1. LESSON:- Dance Lesson 1
Date: 6/9/2017 Term: 2 Week: 8 Year Level: 5/6
Time/length: 45 minutes Learning area focus: Dance
Context:
To introduce the area of dance,in this first lesson the various elements of dance will be identified and drawn upon. To our understanding the student's’
current involvement in dance has been limited, so therefore this lesson intends to build upon understandings of certain dance concepts and metalanguage of
dance such locomotor and non-locomotor. Through prior lessons, it has been noted that student engagement has been varied and sporadic amongst students,
so to improve we aim to connect our lesson to student interests or everyday tasks.
Individual learning considerations:
We have created the groupings for the class to assist in students engagement. By placing certain students with a friend we are aiming to address student’s
self confidence through increasing support
Content Descriptions:
Develop technical and expressive skills in fundamental movements including body control, accuracy,alignment, strength, balance and coordination
(ACADAM010)
Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community
(ACADAM011)
Lesson outcomes/Learning intentions:
- Students understand the some of the
metalanguage e.g. locomotor and non-
locomotor, body shape,levels
- Students organise movement in a
narrative form by interpreting everyday
movements and using expressive skills
- Students use and interact with the various
categories of space creatively (e.g. use of
levels, direction, pathways, range…)
Indicators: Howwill you knowthe students have understood the concepts specified in your
learning intentions?
- Students correctly and appropriately use locomotor and non-locomotor metalanguage
- Students structure locomotor and non-locomotor movements into a narrative form by
interpreting everyday movements and using expressive skills
- Students structure locomotor and non-locomotor movements into dance sequences
- Students use the elements of dance and choreographic devices to make dances that
communicate meaning
- Students work collaboratively to compose and perform a locomotor and non-locomotor dance
sequence for an audience, demonstrating technical and expressive skills
- Students can identify the use of locomotor and non-locomotor movements in their peers
2. - Students explore and manipulate dance
sequences using various elements of
dance
Reflection: Howwill you evaluate your lesson
for teacher effectiveness and student learning
Student learning will be assess through an
observational checklist
performances
Howwill you make the activity physical verbal and visual
- Visually the activity asks for the performance of the students from which each group will
observe and reflect the others dance.
- Physically the students themselves are incorporating elements of dance and using their own
bodies to tell a story.
- Verbally the students are to communicate and collaborate with each other on what movements
they are selecting and how best to use the elements of dance in their performance.
Assessment for/as/oflearning:
- Assessment of learning will occur as students’ demonstrate their understandings of beat,
rhythm and space through body movement. Students will also be required to perform to the
other group their dance through manipulating physical body movements in an expressive
manner and incorporating a range of dance elements as discussed.
- Assessment for learning will occur at the end of the session during the self and peer feedback
time after each performance has taken place.
- Assessment as learning will occur throughout the lesson where questions will be used to
prompt students own questions
TEACHING AND LEARNING ACTIONS
Timing
10 minutes
Warm up- Mirror Me Icebreaker
This is to loosen up students muscles as well as used as an icebreaker to get the
students engaged with the dance activities. In pairs, the students are to decide
which is student A and B. Students are to find an open space,free of any obstacles
for them to move around in. Whilst facing each other, student A will listen to the
first song being played and after a few moments student A will start dancing or
moving to the music using their knowledge of what style they deem appropriate.
Resources/Teachers notes
Music playlist
3. 10 mins
20 minutes
8 minutes
Once student A starts dancing Student B must mirror their actions. They are to
alternate who starts dancing first after each song. Ensure to make students aware of
spatial awareness - students are to move around the space in their own personal
‘bubble’ and are not to make contact with other people.
Introduce skill - Locomotor activity
Begin by asking students what they know about dance or otherwise known as
‘movement’. Move the conversation to what locomotor/non-locomotor means.
After terms have been discussed, students will take turns to move between two set
points (Point A and Point B) in a different way from the person prior (Using
locomotor movements - walking, spinning, galloping etc) - play music along with
movements. If students begin to run out of ideas encourage them to experiment
with the use of height (levels), differing the use of body parts and the ways in
which they are manipulated (body shape).
Once finished, experiment with non-locomotor movement. Students stand in a
circle, and similar to above take turns of moving while staying on the same spot.
Activity incorporating skill- Creating a Mini-routine
Students will form into pairs or one group of 3 to create a short dance sequence
using ‘Mission Impossible’ music. Students are to compose a locomotor and non-
locomotor dance sequence for their audience demonstrating use of technical and
expressive skills through interpreting everyday actions/movements E.g. making a
sandwich, getting dressed (or other routine of choice). The routine will need to
consist of the following dance elements:
- Use of 4 different locomotor movements
- Use of 4 different non-locomotor movements
- Use of 3 different levels (high/middle/low)
- Use of 2 different body shapes (stretched/curled)
Groups are to perform in front of peers. Students (and educators) are to complete
checklist for other groups (peer assessment).
Cool down
Groups are to provide feedback to each other. Students will consider feedback
Song: Move Your Feet by Junior Senior
Ask student for song choices- decide if it’s
appropriate.
*Locomotor movements: These are movements
where the body travels through space from one
location to another. Locomotor movements
primarily use the feet for support however, the
body can travel on other parts such as the hands
and feet. E.g. walk, run, jump, hop, slide, skip
*Non-locomotor movements: These are
movements that occur in the body parts or the
whole body and do not cause the body to travel to
another space. However,non-locomotor
movements can be combined with locomotor
movements such as a walk and arm swing. E.g.
swing, twist, turn, shake, sway,stretch, bending
‘Mission Impossible’ music
Access to phone/laptop and speaker
4. 2 minutes
from classmates and write down a revised routine. Students will perform the revise
routine in the following lesson.
Conclusion
The lesson will conclude by asking the students 1-5 finger questions:
- Who enjoyed…
- Who learned…
An additional discussion will be held for the students to say what they would like
to explore for dance the following week.
