Subject DANCE DRAMA MEDIA MUSIC VISUAL ARTS

Unit Title: Finding My Place In the World

Achievement Standard

By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.

Learning Intention Learning Intention: Improvising playfully with the body to explore movement, they gain a basic understanding of the elements of dance and experience the connections between other art forms, especially music to dance.

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Content Descriptors Elaborations

2.1 Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001)

● exploring fundamental movements safely to improvise dance ideas, for example, running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird

● considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?

● exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories● experimenting with the elements of space, time, dynamics and relationships through movement, for

example, considering levels, tempo and dynamics● taking photos or videoing dance sequences to view and extend their dance idea

Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002)

● practising and responding to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor); bending, stretching, twisting, turning (non-locomotor)

● practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

● considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?

● developing awareness of and taking responsibility for safe dance practices, for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; awareness of the boundaries of the dance space; awareness of their bodies’ needs, for example, getting a drink after dance activities for hydration

● recognising and accepting a teacher’s or classmates’ constructive feedback

Present dance that communicate ideas to an audience, including dance used by cultural groups in the community (ACADAM003)

● presenting a learned sequence of movements or performing simple dances, individually or as a group, to classmates, teachers and parents

● expressing ideas to an audience through movement, for example, showing contrasting dynamics by stamping heavily and tip-toeing lightly, or using movement qualities such as slow controlled sinking to the floor to express melting ice and sharp jerky movement to express a robot

● considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?

● exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region

● using expressive skills to engage the audience, for example, looking out to audience and using facial expression

● presenting their dance in a digital format

Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)

● identifying where they might experience dance in their lives and communities, for example, considering how dance sustains and communicates cultural knowledge

● considering viewpoints – evaluations: For example – Why are these people dancing? Where are they dancing? Where is this dance from?

● recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people

● exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel

● recognising patterns of movement in dances they make, perform and view using their own words and learnt dance terminology

● considering viewpoints – What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?

Session Focus-Knowledge and Skills Activities Resources Vocab

1 Safety when dancing.

Importance of warm up.

Introduction to space- In particular ‘personal space’.

bigger, Hips (pretend they have a hula hoop around their waists), knee bends, tippie toes around in the circle.

Lesson 1- Sea creatures.Read the story ‘Commotion in the ocean’ toget students thinking about what types of animals live in the sea and how they move.

Students think of sea creatures in the story and others they know and one at a time a student is chosen to tell the class. They then have a go at moving the way the creature would move as a whole class. Weaving in and out of each other (reminding students of their bubbles). Another student is chosen and so onSafety- Speak to students about safety relating to the area you are dancing in. (Doors, stairs, poles, etc). Brainstorm ideas to be safe and discuss silly behaviour that may lead to accidents. REVISE BEFORE EACH LESSON.

Warm up- moving in space with purpose.Explain to students that it is very important that we warm up each time before dancing so our bodies and muscles are warm. This way we won’t hurt ourselves and our bodies will be able to move easily.Have students spread out and explain that we all have an imaginary bubble surrounding each of our bodies. This bubble shouldn’t be touched by anyone else so we need to stay far enough away so they don’t burst. Let them decide what colour their bubble will be.

Moving in Space Teacher ‘Let’s have a go at moving with our bubbles around us’. (Teacher and Students can move in and around each other in the space.)Teacher calls out ‘Forwards’, ’sideways’, ‘be very careful and go backwards’ (Each time freezing between direction change so all students can hear and see how teacher is moving first).Levels and speed- Low, medium, high- Teacher- ’Let’s see if we can go really low to the ground and move’ (Bend knees as much as you can and walk with body as low to the ground as possible - Low level). ‘Let’s come up to standing and move in slow motion’ (Medium level). ‘Let’s go right up on our toes and reach our arms up and do fast little feet (High level).Direct students to hold hands in a circle and blow out the circle (like a balloon)

Underwater music.https://www.youtube.com/watch?v=FkhYdue6S1c

Warm up music should consist of different tempos. ‘Putumayo Presents’ CD’s are great and can be found on youtube. https://www.youtube.com/results?search_query=+putumayo+presents

Teacher notes:

BODYThe body is the instrument of dance.Non-locomotor (axial):Stretch, bend, twist, turn,rise, fall, swing, rock, tip,shake, suspend

Locomotor (traveling):Slide, walk, hop,somersault, run, skip, jump,do-si-do, leap, roll, crawl,gallop, chainé turns

Levels, directions, space (personal space-bubbles) time.

‘Forwards’, ’sideways’, ‘backwards’ freezingslow motion

isolating

Introduction to levels, direction and timing through the use of sea creatures as a stimulus.

Importance of warm down.

until their hands come apart.Start from your head and move down your body isolating and warming up each part.Teacher demonstrates and students copy.

Slow head circles, Shoulders up and down/ circles forwards and backwards, arms out to the side for small circles growing bigger and .Ask students to think about what level the animal would move on (close to the sea bed, high on top of the water, etc) and what direction (forwards, sideways, backwards, up and down, zig zag, etc). Also timing- would it go slow, fast, a little of both?

Freeze- Use these movements created to play a game of freeze. When the music is going the students show some of the sea creature movements devised in the lesson and when it stops they freeze in their position. If they keep moving they need to sit out and help the teacher decide who isn’t freezing straight away.

Warm Down- Teacher “Because we are nice and warm from all the dancing it is now time to do some stretches. This makes sure we don’t get sore and gives our bodies time to cool down”. Have students stand back in their circle and give ideas on how they think they should stretch after dancing. Teacher “What part of your bodies feel like they need a stretch?”. Develop a class warm down together.

ELEMENTS.

TIMEDefines when one movesDuration (short/long):Length of movementTempo (fast/slow):Speed of movementMetric rhythm:Grouping of beats in recurring pattern.

SPACEDefines where one movesShape:The form of the bodySize:Large, small, narrow, wide Level:High, medium, low Place:On the spot (personal space),through the space (generalspace), upstage/downstage,stage right/left (specificspace)Direction:Forward, backward,sideways, diagonal, right, leftOrientation:Facing front, back, side, etc.Pathway:Curved, straight

DYNAMICSDefines how one moves.Characteristics of a movement.The degree of energy, intensity, or power in the execution of movements.Quality:

commotion

weaving

Curved, straight

Reflection of lesson.Reflection time ‘What movements did you enjoy doing today?’‘What movements did you enjoy watching others do today?’

Flowing, tight, loose, sharp,swinging, swaying,suspended, collapsed,smoothAttack:Sharp/smoothSudden/sustained

RELATIONSHIPDefines the relationship of the dancers.Spatial Relationships:In front, beside, behind, over,under, alone/connected,near/far, formationsTiming Relationships:Before, after, unison, canon,sooner than, faster than.

2 Revisit lesson one- Importance of safety, warming up, personal space and moving around with the rest of the class.

Moving from stimulus- levels, time, direction.

Creating feeling and expression.

Warm up from lesson one and moving in space. Remind students about their bubbles.

Students revisit movements that were devised in lesson one. Teacher “Who can remember some of the sea creatures we moved like last lesson?”.Have students have a go at movements again as teacher calls out the names (eg. Shark, sea snake, crab, etc). Teacher “Think about how they move - slowly, up and down, side to side?”etc.

Read story “Smiley Shark”. After each page (of movement description) get the students to move in that way as the teacher reads.Example- “...the beautiful fish that dipped and dived and jiggled and jived, and darted and dashed with a splosh and a splash”.

Speak about how ‘Smiley Shark’ may have felt throughout the story. Teacher ‘How can we show this in our dancing?’. ‘Show me how you would move if you were a happy shark,sad shark, scared shark, angry shark, etc.’ ‘Does it feel and look different?’ Have half the class sit down to be the audience and then swap over. Explain to them that the audience has a very important job too. They need to be respectful and sit very quietly and watch the performers so they

Kira Willey- Colourshttps://www.youtube.com/watch?v=psYQE7QdVlM

Levels, directions, space (personal space- bubbles) time, feelings, expression, audience, performer.

audience

Being an audience.

Working with a partner and interpreting movement.

Reflection.

don’t get distracted.Discuss what they saw.Teacher ‘What did you see?’ ‘What did you feel?’ What do you wonder?’

Partner work - Students find a partner and one at a time choose a sea creature to move like. They think about how this creature moves and how it might feel. Listen to and watch the clip of ‘Colours by Kirra Willey’ and explain that we all have different feelings on different days. One at a time they show their partner and the other student needs to guess what they are and how they might feel. Students take turns (Choose two capable students to model to the rest of the class before starting).Invite students to share with the whole class and have a guessing game.

Warm down and Reflection.

3

Expanding on different animals and how they move in space.

Introducing movement with music.

Warm up from lesson one and moving in space.

Discuss how we have been looking at sea creatures and explain that we are going to be looking at all different animals today. Read ‘Imagine’ by Alison Lester and discuss some of the animals in the story. Talk about how they move - if they fly, swim, run, crawl, wiggle, etc. Brainstorm what body parts we could use to make these movements and how it would be done.Teacher asks students one at a time for a different animal and the whole class has a go at moving in the way it would.

Watch ‘Sesame Street- Animal Music’ on Youtube and get students to describe how the animals are moving. Teacher ‘Are they all walking the same?’ ‘Are they all using the same body parts to move?’ ‘Have a listen to their feet as they walk. Do they all sound the same?’ ‘We are all going to try and make the same sounds as we move like an elephant, giraffe, crab, etc’.

Have the students move around the space as a chosen animal while the teacher chooses the tempo of the beat. Using musical instruments the teacher starts the tempo and the students stay with that beat to move. When teacher calls ‘change’ the students need to stop and listen to which new animal they will be moving as and also to hear the new beat/sound.

Sesame Street-animal music.https://www.youtube.com/watch?v=muDvYlm02Oc

Clap sticks/ drum/ castanets/ triangle.

Beat, timing, tempo.

After a few turns have half the class sit down to be the audience and the remainder, the performers. Have the audience choose animals for the students to perform movements while the teacher makes the beat. Before changing over ask students which animals were their favourite to watch/perform. Discuss why these might be the same or different.

Warm down and Reflection (covered above).

4

Animal movement through Aboriginal dances.

Warm up from lesson one and moving in space.

Explain that today we are going to be looking at different cultures and the types of dancing they do to tell stories. Refer to ‘Dreamtime’ stories and explain that these are passed down through generations. (see teacher notes)

Read ‘Shake a Leg’ and discuss the types of dances aboriginal people perform. Teacher ‘Why are they doing it?’ ‘What are they talking about?’ ‘Can you remember what animals they were moving like?’ ‘Have a look at their arms, legs, back, etc.’Follow the story as they explain the movements and get students to brainstorm why they may have made these shapes or used certain body parts.

Watch one or both of the Youtube clips and discuss what animals the students can see through the movement of the dancers.

After watching and discussing the movement the students break into small groups and have a go at creating their own Australian animal movements. Have half the class watching and half dancing so they can give feedback on whether they could see similar movement.

Point out the similarities and differences between the groups- eg. different levels, tempo, shapes, etc.

Warm down and Reflection.

Torres Strait Islander "Kab Kar" dance in Cairns, Australia

https://www.youtube.com/watch?v=xqoPyCe_q1Q

Australian Aboriginal Crane Dancehttps://www.youtube.com/watch?v=U2vzsSmqGg8

Teacher notes- ‘Shake a leg’ is an Aboriginal Dance. For cultural reasons only Aboriginal boys should be performing this dance.Aboriginal girls have a

Aboriginal and Torres Strait Island dances, culture, shape.spiritshake, flutter,stamp, rise, swirling, stretch, levels, tempo, shapes, movement,

separate dance to this.

5 Revision and assessment preparation.

Partner work and peer feedback.

Time to create and practise.

Warm up from lesson one and moving in space.

Students watch the Youtube clip ‘Emu-Wagana Aboriginal Dancers’ and brainstorm other animals they saw in the previous lesson.

Students revise all other animals they have moved like since the beginning of the unit. Remind them that we started off looking at sea creatures.

Get students to show their partners their favourite animal movements and they can take turns at having a go.Explain assessment activity to the students and give them theopportunity to listen to the tempo set by teacher (starting off slowly, getting faster, becoming very fast and then finally slowing down to finish). Allow time for them to prepare their performances.

Warm down and Reflection.

Emu - Wagana Aboriginal Dancers

https://www.youtube.com/watch?v=MMd195ljgYg

6 Assessment and recording. Warm up from lesson one and moving in space.

Assessment- Students perform their dances in groups while teacher sets the tempo and changes when appropriate.

Warm down and Reflection.

Clap sticks, IPAD

7 Reflection Students watch their performances on the Whiteboard and reflect. Teacher ‘What movement did you like doing the most?’ ‘What movement didn’t you like doing?’ ‘Did you like a move that someone else was doing?’ ‘Have a go at doing that movement’.

Warm up from lesson one and moving in space.Fun dances.Freeze, Hokey Pokey, Chicken Dance. The students might like to participate in some fun dances to finish off the unit.

IWB, Filmed assessment to watch.

Songs- Hokey Pokey, Chicken Dance.

AssessmentIn groups, students choreograph a short dance phrase incorporating some of the animal movements learnt over the unit. The students must show different levels,

movement quality (dynamics) and timing. Teacher uses clap sticks to change the tempo for the students.

Use the assessment grid for Prep as an evaluation checklist.

Prep Dance Performance Task – Date:Name of Performance:Finding My Place in the World

Learners’ Name:

Type of Task: ✓ Performance ✓ Oral ☐ Written

Task Conditions:

✓ Individual-Oral ☐ Pair ✓ Group-Performance ✓ In class

Performance Task Description:

1. Students watch the You tube clip ‘Emu-Wagana Aboriginal Dancers’ and brainstorm other animals they saw in the previous lesson.

2. Students revise all other animals they have moved like since the beginning of the unit. Remind them that we started off looking at sea creatures.

3. Get students to show their partners their favourite animal movements and they can take turns at having a go.

4. Explain assessment activity to the students and give them the opportunity to listen to the tempo set by teacher (starting off slowly, getting faster, becoming very fast and then finally slowing down to finish). Allow time for them to prepare their performances.

5. Assessment- Students perform their dances in groups while teacher sets the tempo and changes when appropriate.

6. Students watch their performances on the Whiteboard and reflect. Teacher ‘What movement did you like doing the most?’ ‘What movement didn’t you like doing?’ ‘Did you like a move that someone else was doing?’ ‘Have a go at doing that movement’.

Note: sessions recorded on an iPad for the teacher to review

Assessment Grid

General: follows rules/ actively contributes to dance classes/ works cooperatively with others

Assessment of Technical Skills: non-locomotor movements performed with good alignment, control, coordination and balance

Acquiring(sometimes)

Consolidating(frequently)

Established(consistently)

Ability to isolate major body parts

Twisting, turning, falling, rising, marching, bending, reaching

Vertical jump two feet to two feet

Vertical jump two feet to one foot

Vertical jump one foot to one foot

Assessment of Technical Skills: locomotion movements (hops, skips, running, walking, crawling and rolling) performed with good alignment, control, coordination and balance

Acquiring(sometimes)

Consolidating(frequently)

Established(consistently)

Travelling at a low, medium, or high level

Travelling using a range of speed and rhythms

Travelling using a range of dynamic qualities

Assessment of Creative application Acquiring(sometimes)

Consolidating(frequently)

Established(consistently)

Creates short dances or phrases (improvised at Prep)

Applies the elements of dance in dance-making activities

Dances freely or improvises within given structures

Assessment of performance skills Acquiring(sometimes)

Consolidating(frequently)

Established(consistently)

Participates in perfromance

Concentrates during performance

Responding to Dance Acquiring(sometimes)

Consolidating(frequently)

Established(consistently)

Contributes to class discussions

Reflects on own progress

Names and identifies the elements of dance in own and other’s work

Identifies major body parts

Views and responds appropriately to performances

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum being addressed

Learning and Teaching Strategies Assessment Strategies

Reflection on Unit Identify what worked well during, and at the conclusion of the unit, including:

● Learning activities that worked well and why● Learning activities that could be improved and how● For, Of and As assessment that was effective and why● For, Of and As assessment that could be improved and

how● Common student misconceptions that need, or needed, to

be clarified.