Dance
Unit: Dance till you Drop! Term: ____________ Week: ____________
Unit Description: This unit comprises of learning experiences that explore the elements of composition and purpose of dance. Many students will be unfamiliar with the nature of dance and its links to creativity, freedom and expression of identity. The unit is heavily focused on performance and appreciation of other performance tying in with diversity. Students learn about the element s of a quality performance, safe dance practice, features of movement composition and dance contexts. Key concepts are interpreted by students through a variety of individual and group activities with cross-curricular and technological connections. Students are teacher and peer assessed throughout the unit and assessed formally with performance choreography and performance towards the end of the unit. It is recommended the unit is carried out in a setting with projector or smart board access and large open spaces such as a school hall.
Strand Outcomes Skills
2 – Movement Skill and Performance 4.4 A student demonstrates and refines movement skills in a range of contexts and environments.
4.5 A student combines the features and elements of movement composition to perform in a range of contexts and environments.
4.11
Communicating 4.12 Decision making
4.13 Interacting 4.14 Moving 4.15 Planning
Learn About’s Learn To’s Learning Strategies Resources &
Equipment Contexts for
specialised movement skills
- Dance The
Features of movement compositio n
- Purpose
Dance from context such as cultural, social,
contemporary and current perspective.
Lesson 1
Video Analysis (Introduction/overview activity)
A brief discussion is held to introduce and explain the concepts and purpose of dance based on basic movement principles and social constructs. Discussion points can include connections to interacting, communicating, planning, moving and decision-making. Links dance has with creativity, freedom and enjoyment should also be also be reiterated and can be coupled with encouragement towards participation and non-judgment. Questioning can be used to identify students previous
experience, what they see dance as and what they get out of dance to broaden each learners perspective. The teacher will highlight how any collection of movements can be transformed into dance by what we move (body), where we move (space) and how we move (dynamics,
Projector/
Smartboard/studen t laptops
Internet access https://
wwww.youtube.co m/watch?
- Respon ding to Stimuli - Improvi sing - Plannin g - Sequenc ing - Perform ing The elements of compositio n - Space - Dynami cs - Rhythm and timing Relationship
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 e.g. music, ideas, and player movements. - Improvise movements to solve problems e.g. expressing ideas. - Communicate
effort and quality).
Students are presented a short Youtube clip on the evolution of dance. While the students do this they are required to observe the basic movement principles of ‘what’, ‘where’ and ‘how’ we move. Name Syllables (literacy)
As a class group students will stand in a large circle. Teacher will explain what a syllable is and make sure all students are aware of how many syllables their name consist of. Students will be given a brief period of time to decide on a movement to match each syllable in their name. Ensure students are aware of their personal space and others around them. Teacher facilitates this prompting students with ideas derived from basic dance movement principles, e.g. use of different body parts, different levels, directions and speed of movement. Students will then be given a chance to demonstrate their dance move to the group in a chronological circular pattern while they speak their name.
Syllable Cannon
As a whole class students form a widespread circle. Students will be instructed to cut their syllable name dance down to two movements. Teacher will initiate clapping tempo and students can feel free to stomp feet and clap running true with the beat. The teacher will begin with their own syllable dance matching the two movements consecutively to the beat. In one direction each student will present his or her own two dance moves to the group tempo beat. Once the full circle is completed, this process will be repeated although this time with the student
performing the previous dancers two movements’ first then their own. Repeat this process with different tempo claps until students feel confident. For those who find this exercise simple, encourage they add dynamics to their movement.
Lesson 2
Tempo Clap/Skip (numeracy & music)
Account password: St4dance2014
or achieve a set purpose using different subject matter, e.g. ideas from growing and changing, music - Combine simple movement patterns into logical sequences or phrases Provide and
make use of constructive feedback to refine movement performances
Participate in individual and group movement activities which:
Students are presented a number of songs to display how knowledge and understanding of tempo and beat is essential to all modes of dance. Teacher should note the entire song does not have to be completed, once students are deemed somewhat competent the next song should be played. Songs should include a range of genres with varying tempos although keep true with a ‘four four’ time signature (four beats per bar). Ensure lyrics and sounds are appropriate and include snippets of songs from the 1950’s to present. The teacher should direct students to join along with their clapping pattern and count as a class in time with each beat. Class can explore this same concept of staying in time with
skipping ropes; students do not necessarily be good skippers as they can slow their skip to match the beat. Teacher can now explain and
demonstrate how clapping can be substituted for a dance move and there are no boundaries as long as it is appropriate.
Free Dance Shapes
The teacher will set out three piles of dance ‘prompt’ cards. These cards will be stacked into piles according to what basic dance movement principle they apply to. These principles are entitles ‘What’, Where’ and ‘How’. The teacher will perform a demonstration of the activity. To do this the teacher must choose one card from each pile and dance in time to the music with reference to each dance prompt card. More than one demonstration should be given whether it is student or teacher and movements should be exaggerated to illustrate the purpose of the activity. Each student will select one card from each pile randomly. Time will then be given to explore their movement, applying it to a range of music. The teacher should stop the class at regular intervals to ensure students swap and pick new cards up from the piles.
Questioning and discussion should follow this identifying how elements of the movement can add flavour, rhythm and enjoyment to dance. Bring to light student perceptions on their own movements in the differing contexts, i.e. the ‘what, ‘where’ and ‘how’.
Lesson 3
Playlists “Stage 4 Dance tempo songs” Internet access Device with enough sound, Smartboard/ laptop.
Prompt Cards 30 x Where 30 x What 30 x How
Youtube account Playlists Stage 4 Dance tempo songs Internet access Props - Hoola hoop Streamers
- Demonstrate their ability to use space in different movement contexts - Explore force
and flow - Use self paced
and externally paced movements to explore rhythm and timing - Explore relationships, e.g. with a partner/grou p/ team member, opposition players, equipment, apparatus and the performing environment.
Use the
Story Line Dance (Literacy/ Indigenous/ICT)
The aim of this activity is to tell a story through dance. According to prior knowledge the teacher will split students up into groups of four dependent on who works well with each other. Similarly to the
individual ‘Free Dance Shapes’ task students will be given the chance to choose a dance prompt card from each heading as well as an
accompanying theme and props to support their dance. Each group will then use a single student laptop to access the class Youtube account. From this stage students can explore the list of songs for a brief time before selecting one to construct their dance off. Before this happens, as a group, students will be given time to write a short creative story. The story must include an introduction, complication, body and resolution and must not exceed half a page in 12 font on Microsoft word. Students must keep in mind what props are available and what dance prompt cards their group has. Teacher should facilitate this learning process adding ideas and posing questions to each group. Students are given time to produce a dance that coincides or tells the story using a student laptop for music. Towards the end of the lesson each group will be given the chance to present their story and dance to the group. Facilitate a discussion regarding dance as a way of communication and how different cultures use dance and what it might symbolise. Question students on examples of different contexts where dance is used
prompting for responses pertaining to entities such as weddings, social outings and ceremonies.
Lesson 4 Jungle Run
Teacher instructs students to find their own personal space where they are at least two metres from any other student. Here the teacher can explain and give demonstration on the jungle run. The jungle run requires all students to run on the spot. Whilst doing so they will be listening to a fast jungle themed song (Found on class Youtube Channel). They will also be required to mirror the actions of the teacher/student leading the group. At any moment the leader may leap, dodge (with
Story Line Dance worksheet
Props
Student Laptops (1 per group)
Internet access Youtube account details.
elements of composition to create and perform. - Dance
compositions - Gymnastics
sequences - Defensive and
offensive strategies in games
arms up) and duck. Students should be notified that these signify movements that might be required when running through the
jungle/bush. The leap represents jumping over a rock, the dodge with arms up represents swinging around a tree on a vine and the duck represents the runner ducking under a low-lying branch. All students must aim to keep movements and transitions flowing.
Stamp a foot ‘n’ Shake a leg
Present students with extracts from the Youtube video on types of Australian indigenous dance known as ‘Stampafoot’ and ‘Shakealeg’. Facilitate brief discussion on the importance of dance to culture and the purpose of dance. Students will be handed a worksheet with dance steps to an Aboriginal style dance incorporating dance moves derived from the ‘Stampafoot’ and Shakealeg’ dances. The remainder of the activity will then consist of students exploring the movements to clap stick rhythms played by the teacher without any structure followed by whole class structured learning where students are required to follow set dance movements.
Lesson 5
Assessment Task Choreography
Students are given the assessment outline and marking criteria. The students are then divided up into groups of four. Students will
brainstorm and collect ideas on the choreography of their dance. The creative dance scaffold will aid this process illustrating to groups the necessary components required for their dance. Highlight that the previous four lessons have all incorporated aspects of dance relevant to the assessment and this should be demonstrated in the dance. Teacher should provide all resources and equipment that has been available over the previous four lessons to prompt groups with ideas. Note students must only choose songs listed on the Youtube account. To promote creativity and progression of each groups dance can give feedback; pose encouragement as well as ideas and questions to groups.
Youtube account Playlist
Stampafoot n Shakealeg
Whole class dance steps worksheet x 30
Assessment task sheet x 30
Internet access Student laptops Youtube account details
Props
Lesson 6
Assessment Task Practice
Students are to continue on constructing their dance according to the scaffold and marking criteria. Groups should be at the stage where choreography is complete and the majority of time is being devoted to refining and practicing the dance throughout its entirety. Towards the middle of the lesson students will be given time to observe other groups dance and fill out peer feedback sheets. The peer feedback sheets will be given to groups to assist in bettering their over all performance. How well students take the feedback on board should be highlighted as a point of criteria for their assessment mark.
Lesson 7
Assessment Practice/Performance
Groups will have a chance to practice finalising last minute adjustments to their group dance. The teacher should allow 30 minutes for
performances and request groups hand in their completed scaffold sheets to assist in marking and ensure the teacher can cue and play the correct song. Groups will be picked randomly out of a hat to decide the order of performance. Groups will perform and be marked by teacher. For each group students will receive a feedback slip they are to fill out briefly detailing their thoughts on their peers’ performances. Teacher must make written analysis of group performance to guide marking.
Stage Go Pro
Marking guidelines Access to deveice with high sound output – Laptop Smartboard.
Technology links
There is an array of opportunities for students to explore and improve skills related to information communication technology. The Dance unit goes beyond the regular classroom technology links with laptop and Smartboard based learning incorporating class Youtube accounts and use of Go Pros. The Unit gives teachers a chance to teach ethical issues relevant to technology use, with reinforcement of filtration on Youtube encouraged.
Indigenous/cultural links
The ‘Dance till you Drop’ unit provides ‘opportunities for students to explore the relationship between culture and the formation of their own identity and the identity of others’ (BOS). Cultural diversity is
recognised and celebrated within the unit through appreciation of dance purpose, story telling and freedom and creativity. A common theme that must be embedded throughout the unit is the rejection of all forms of discrimination and judgment. One example is the
story through dance. Literacy links
Critical literacy skills are taught through many of the learning experiences in the unit. Cross-curricular learning can be achieved when students have the chance to make their own group creative writing and learn about syllables. Students are given opportunities to oral literacy skills and critically analyse media footage.
Numeracy links
The unit entails mathematical thinking through time management, grouping and organising data related to dance. One of the key numeracy competencies students will develop throughout the unit is music based and relates to time signatures and tempo with learners required to pick up on and match dance moves to different tempos and beats.
Risk Management
Activity: Performance and practice Location: School Hall
Hazard/Risk Areas Hazard/Risk Identification Elimination or Control Measures PEOPLE – Attitudes people bring to the
activity:
Skills, attitudes fears, physical fitness, age, health, numbers, etc.
Poor involvement Embarrassment Low confidence levels Bullying
Highlight the nature of the dance unit and how it is to encouragement freedom and enjoyment and discovery of dance concepts. Ensure strict discipline policies and rules are identified and enforced. Set yourself as an example and take yourself out of the comfort zone in demonstrating dance moves.
EQUIPMENT – Resources that impact on the activity:
Clothing, sporting and protective
equipment. ICT resources and dance props.
Personal space, Students hitting each other with body parts, props or equipment.
Explain the importance of spatial awareness when dancing reinforce the golden rule of being at least a metre away from other dancers when free dancing or performing separately. ENVIRONMENT – Factors that impact on
the activity:
Weather, surfaces, flooring and walls.
Injuries from the dancing environment. E.g. Broken timber floorboards in
school hall.
Monitor and Review
Q 1. Are the Controls still effective? Q 2. Have there been any changes?
Q 3. Are all the staff aware of the controls? Q 4. Have new hazards been identified? Q 5. What further action is required?
Consulted with: ______________________ Date: ______________________ Signature: ______________________
Risk Management
Activity: __________________________ Location: ____________________________________
Hazard/Risk Areas Hazard/Risk Identification Elimination or Control Measures
ENVIRONMENT – Factors that impact on the activity:
Weather, surfaces, flooring and walls.
Over exertion Dehydration
Muscular and bone sprains, strains and injuries.
Understand body capacities and limitations. Ensure protective equipment is used if unit is taught outdoors particularly in heat. Ensure each student has their own personal space is aware of others and their
movements in relation to that. EQUIPMENT – Resources that impact on the
activity:
Clothing, sporting and protective
equipment. ICT resources and dance props.
Explicit content on the internet.
Inappropriate song viewing and selection. Ensure school ICT policies are enforced.Have specific Youtube channel/account students are restricted to.
ENVIRONMENT – Factors that impact on
Weather, surfaces, flooring and walls. accommodate for clear audio but will not be excessively loud.
Monitor and Review
Q 1. Are the Controls still effective? Q 2. Have there been any changes?
Q 3. Are all the staff aware of the controls? Q 4. Have new hazards been identified? Q 5. What further action is required?
Consulted with: ______________________ Date: ______________________ Signature: ______________________
PDHPE LESSON PLAN Movement (7-10) Teacher/s Name
Thomas Quine Class/ StrandYear 8B Strand 4
Outcomes (K/U, Skills)
4.4 A student demonstrates and refines movement skills in a range of contexts and environments.
4.5 A student combines the features and elements of movement composition to perform in a range of contexts and environments.
Lesson Number 4
Learn About’s
Contexts for specialised movement skills - Dance
The Features of movement composition - Purpose
- Responding to Stimuli - Improvising
Learn To’s
Dance from context such as cultural, social, contemporary and current perspective.
Participate in a range of movement activities that demonstrate and enhance their ability to:
- Planning - Sequencing - Performing
- Respond creatively to stimuli e.g. music, ideas, and player movements.
- Improvise movements to solve problems e.g. expressing ideas.
- Communicate or achieve a set purpose using different subject matter, e.g. ideas from growing and changing, music - Combine simple movement patterns into logical sequences
or phrases
Teaching and Learning Strategies How are they going to learn about it? What is the order of learning?
Organisation How will I structure their learning and understanding?
Key Teaching Points
What do I want to learn and understand?
Equipment/ Resources What will I need?
INTRO (10 m) Warm up
Teacher will guide students through the same warm up which is completed before all Dance PE lessons combing static and dynamic stretches. While students and teacher stretch the
importance of an appropriate warm up should be highlighted.
Revision and Recap
Have students seated on the floor and remind them of what the unit of dances primary focus is. Briefly go over what has been learnt so far with specific reference to the basic principles of dance movement and what activities and learning were undertaken last lesson. Reiterate the importance of spatial awareness and safety in regards to people, equipment and the environment.
BODY
Activity 1 – Jungle Run (10 m)
Teacher explains and gives demonstration on the
Students sit In circle with teacher roaming, relatively close with enough room to stretch.
Revision and recap can begin while students are still stretching.
Teacher instructs students to find
Major muscle groups active in dancing (freedom of dance means all body parts should be stretched). Particular emphasis on shoulders, neck, back and legs.
Basic Principles of dance movement: What we move, where we move and how we move. Examples include what body parts, relationships, direction, levels, pathways, effort used and dynamics.
Respond to external stimuli (followers) and respond to internal stimuli (leader).
Leap: High leading knee with lateral movement from following leg, landing balanced for flowing transition back to stationary run.
Dodge: Arms high with hands together as if
jungle run. The jungle run requires all students to run on the spot facing the ‘leader’. Whilst doing so they will be listening to a fast jungle themed song (Found on class Youtube Channel). They will also be required to mirror the actions of the teacher/student leading the group. At any moment the leader may leap, dodge (with arms up) and duck. Students should be notified that these signify movements that might be required when running through the jungle/bush. The leap represents jumping over a rock, the dodge with arms up represents swinging around a tree on a vine and the duck represents the runner ducking under a low-lying branch. All students must aim to keep movements and transitions flowing. The leader can choose these movements at any time and in any order and should be continually swapped.
Activity 2 - Stamp a foot ‘n’ Shake a leg (30 m)
Present students with extracts from the Youtube video on types of Australian indigenous dance known as ‘Stampafoot’ and ‘Shakealeg’. Entire clip does not have to be shown. Facilitate brief discussion on the importance of dance to culture and the purpose of dance. Students will be handed a worksheet with dance steps to an Aboriginal style dance incorporating dance moves derived from the ‘Stampafoot’ and
Shakealeg’ dances. The remainder of the activity will then consist of students exploring the
movements to clap stick rhythms played by the teacher without any structure followed by whole class structured learning where students are required to follow set dance movements.
their own personal space where they are at least two metres from any other student.
you were holding a tree vine or overhead rope. Stepping off foot left or right with body following in a smooth, rhythmic manner.
Duck: Should be performed rhythmically and as quick as possible while maintaining speed as if you were getting chased
through the jungle by an animal.
Importance and purpose of dance:
Importance to culture and identity, used in ceremonies such as initiation and
celebration such as weddings. Used to tell stories and pass on beliefs, values and attitudes. Forming relationships,
communicating to others and enjoyment are all purposes of dance. Fitness and health reasons. The various contexts dance is posed in should be discussed with comparisons made to differing cultures. E.g. indigenous dance, country dancing, clubbing dancing, festival
dancing. These notions can be coupled with how different type of music mediate dance.
Students follow steps in chronological order and can time their movements according to the tempo of the clap sticks. An understanding of the story line behind the movements. Themes such as hunting, nature and spirituality.
Stamp Foot: In time with clap sticks Shake leg: Performed quickly with knees
CONCLUSION (10 m)
Bring students back together to discuss how the dance made them feel and ask reflective
questions pertaining to the learning experiences. Identify how/if perceptions of culture and contexts relating to dance have changed throughout the activities.
moving laterally in and out.
How did you remember which movement was needed next without looking at the sheet?
What did each dance move represent? How does a dance such as this have meaning and purpose in a culture?
Observational focus: (What am I observing to indicate students achieved the outcomes, make a judgment on learning and understanding)
Were a variety of viewpoints and ideas explored through the activities? Did students show leadership, teamwork, creativity, goal setting and problem solving? Did students communicate respectfully to one another in the different activities? Did students take responsibility for learning by engaging in all tasks and by sharing their knowledge and ideas with others?
Reflection Questions: Student/Staff – Why was the lesson successful, what could change?
How did students respond to the tasks? Did the teaching style suit? Were all learners included in the lesson? Did more time need to be devoted to some activities more than others? Would anything be changed and why? Were students motivated adequately? Did the teaching try to
breakdown some of the stereotypes in the subject and within peer groups? Did the timeframe, activities and information run in a flowing and chronological manner?
Group members: _______________________________________________________
Write a short creative story including an introduction, complication and resolution. The story may does not have to relate to dance or school or sport but must retold through dance after its completion.
Dance Prompt Card What
Where How
StampAFoot & ShakeALeg
STEP 1: Spread arms at full length perpendicular to the body.
STEP 2: Turn head from side to side scoping the surroundings as if you were an animal hunting for prey.
STEP 3: Adjust feet so they are directly under the shoulders and swing knees in and out without moving your feet just like in the ‘ShakeALeg’ film clip.
STEP 4: Remain in the position and begin to move up and down on the spot while still carrying out all previous movements. STEP 5: Completely stop movement and remain perfectly still in whatever position you may be in when the clap sticks stop.
STEP 6: When the clap sticks recommence march forward as if you were holding a hunting spear. Left – Right – Left – Right – Left – Right – Left
STEP 8: Repeat this now with the right foot until the lap sticks stop.
Year 8 PDHPE Dance Assessment – Movement Skill & Performance
Outcomes
4.4 A student demonstrates and refines movement skills in a range of contexts and environments.
4.5 A student combines the features and elements of movement composition to perform in a range of contexts and environments. Performance Date: __________________
Weighting: ________________________
Task Description
In groups of four students will choreograph a dance combining elements learnt throughout the unit. Basic dance movement principles, the ‘what’, ‘where’ and ‘why’ should be incorporated. Dance groups will need to choose a song from the playlist ‘Stage 4 Dance Song Choices’ from the class Youtube account. The attached scaffold should be used to ensure all necessary components of the dance are included. Students will be marked on the performance, planning, ability to relate dance to marking criteria and ability to refine movements after teacher and peer feedback.
Criteria For assessment
Inclusion of all elements of composition presented in dance scaffold sheet.
Combine simple movement patterns into logical sequences or phrases.
Make use of constructive teacher and peer feedback to refine movements and performance. Performance includes all group members equally and performed for at least one minute. Ability to communicate and work well as a team
- - - - - - -
Peer Feedback Sheet #1 (Practice) What was done well Ideas for improvement
- - -
Performance Scaffold
Choose a song
Head to the class Youtube Account and as a group select a song form the list your group would like to choreograph a dance to. Before finalising decision consider a theme/story for your dance and what props and equipment are available.
Choose a theme/storyline
Add at least three level changes (High, low & medium)
Add at least two directional changes
