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Learning Objectives 

Students will: 

• Select a phrase, a sequence of events, or a perceived theme about one of the 12 hours of the Ancient Egyptian journey through the afterlife and share it with their small group
• Create a dance with a small group, depicting one of the selected phrases, sequence of events, or perceived themes from their assigned hour
• Present the dance representing the assigned hour to the class
• Describe locomotor and non-locomotor movements and the qualities of movement used in the dance
• Identify the locomotor and non-locomotor movements and qualities of movement used in each of the other dance presentations for the other 11 hours

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

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Websites

Video

Teacher Background

Teachers should be familiar with the history and culture of ancient Egypt, mythology, and developing new ideas from literary forms. The Dancing Mythology lesson is not limited to just one myth but can be utilized with different myths available in your classroom or library.

Student Prerequisites 

Students should be familiar with ancient Egyptian civilization and mythology.

Accessibility Notes

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

Engage

1. Tell students that many civilizations and cultures have shared ideas about what happens in the afterlife. For ancient Egyptians, death was perceived as the beginning of a journey to immortality.

2. Tell the students that the sun god, Ra (also given as Re), was thought to perish each night as the sun set. Sunrise was not a guaranteed occurrence. The sun god had to go through a perilous 12-hour journey to be reborn at dawn. Similarly, Egyptian kings were thought to be united with the sun god upon their deaths, and they went through this circle of death and rebirth with Ra.

3. Have students divide into pairs or small groups to explore the myths’ early depictions and origins. Then have students focus on the 12-hour journey of the sun god Ra. 

4. Create a class timeline of Ra crossing the 12 gates in the underworld (12 regions of the netherworld). Have students divide into groups to discuss what actions, characters, and setting would be present during each hour. 

Build

1. Engage students in a discussion. Ask students: What are ways that people retell stories? (Film, dance, song, theater, poetry, etc.) Why are stories told in different forms?

2. Explore how mythology can be told through dance. Show performance, a dance inspired by Hindu mythology. “The work presents a different perspective of how humankind affects the Earth and how the physical environment we shape will, in turn, shape our lives.” Ask students to observe the way the dancers use their bodies to explain and interpret events throughout the 50-minute performance. 

3. Explain to the class that they will be creating a dance to reflect the 12-hour journey of Ra. Distribute the and review the terms with the students. Students should demonstrate the different non-locomotor and locomotor movements and the qualities of movement. 

Apply

1. Divide the class into 12 groups and assign each one of the groups an hour of the 12-hour journey of Ra. Distribute the to students. Have students review the description of what takes place during that hour of the Tomb. Tell the students to select a phrase, a sequence of events, or a perceived theme that occurs during their assigned hour. Explain that they are to represent that selection through movement. Students should collaboratively share ideas and select phrases together, then sequence them to a themed dance.

2. Tell the students that they should select at least one locomotor, one non-locomotor, and one quality of movement in choreographing their representation of the phrase, events, or theme. They should focus on creating a dance rather than gestures or pantomime.

3. Give students time to choreograph and practice their movement pieces. Teachers or students can select the music that will accompany their dance.

Reflect

1. Have each group perform their dance for the class. The performances should take place in sequence, starting with Hour One and ending with Hour Twelve. Teachers or an assigned student can film each segment to later be put together to be later viewed in sequence. 

2. Assess students’ knowledge of choreographing a mythology story into dance. Note each group's use of locomotor movement, non-locomotor movement, and movement quality in dance. As well as an appropriate interpretation of a theme, event, or phrase related to the Ancient Egyptian mythology about the afterlife and the sun god Ra.

3. Have students reflect on their dance experience. Ask students: What are the benefits of telling a myth through dance?