Stage 4 - Dance

(1)

YEAR 8 Dance

Major Outcomes:

4.5 – A student combines the features and elements of movement composition to perform in a range of contexts and environments 4.15 – A students devises, applies and monitors plans to achieve short term and long term goals

Contributing Outcomes:

4.4 – A student demonstrates and refines movement skills in a range of contexts and environments

4.10 – A student explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity

Students learn about Students learn to Teaching Strategies Resources Registn

• contexts for

specialised movement skills

– dance

• influences on skill development and performance – Safety

• the features of movement composition – purpose – responding to

stimuli – improvising – planning – sequencing – performing

 demonstrate movement skills through a range of experiences including:

– dance from contexts such as cultural, social, contemporary and current.

• participate safely in movement activities

• participate in a range of movement activities that demonstrate and enhance their ability to:

– understand the influence of purpose when composing movement

– respond creatively to stimuli, eg music, ideas, player movements

– improvise movements to solve problems, eg defending or attacking strategies, expressing ideas

– communicate or achieve a set purpose using different subject matter, eg ideas from

• Social- Line Dance

• Cultural- Folk/Bush dance, Aboriginal dance

• Safe Dance Practice

– Students are to be advised of the rules and expectations of the environment and floor surface on which they will be practicing and performing.

– Students are to commence every lesson with a warm-up and stretching. and are to complete the lesson with a cool down.

– Students also need to be aware of their own body limitations- make students feel comfortable knowing that if they are unable to execute certain movements it’s ok. Try not to force them to do things they are physically unable to do.

Lesson 1

• Introduction and explanantion of ‘Safe Dance Practice’.

• Warm-up: General introduction to using space, time, dynamics and relationships. Students to play follow-the-leader, by mirroring the movement that their leader performs eg. run, jump, skip, hop, leap, teist, turn, roll, gallop, side step etc Encourage students to use all of the space provided and to think creatively. Change the ‘leader’ regularly for variety.

• Total body stretches, from head to feet.

• Body: Time: The next part of the lesson looks at tempo (timing) influenced by a stimulus eg. music

– The Clap Game: (8 Counts) Starting on the baseline, walking forwards. Students step and clap hands on the 1st_{count, then continue walking for}

the remainder of the 8 counts. Then they repeat the same clap counts and walks, walking backwards. The process is repeated by walking and clapping on the 2 count and continue until 8, again repeat walking backwards. Continue until you have completed clapping on all 8 counts or until they get confused.

• Music • CD

Player

(2)

growing and changing, music – combine simple movement – patterns into logical

sequences or phrases

• Activity extension: Clap and walk in time to different music, using different tempos.

• Nutbush- Teach students the steps to the Nutbush. Perform with the music. – Perform the sequence (Nutbush) again, this time using a canon

movement eg. different individuals/groups perform the same sequence but start 2 or 4 beats after the first group.

• Activity extension: Get the students to form small groups of 3. Students need to select 8 counts from the Nutbush and create their own 8 counts to add to it, to make a 16 beat sequence.

– Get students to focus on making a level change to the dance

– Students then need to combine with another group of 3 and teach them their sequence. Once each group has taught the other their 16 beat sequence, they need to combine them together to make a 32 beat sequence.

– Perform the sequence. • Cool Down: If you have time!

Repeat the warm-up and stretches

Lesson 2

• Warm-up: Pac-Man- Students position themselves in a small designated area with several intersecting lines (basketball court). Two students are ‘it’ and must chase the students along the lines and tag them. They must be on the same line to be tagged and cannot jump from one line to another. Once they are tagged they sit down on the line and act as a ‘block’, preventing other students from moving past. The purpose of this activity is to explore different directions and change direction when they meet another student. • Total body stretches

• Revision of last lesson- discussion.

• Body: Time: The next part of the lesson looks at tempo (timing) influenced by a stimulus eg. music

– Students line up in several lines and wslk forward to the end, in a 4/4 rhythm. When each student reaches the end, hey turn and walk back between the lines. Add variations: 1,2,3 clap, 1,2,3 kick, 1,2,3 turn. – Activity extension: stagger the lines. Two lines facing each other go

forward and back without contacting.

• Macarena- Teach students the steps to the Macarena. Perform with the music.

– Perform the sequence (Macarena) again, this time using a canon movement eg. different individuals/groups perform the same sequence but start 2 or 4 beats after the first group.

• Activity extension: Get the students to form small groups of 3. Students need to select 8 counts from the Macarena and create their own 8 counts to add to it, to make a 16 beat sequence.

– Get students to focus on level and directional changes to the dance (so that not all of the performers always faces the front) eg. performers all start facing each other, then turn outwards

– Students then need to combine with another group of 3 and teach them their sequence. Once each group has taught the other their 16 beat sequence, they need to combine them together to make a 32 beat

• CD Player

• Basket ball court

• Music • CD

Player • Milo

Active

(3)

sequence.

Lesson 3

• Warm-up: Studenst form a circle. The first person steps forward, announces their name and creates a movement. The next in line steps forward repeats the namesand actions of the person before, then adds their own name and action.

• Total body stretches

• Revision of last lesson- discussion

• Body: Folk Dance: The Heel and Toe Polka- Teach students the steps to the Heel and Toe Polka. Perform with the music.

– Variation: Students in formation for the heel and toe polka are individually given a card with one name of a famous pair (eg. Mickey and Minnie…). Doing a progressive dance, as you go around, talk to your partner and try to find your match. Once students find their match they leave the dance circle.

• Activity extension: using the movements from the folk dance, split the students into pairs and create your own sequence of 16 beats and then teach your sequnece to another pair.

– Students then need to combine all steps together to make a 32 beat sequence.

Lesson 4

• Warm-up: ‘Body Parts’

– Students are instructed to start jogging/moving around the space provided.

– Teacher will blow a whistle and command the students to form small groups with certain body parts eg. 3 hands, 7 feet etc

– Teacher repeats instructions using various group sizes and body parts- be creative!

• Total body stretches.

• Revision of previous lesson- discussion

• Body: Bush Dance: The Barn Dance/Strip the Willow- Teach students the steps to one of the listed Bush dances. Perform with the music.

• Activity extension: using the movements from the bush dance, split the students into pairs and create your own sequence of 16 beats and then teach your sequnece to another pair.

– Select the music and perform the sequence. • Cool Down: If you have time!

• Music • CD

Player

• Music • CD

(4)

• lifelong physical activities

– physical activities with cultural significance

• Problem solving / planning

• participate in physical activities with cultural significance, eg Indigenous dance, ethnic games

• Devises applies and monitors plans to achieve short-term and long-term goals.

Lesson 5

• Warm-up: ‘Captain’s Coming’ (space- levels and direction)

– Students to stand in a group in the middle of the space provided. Students must assume different positions and move in different directions on cue. If they get it wrong, they are eliminated. – Direction cues: Starboard (left), Port (right), Stern (back) and Bow

(front)

– Positions/levels: climb the rigging (standing position, pretending to climb a ladder), scub the deck (on hands and knees, scrubbing the floor), Captain’s coming (standing position, with right arm salute)

• Total body stretches.

• Body: Aboriginal Dance: Teach students the steps to the Aboriginal Dance provided.

– Explain to the students that Aboriginal dances explore themes around; gathering and tracking, gathering and hunting, the dreaming story and the dance treaty dance.

• Activity extension: using the movements from the Aboriginal dance, split the students into pairs and create your own sequence of 16 beats and then teach your sequnece to another pair.

– Perform the sequence to music or other stimuli eg. drum, clapping etc • Cool Down: If you have time!

Lesson 6

• Warm-up: Teacher choice • Total body stretches.

• Body: Problem Solving: Set students the task of selecting one of the following dances learned in class:

– The Nutbush – The Macarena

– The Heel and Toe Polka – Barn Dance/Strip the Willow – Aboriginal Dance

– Students must combine the set learnt steps in sequence of their own design (rearrange the steps) OR students must combine 16 beats of the set learnt dance and 16 beats of their own to form a sequence of 32 beats.

– Students are to perform the task in pairs – Distribution of Assessment task sheet

– FEEDBACK: teacher provides ongoing verbal feedback as student’s performance and instruction/demonstration is observed.

• Cool Down: If you have time! Repeat the warm-up and stretches

ACHPER

Dance Upper

Primary-p.131-163

• Music • CD

Player • Drum

• assess ment task sheet • Music • CD

Player

• Music • CD

(5)

• Problem solving / planning

• Devises applies and monitors plans to achieve short-term and long-term goals.

Lesson 7

• Warm-up: Teacher choice • Total body stretches. • Body: Practice

– Students to divide into their groups to practice their performance. Ensure they remember the following:

– Students must combine the set learnt steps in sequence of their own design (rearrange the steps) OR students must combine 16 beats of the set learnt dance and 16 beats of their own to form a sequence of 32 beats.

– Students are to perform the task in pairs

– FEEDBACK: teacher provides ongoing verbal feedback as student’s performance and instruction/demonstration is observed.

• Cool Down: If you have time! – Repeat the warm-up and stretches

Lesson 8

• Final performance and assessment.

• Music • CD

Player

UNIT EVALUATION

Adequate time was available to

teach this unit. Strongly Agree

Outcomes and/or content for this unit were relevant and attainable for students.

Agree

To what extent did the students in this class attain the outcomes being

measured?

All outcomes

The teaching resources

developed for this unit provided suitable challenge for our students.

Agree

The assessment tasks developed for this unit

assisted in the

measurement of stated outcomes.

Strongly Agree

Facilities and capital resources were adequate