Warm Up/Hook:

• Show students one of these two images (studio shot of deMille performing as the Cowgirl in Rodeo)
  • Have students analyze the image using the Library of Congress’s TPS analysis tool for photographs and prints
  • Students first analyze individually, then group up with a partner (or in a trio) to share their observations, reflections, and questions.
  • ***If short on time or otherwise needing to condense the lesson, students can fill out the analysis tool in partners/trios - skip the individual analysis step
• Students share out - make a full-class poster/chart capturing students’ observations, reflections, and questions. 
  • Keep this chart posted in a prominent place throughout the lesson so that it can be added to as students continue to explore and discuss.

Mini-Lesson:

Provide historical information/background about Agnes deMille and what lead to the creation of Rodeo

• Use one or more of these sources:
  • NWHM biography
  • Kennedy Center
  • Agnes deMille website

Viewing performance clips (videos):

• Present-day performance clips: 3 clips from 2022 performance by Ballet West on this webpage
• Students fill out a graphic organizer - what they notice; what they think is happening/what they interpret based on their noticings.  There will be a separate section for each of these 3 clips.
• First, show the clip Opening of “Rodeo.”
• Second, show the clip “Buckaroo Holiday” from Rodeo
• Third, show the clip Beginning of “Hoedown.”
• (this is consistent with the sequencing of the full piece)

Idea for Modification or Extension:  The teacher can show students these still images from the 1940s/50s (either as a slideshow, or as a gallery walk) - in addition to, or instead of, the aforementioned video clips.  (See the “Modifications” section below for more information)

***Slideshow also includes a few color images from the Joffrey Ballet production in the 1970s, as well as link to the still images from the 2022 Ballet West production (same webpage as the video clips)

Use the same Library of Congress TPS analysis tool as used during the Hook to build consistency and help support the development of students’ photo analysis skills.

As time allows, you can engage students in a discussion of this Question for Thought:  What are the pros/cons of viewing still images from the actual era of the premiere, versus viewing video clips of present-day performances?  What are the benefits of each type of source?  How can they work together to give us a fuller and deeper appreciation of the work?

Analysis/Discussion

Remind students that this piece was created in 1942 and was intended to be an “American” ballet.  Ask them to reflect:

• In what ways is Rodeo an “American” ballet?
• In what ways is it not?
• What does it mean for a work of art (dance) to be American?  (Does it need to feature a particular movement style or focus on a particular theme?)
• How does deMille’s depiction of the frontier align with historical facts?  In what ways does it idealize or romanticize the West?

Teacher Tips for structuring this part of the lesson:

This analysis and reflection can be done orally or in writing.  Students can work individually, in pairs/small groups, or as a full class.  The teacher should consider students’ learning needs, levels of engagement, and equity of participation when determining how to structure this part of the lesson.  The teacher should also consider lesson length/pacing - a minimum of 5-7 minutes should be spent on this part of the lesson, as it serves to tie students’ observations and analysis of the primary source(s) back to the Guiding and Supporting Questions.  Depending on student interest and the length of your teaching period, this discussion can extend to 10-15 minutes.