mob in a public space.Surprise & Engagement Analysis
Students analyze how the element of surprise and audience engagement contributed to the flash mob's success.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reflective journal entry on the flash mob's impact and audience reaction.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will understand the elements of surprise and audience engagement in performance.Effectiveness Reflection & Analysis
Students reflect on their experiences and the public's reaction to the flash mob, identifying areas of success and areas for improvement.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA group reflection report analyzing the flash mob's effectiveness and impact.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will reflect on the effectiveness of their flash mob in engaging the public.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioFlash Mob Creation & Performance Rubric
Movement Brainstorm & Choreography Planning
This category assesses the students' ability to brainstorm movement ideas and create a detailed choreography plan for the flash mob.Choreography Plan Detail
The clarity and detail of the choreography plan, including movements, formations, and transitions.
Exemplary
4 PointsThe choreography plan is exceptionally detailed, creative, and clearly outlines movements, formations, and transitions. It demonstrates a sophisticated understanding of dance composition and spatial awareness.
Proficient
3 PointsThe choreography plan is well-detailed and clearly outlines movements, formations, and transitions. It demonstrates a good understanding of dance composition and spatial awareness.
Developing
2 PointsThe choreography plan is somewhat detailed and outlines some movements, formations, and transitions. It demonstrates a basic understanding of dance composition and spatial awareness.
Beginning
1 PointsThe choreography plan lacks detail and does not clearly outline movements, formations, or transitions. It demonstrates a limited understanding of dance composition and spatial awareness.
Collaboration & Participation
The level of collaboration and participation within the group during the brainstorming and planning process.
Exemplary
4 PointsAll group members actively and enthusiastically contributed diverse ideas, showing exceptional collaboration and mutual respect. Leadership was evident, facilitating an inclusive and productive environment.
Proficient
3 PointsMost group members actively contributed ideas, showing good collaboration and mutual respect. Participation was balanced and productive.
Developing
2 PointsSome group members contributed ideas, but collaboration was inconsistent. Participation was somewhat unbalanced.
Beginning
1 PointsFew group members contributed ideas, and collaboration was minimal. Participation was very unbalanced, with limited engagement from some members.
Music Selection & Editing
This category assesses the students' ability to select and edit music that is appropriate for their flash mob theme and choreography.Music Appropriateness & Creativity
The appropriateness and creativity of the music selection for the flash mob, considering tempo, rhythm, and theme.
Exemplary
4 PointsThe music selection is exceptionally creative, perfectly fitting the flash mob's theme, tempo, and rhythm. It demonstrates a sophisticated understanding of musical elements and their impact on performance.
Proficient
3 PointsThe music selection is appropriate and fits the flash mob's theme, tempo, and rhythm well. It demonstrates a good understanding of musical elements.
Developing
2 PointsThe music selection is somewhat appropriate but may not fully align with the flash mob's theme, tempo, or rhythm. It demonstrates a basic understanding of musical elements.
Beginning
1 PointsThe music selection is inappropriate and does not align with the flash mob's theme, tempo, or rhythm. It demonstrates a limited understanding of musical elements.
Music Editing Quality
The quality and effectiveness of the music editing, including transitions, duration, and overall flow.
Exemplary
4 PointsThe music editing is seamless and enhances the flash mob's flow. Transitions are artful, and the duration is perfectly tailored to the performance. Technical skills are exceptionally well-applied.
Proficient
3 PointsThe music editing is well-done and ensures a smooth flow. Transitions are effective, and the duration is appropriate for the performance. Technical skills are well-applied.
Developing
2 PointsThe music editing is adequate, but transitions may be abrupt or the duration may be slightly off. Technical skills are basically applied.
Beginning
1 PointsThe music editing is poorly done, with jarring transitions or an inappropriate duration. Technical skills are minimally applied.
Flash Mob Rehearsal & Performance
This category assesses the students' ability to rehearse and perform their flash mob in a public location, as well as the quality of the video recording.Performance Preparedness & Coordination
The level of preparedness and coordination demonstrated during the flash mob performance.
Exemplary
4 PointsThe performance demonstrates exceptional preparedness and coordination, with all participants fully synchronized and confident. Transitions are seamless, and the overall performance is captivating.
Proficient
3 PointsThe performance demonstrates good preparedness and coordination, with most participants synchronized and confident. Transitions are smooth, and the overall performance is engaging.
Developing
2 PointsThe performance demonstrates some preparedness and coordination, but synchronization is inconsistent. Transitions are sometimes awkward, and the overall performance is somewhat disjointed.
Beginning
1 PointsThe performance demonstrates poor preparedness and coordination, with little synchronization. Transitions are rough, and the overall performance is unengaging.
Video Recording Quality
The quality of the video recording, including clarity, sound, and camera angles.
Exemplary
4 PointsThe video recording is of professional quality, with clear visuals, excellent sound, and varied camera angles that capture the performance effectively. Editing enhances the overall impact.
Proficient
3 PointsThe video recording is of good quality, with clear visuals, adequate sound, and appropriate camera angles. Editing is well-done.
Developing
2 PointsThe video recording is of fair quality, but visuals may be somewhat blurry, sound may be inconsistent, or camera angles may be limited. Editing is basic.
Beginning
1 PointsThe video recording is of poor quality, with unclear visuals, poor sound, and inadequate camera angles. Editing is minimal or nonexistent.
Surprise & Engagement Analysis
This category assesses the students' ability to analyze and reflect on the impact of surprise and audience engagement in their flash mob performance.Depth of Analysis
The depth of analysis and understanding demonstrated in the journal entry regarding the use of surprise and audience engagement.
Exemplary
4 PointsThe journal entry demonstrates an exceptionally deep and insightful analysis of how surprise and audience engagement were used in the flash mob, providing nuanced observations and thoughtful reflections. Demonstrates a sophisticated understanding of performance theory.
Proficient
3 PointsThe journal entry demonstrates a thorough analysis and understanding of how surprise and audience engagement were used in the flash mob, providing clear observations and thoughtful reflections.
Developing
2 PointsThe journal entry demonstrates a basic analysis and understanding of how surprise and audience engagement were used in the flash mob, providing some observations and reflections.
Beginning
1 PointsThe journal entry demonstrates a limited analysis and understanding of how surprise and audience engagement were used in the flash mob, providing minimal observations and reflections.
Writing Clarity & Coherence
The clarity and coherence of the writing in the journal entry.
Exemplary
4 PointsThe journal entry is exceptionally well-written, clear, and coherent, with a strong voice and engaging style. Ideas are presented logically and persuasively.
Proficient
3 PointsThe journal entry is well-written, clear, and coherent, with a good voice and engaging style. Ideas are presented logically.
Developing
2 PointsThe journal entry is adequately written, but clarity and coherence may be inconsistent. Voice and style are less engaging. Ideas are presented somewhat logically.
Beginning
1 PointsThe journal entry is poorly written, lacking clarity and coherence. Voice and style are unengaging. Ideas are presented illogically.
Effectiveness Reflection & Analysis
This category assesses the students' ability to reflect on their experiences and the public's reaction to the flash mob, identifying areas of success and areas for improvement.Analysis Thoroughness
The thoroughness of the group reflection report in analyzing the flash mob's effectiveness and impact.
Exemplary
4 PointsThe group reflection report provides an exceptionally thorough and insightful analysis of the flash mob's effectiveness and impact, covering all relevant aspects and providing detailed evidence. Demonstrates a sophisticated understanding of audience reception and performance dynamics.
Proficient
3 PointsThe group reflection report provides a thorough analysis of the flash mob's effectiveness and impact, covering most relevant aspects and providing clear evidence.
Developing
2 PointsThe group reflection report provides a basic analysis of the flash mob's effectiveness and impact, covering some relevant aspects and providing limited evidence.
Beginning
1 PointsThe group reflection report provides a minimal analysis of the flash mob's effectiveness and impact, covering few relevant aspects and providing insufficient evidence.
Areas for Improvement & Lessons Learned
The identification of areas for improvement and lessons learned from the flash mob experience.
Exemplary
4 PointsThe group reflection report identifies significant areas for improvement and articulates profound lessons learned from the flash mob experience, demonstrating a sophisticated understanding of the performance process and audience interaction. Suggestions are innovative and insightful.
Proficient
3 PointsThe group reflection report identifies clear areas for improvement and articulates important lessons learned from the flash mob experience, demonstrating a good understanding of the performance process. Suggestions are practical and well-reasoned.
Developing
2 PointsThe group reflection report identifies some areas for improvement and articulates basic lessons learned from the flash mob experience, demonstrating a basic understanding of the performance process.
Beginning
1 PointsThe group reflection report identifies few areas for improvement and articulates minimal lessons learned from the flash mob experience, demonstrating a limited understanding of the performance process.