ࡱ> / :bjbj Jbhbh2  dt  {:zzzzzzz$~rzz4z0 0 0 z0 z0 0 Js\-yϋޢmuBuzz0 {u~LL-yL-yH0 zz^ {L X J: UnitDanceYear7ModuleCreative DanceLength5 weeksUnit Description Students develop the capacity to move with skill and creativity in a dance context. Through movement students learn about the capabilities of the body in motion. They use movement as a medium for expression and communication, as a context for social interaction, cooperation and teamwork, and as a source of problem solving and personal challenge. ObjectivesStudents will move with confidence and competence and contribute to the performance of others. Students will enhance personal and social attributes that contribute to successful participation in physical activity (including safety, cooperation, communication and inclusivity) OutcomesA student: 4.4 demonstrates and refines movement skills in a range of contexts and environments 4.5 combines the features and elements of movement composition to perform in a range of contexts and environments 4.11 selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations (communication) 4.13 demonstrates cooperation and support of others in social, recreational and other group contexts (interacting) 4.14 engages successfully in a wide range of movement situations that displays an understanding of how and why people move (moving) 4.15 devises, applies and monitors plans to achieve short-term and long-term goals (planning) DEC Focus Areas Ticked areas have been explicitly addressed in the program QT Element Literacy Numeracy ICT Skills Aboriginal Ed School to Work X X X X Students learn aboutStudents learn to Contexts for specialised movement skills - Dance Aspects of movement skill development - Body control and awareness - Technique The features of movement composition - Purpose - Responding to stimuli - Improvising - Planning - Sequencing - Performing The elements of composition Space - Rhythm and time Dynamics Relationships Demonstrate movement skills through a range of experiences including: Dance from contexts such as cultural, social contemporary and current. Participate in a variety of movement activities to demonstrate and enhance body control and awareness and technique. Participate in a range of movement activities that demonstrate end enhance their ability to: - understand the influence of purpose when composing movement - respond creatively to stimuli, e.g. music, ideas, movements. - improvise movements to solve problems, e.g expressing ideas - communicate or achieve a set purpose using different subject matter - combine simple movement patterns into logical sequences. or phrases - participate in individual movement activities which: - demonstrate their ability to use space in different movement contexts - use movements to explore rhythm and timing - explore force and flow - explore relationships e.g. with a partner/group, the performance environment. Physical Literacy Continuum Markers Personal and Social Attributes - Cluster 5 Safety Assesses and adjusts the physical environment to ensure safety in physical activity for self and othersConflict resolution Resolves personal conflict in a sensitive manner using appropriate strategies Reflects on conflict situations to devise plans to reduce conflict in the futureInclusion Selects and role models strategies that promote inclusion in physical activity Demonstrates actions that support the rights and feelings of othersCooperation and communication Interacts confidently with others in physical activities Makes individual compromises based on the strengths of self and others to work effectively as a group Supports and encourages the enjoyable involvement of others Responds positively to the needs of others UnitCreative DanceYear 7Focus:Introduction to dance- Timing and RhythmLesson OneTeaching and Learning StrategiesResourcesHandout: Elements of Dance Discussion: Discuss each element of composition and the purpose of these elements Introduction Activity: Have you got the beat? Introduce timing and rhythm as an element of dance Various pieces of music are played and students are to clap in time with the beat to each one. Students are then to stand up and stomp their feet in time with the music. Warm up: Follow the Leader Students line up behind a student who is nominated as the leader. They begin by travelling around the space creating a movement that the rest of the class must copy. After about 20 secs the leader joins the end of the line where the next person in line makes up a movement as the leader. TN: Have students use the whole dance space. Emphasise using different pathways, not just moving in a big circle and staying in time with the music Question: What made this activity difficult? TN: Emphasis the need to work together as a team, communicate with each other (verbally and non-verbally). Discussion: Revise the meaning of locomotor and non-locomotor movements. Use the students to demonstrate and show their understanding of these terms. Feeling the Music: Students perform locomotor or non-locomotor movements to show their reactions to various pieces of emotive music, for example, scary, angry, happy or silly music Chance Dance You will need a sheet of paper and pen for each group or 4-6 people. Each number of the dice is assigned a movement: 1. Step of your own choice to put in anytime 2. Roll 3. Balance 4. Jump 5. Travel for 4 counts 6. Freeze for 4 counts 7. Hop 8. Clap your hands for 4 counts 9. Skip for 4 counts 10. Kick 11. Reach 12. Click your fingers for 2 counts Each group must use the dice to set the order of movement. E.g. If the number 3 rolls up first then they must begin with a balance, if number 5 rolls up second their second movement must be a travel for 4 counts etc. Each group has time to practice their sequence to music and then present to the class. TN: Have students working in small groups in their own part of the dance space. Students work together to compose a movement sequence with the corresponding steps they rolled with the dice. This can be performed with or without music. Students should think about space and dynamics when deciding on how to perform the movement- each dance may look completely different based on using these elements of composition and others. Question: What difficulties did you come across when working as a group? TN: Emphasise the importance of cooperating, inclusion, encouragement and problem solving as a group to resolve conflict that arises. Homework: Issue class with homework sheet Elements of Dance Handout Various pieces of music with different beats Music Various pieces of musc Box of dice Music Chance Dance Steps Sheet Paper for students Year 7 Dance Homework Sheet  UnitCreative DanceYear 7Focus:Space and DynamicsLesson TwoTeaching and Learning StrategiesResourcesLesson introduction: Revise the elements of Space and Dynamics. Discuss high/mid/low space, directions, formations and the force and flow of movements. Warm up: Verbal cues: Whole class activity exploring space and dynamics through various movements announced by the teacher. Teacher is to give students the verbal cues to explore different ways of moving. Refer to Verbal Cues handout TN: Students need to spread out in the dance space. This activity can be done with music in the background if desired. Have students use the whole dance space. Emphasise using different pathways, not just moving in a big circle. Reinforce the concept of making a movement look different, we can change the space we use or the dynamics of the movement. Assessment Task Issue students with the assessment sheet. Explain each part of the assessment task and answer any questions. They need to divide into groups to start gathering ideas and work on their routine for the remainder of the lesson. Discuss introducing space and dynamics into the routine as practiced in the warm up. TN: Divide students into groups and record their names. Students use the rest of the lesson to work on their style of dance and song choice (Teacher should have copies of the 5 songs to help students decide which they want to use). Each group will perform to one of the five songs on the Song List Music Verbal Cues Teachers Resource Assessment sheets 5 songs on the Song List UnitCreative DanceYear 7Focus:RelationshipsLesson ThreeTeaching and Learning StrategiesResourcesIntroduction: Revise the elements of dance. Discuss relationships as an element of dance. Discuss balances and lifts as a way to show a relationship between you and your group members. Here, reinforce the importance of safety within dance and the need to adjust to the physical environment and alter the dance or use a gymnastic mat to create a safer routine. Warm up: Reflections: Students work in pairs, and take turns making up movements. Their partner then has to mirror their actions. Swap over roles. Body Spell: Divide the class in hale or into 3 large groups. The task for each group is to spell out a 3-4 letter word given to them by the teacher. They are to do this by using their bodies. Students will have a few minutes to decide on their design. Each group then shows the other groups their design, and the other groups have to try to guess what the word is. TN: Reinforce cooperation, communication, inclusion and problem-solving when working in groups. Stretching: Stand in a large circle. Perform stretches made up by students. TN: One student leads the stretch, a new person makes up a stretch Assessment Activity Students work on creating their dance. TN: Reinforce the use of space, dynamics and rhythm and timing.  Music Music  UnitCreative DanceYear 7Focus:Creativity in movements and assessment developmentLesson FourTeaching and Learning StrategiesTeaching StrategiesResources Warm up: Everyday actions Class stands in a circle. One at a time, students perform a movement in the middle of the circle that represents an everyday action that people might do. Students are to copy the action and guess what action is being performed (E.g. making a sandwich, brushing your teeth, packing your school bag, texting, eating an ice cream, sporting activities, etc) TN: Can use music in the background if desired. Stretching: Stand in a large circle. Perform stretches made up by students. TN: One student leads the stretch, a new person makes up a stretch Assessment Activity: Students work on creating and practicing their dance.  Music Music  UnitCreative DanceYear 7Focus:Assessment- Performance and EvaluationLesson FiveTeaching and Learning StrategiesResources Question: Ask students if they know of any specific cultures that have dance included within their culture? Discuss: Australias Indigenous dance culture (find more information here about The Aboriginal Arts-  HYPERLINK "http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-ceremony" http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-ceremony) Video: Show students a video of Aboriginal dance -  HYPERLINK "https://www.youtube.com/watch?v=jJ8_tBwBE_A" https://www.youtube.com/watch?v=jJ8_tBwBE_A (This video features the fine talents of the professional Aboriginal Dancers . Reflecting on their beliefs of the importance of the Kangaroo and the Emu, they beautifully depict their graceful movements in the Australian bush around a campfire. The Imagery of their dance was blended with real footage of both Kangaroos and Emus) Warm up: Indigenous/Cultural Dance Teach a quick cultural dance routine to the students. Eg. Polynesian Hula  HYPERLINK "https://www.youtube.com/watch?v=1qO10aSsWSU" https://www.youtube.com/watch?v=1qO10aSsWSU Have students think about their own culture and if they have specific dances that are a part of this. Stretching: Stand in a large circle. Perform stretches made up by students. Assessment practice, performance and evaluation Allow students some time to finalise their performance in their assessment groups and perform their dance one group at a time. Students are each given an evaluation sheet and designated a group which they must evaluate. Teacher is to collect evaluation sheets at the end of the lesson for marking.  Internet/Projector/Sound Appropriate Music Music Evaluation Sheets Unit Evaluation Evaluating StatementsAgreeNot AlwaysDisagreeThe outcomes were achieved by most students.Pedagogical practices employed were effective and the learning activities were varied. The resources were adequate and or I have included additional resources for future use.Assessment strategies were suitable.The length of time was adequate.  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