€¦ · Web viewYear 8 Dance Course . Program . 2018. Year 8. Dance p. rogram brief: In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary

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Year 8 Dance Course Program 2018

Year 8 Dance program brief: In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary. They choreograph dances using the elements of dance (BEST) and choreographic devices for a purpose. They further develop their dance skills to explore the technical aspects of different dance styles. Students are given opportunities to present dance to an audience, further developing their performance skills of retention and clarity of movement, projection, focus and expression. They discuss how dance can communicate meaning and how dance genres/styles differ.

Students study both Hip Hop Technique and Cultural Dance, both styles will be assessed. Students also learn two dances in the above genres, both of which will be performed at Dance Night during Term Three. Students also have the opportunity to participate in a variety of choreography and improvisation workshops throughout the year to improve their choreographic abilities. During Term One, students will form groups and create their own dances using a ‘stimulus’ to inspire their movement choices. There will be a large focus on motif and choreographic devices and elements. As Dance is a Performing Arts subject, students will be required to perform at Dance Night. Students will also study Indigenous dance and its place within its traditional culture, as well as current, contemporary society.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

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TERM ONE

Weeks Teaching Focus Content Addressed Assessment

Week 1 Introduction to course. Hand out Year 8 dance policy/agreement. Discuss expectations and explain to students,

conditions outlined on the letter. Explain Scheme of Assessment. Talk through plan for this term. Dance Night expectations. Discuss extracurricular opportunities. Students are to write in their planners what they need for next lesson and when this terms

assessments are due. Importance of hydration during class – water bottles.

What is dance?WORKSHEET ONEDance changes with time and is driven by culture.

3 types of dance: Artistic- performed for an audience. Social- Basic steps are simple and it is for everyone. Audience is casual. Main function is

participation. Ritual-cultural meaning, all present are generally involved. Not generally shared with

outsiders.

Explain that people engage in dance for a range of purposes: Brainstorm with the class what these purposes may be (fitness, creative expression, relaxation, career, cultural expression, social dance, gain confidence, get attention, to confirm values or promote social change).

Warm-up and cool down as part of a dance class (ACADAM015)

Dance in Context: Differences in dance genres/styles and eras of dance (ACADAR019)

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Then make it ‘Australia specific’: (e.g. artistic theatre performances, social dance classes, cultural group gatherings).

Explain that over time, the beliefs and values of other times and places have affected the way in which dance works have been created e.g. the change in partner holds over time as social values change – the formal hold of the waltz through to the more relaxed hold of the jive)

Warm upDiscuss:

Importance of warm up What it includes. Why we participate in it. What a good warm up looks like. Safe dance practices. Complete warm up worksheet.

Week 2-3 LESSON ONE:Choreography workshops: BESTWORKSHEET TWO: Choreographic terms for test.

Introduction/Roll Warm up (recapping information from first lesson)

BEST The elements of dance are the building blocks for all choreography. The different ways we

use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes.

The four elements of dance are: BEST (Body, Energy, Space, Time).


Improvisation skills to explore new movement ideas (ACADAM013)

Choreographic devices: (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates meaning (ACADAM016)

Group work practices (sharing

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BODY Is used to make shapes which create interesting movement. To continually change the

shape of the body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each).

Activity Students spread out in the space with a partner. Students will be asked to make a certain type of shape individually or with their partner.

Students have 20 seconds to come up with their shape before they show the teacher. Teacher will give feedback if incorrect and will point out correct shapes and creative shapes. Shapes students are asked to make:

- Closed and open shapes- Symmetrical and asymmetrical shapes.- Counter balance.- Partner balance

Students should choose their favourite 2 shapes and show them to another partner/group and explain which type of shape each is.

LESSON TWO:Choreography workshops: BEST

ENERGY Movements can reflect energies and emotions. Energy can be used to describe the way

movement is performed. It is important in dance to use different energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used.

Write the following energy states on the board: Energies: Freeze, shake, vibrating, attack, heavy, light, smooth, bouncy, sudden, flowing, tight, swinging, collapse, fall, rebound and resistance.

Students group together to make groups of 4 (1 partnership comes together with another).

ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)

Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)

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Activity Each group chooses 4 ‘energies’ which they must use to create a dance phrase. They may

use the moves they just came up with (BODY) or create new movements. Students are encouraged to be as creative and non-literal/abstract as possible. Speak

about “abstraction”. Give students 10-15 minutes depending on ability of group. Teacher will walk around and support/give assistance. Teacher will view all finished

phrases to make sure fit within task guidelines. When all phrases are finished each group will show a secondary group their phrase and the

opposite group will guess the energy states chosen. Teacher chooses 2 groups (that did the task well/correctly) to show the class and talk

through what energies were used/what the group did successfully.

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LESSON THREE:Choreography workshops: BEST

Introduction/Roll Warm up

Remind students: Energy: Movements can reflect energies and emotions. Energy can be used to describe the way movement is performed. It is important in dance to use different energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used.

Examples include: Energies: Freeze, shake, vibrating, attack, heavy, light, smooth, bouncy, sudden, flowing, tight, swinging, collapse, fall, rebound and resistance.

Activity Students stand in the space and try each of the movement dynamics using different body

parts:- Percussive: Head, hands.- Smooth: arms, legs.- Suspended: arms, body legs.

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- Swinging: arms, head, legs.- Collapsing: arms, body, legs.

ASK: Which energy types are the easiest to use? What energy types do you think would be the most interesting to an audience?_________________________________________________________________________________LESSON FOUR:

TIME Using time in dance can help the audience understand the story or idea behind the dance

and also helps to make the dance more interesting. We use time in dance in the form of tempo (fast, slow and stillness) as well as other ways

such as ‘Cannon.’ Also working with the accents of the beat.

Cannon: A choreographic device or structure in which movements introduced by one dancer are repeated exactly by subsequent dancers in turn. Once explained the teacher will create and perform a cannon with 3 students as a demonstration.

Activity Using the energy phrase from the day before, students use Cannon and apply it to the

phrase.

Cannon Activity 2 Students create a phrase that travels across the space in any direction. Students put this into a cannon with each student starting 2 or 4 counts after the one

before. Teacher can either have the whole class perform their phrase, or, choose a group/groups

that has completed the task successfully. ASK: What made the phrases look successful/interesting? What other elements or devices

did students apply to the phrase apart from the use of Cannon?

Week 4 LESSON ONE:Choreography Workshops: SPACE


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SPACE Most dancers don’t remain in the same place for an entire dance but use as much space as

they can to create interesting visual images. Use of space:

- Levels (High Medium Low)- Formations (lines [windows or straight behind each other], circle, shape, groups).- Directions

Activity In groups of three, students are to choose six shapes. They need to perform two shapes at

a low level, two at a medium level and two at a high level. Now the students have to try and combine these shapes with transition elements such as:

turns, walks or other dance moves that link the shapes together. Performance and reflection.



Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)


Week 4 LESSON TWO:Choreography workshops: Accumulation

Introduction/Roll Warm up

Exercise One:Students learn the definition of accumulation in regard to individual movement. They then create 4 moves and apply accumulation to the phrase.

Exercise Two:



Choreographic devices: (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates

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Students learn the definition of accumulation in regard to ‘accumulating people.’ They create a new, 16-count, phrase.Students apply accumulation to the bodies in the space.

meaning (ACADAM016)



Week 5 LESSON ONEChoreography workshops: Abstraction

Introduction/Roll Warm up Students learn the definition of abstraction. They are given a poem and using a brainstorm, they are to create a list of

words/emotions/ideas that relate to the feeling of the words and also the overall feeling of poem.

They are then to create a phrase that uses these words as inspiration. They should apply a range of choreographic elements and devices.

The aim is to be as non-literal as possible. Students will perform for the class. Students will give feedback about what made the performances successful.

LESSON TWOChoreography Task IntroducedStudents are to create a dance in groups of 5-6 that uses a stimulus to give inspiration to a theme





Performance skills (expression, projection, focus) demonstrated to an audience

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for the dance. Students are given 4 stimuli to choose from.You must choose one of the stimuli from this booklet, to give you the inspiration to create your dance

Length: 1 – 2.5 minutes. Music: You can choose your own music however it must be appropriate to your age, your

theme and the culture of the school. Choreographic structure: You must choose a structure: narrative or binary (AB) as taught in

class. Time frame: You will have approximately 10 lessons to complete this task. You will perform

the dance during Week 11. At the end of each lesson make sure you record your choreography on a group member’s

device. Your teacher will remind you to do this 5 minutes before the end of each lesson. Your dance must have a CLEAR start and end. What must be included: Your routine must include a motif, creative transitions, different

spacial patterns and at least THREE of the following. These should be chosen specifically, to support your theme.

- Levels (Low Medium High)- Repetition (Repeat a step or phrase [which means more than one movement]

more than once)- Unison- A cannon- A ‘freeze’ or still moment.

Students will be marked on:- Your ability to work with others and in a group.- Your commitment and focus to the task.- Your creativity to include the above criteria in a way that supports a particular

theme.- How you use choreographic devices and elements.

Performance qualities

Students are also given a Choreography booklet which they must complete. This is also due in Week 11. Students must complete a small part each and every lesson. This will be directed by the teacher. Students are required to record their choreography on a group members’ device EVERY LESSON.

During this lesson, students should create their groups and compete appropriate pages in their Choreographic Booklet. This includes:

Read the task outline with the students allowing time for questions.

and appropriate to the dance genre/style (ACADAM017)

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Explain and give practical examples for each choreographic device that has to be included. Remind them of lessons where we have covered this content.

Students must choose a stimulus out of the 4 provided. Students then explore this theme further and come up with other words or ideas that

associate with the theme. Students will choose the choreographic structure used in their dance and begin to and plan

their dance using allocated time slots. HOMEWORK: Students are to come back to the following lesson with 3 song ideas to share

with their group.

At the end of the lesson allow time for questions in regard to the task.

LESSON TWOChoreographic workshop on motif.

Weeks6-10

Weeks 6-10Choreography task:

Recap ALL of the task expectations. Students should continue to work on the choreographic structure of the dance if not

completed yet. Students should decide on their music today and describe why they have made the

decision they have in their choreographic booklets. They may begin to choreograph their dance – they should start by deciding what their

motif will be.





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Week 11 Week 11Choreography task ASSESSMENTStudents will be assessed on the following criteria today:

Your ability to work with others and in a group. Your commitment and focus to the task. Your creativity to include the choreographic devices required. Your performance qualities. Creativity of motif Clarity of choreographic intent.

Students will also be asked to reflect on how they felt, and what they thought during their performance in their Task 4 booklet. They will also be asked to verbally respond to group work presented.

Students will be asked to comment on specific, effective parts of their peers' choreography in regard to how it conveyed their intention.

Students should demonstrate correct audience etiquette whilst watching their peers dance.

LESSON TWO:Choreography task booklet due

Students will complete their Task 4 booklet and reflection. This is due today.






Week 11Task 4A

ChoreographyAssessment

Week 11Task 4BChory

Reflections

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APRIL SCHOOL HOLIDAYS

TERM TWO

Week 1-9 Weeks 1-9Cultural Dance

Begin by reading through Task 1 outline and marking key. Students will be learning a style of cultural dance over approximately 18 lessons

throughout the year. (**Please note that there are 2 Year 8 dance classes in 2018 and each class will study a different cultural dance).

During these lessons there will be a focus on:- Warm up (including general whole body warm up, isolations specific to genre,

coordination skills, and major muscle group stretches).- Progression skills (correct body position for style of dance whilst moving or on the

spot, weight transference, musicality, ability to travel through space and ability to apply corrections).

- Dance choreography (completing skills and dance steps in a way that is correct to the style of cultural dance chosen, ways to remember movement, muscle memory, importance of practice/rehearsal and performance qualities)

Students will also be exposed to the history and function of this cultural dance, as well as appropriate music and costuming depending on the culture chosen.

Each week these skills will be recapped and extended on taking into account differing student ability. Some students may be given solo’s or put into groups with students of similar ability- and taught harder or easier sequenced movement which can be performed at different times throughout the dance.

Skills and Techniques: Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)

Safe dance practice of style-specific techniques (ACADAM015)


Techniques that focus on developing retention of movement (ACADAM017)


Week 4Task 1A

Cultural Dance Progress

Assessment

Week 7Task 1B Cultural

Dance FinalAssessment

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JULY SCHOOL HOLIDAYS

TERM THREE

Weeks 1-8 Weeks 1-9Hip Hop Dance

Begin by reading through the Task 2-unit outline and marking key. Provide each student with a copy.

Explain the way classes will run and expectations of the class Students will take part in Hip Hop Technique lessons each week which include a focus on:

- Warm up (including general whole body warm up, isolations, coordination skills, core strength development and major muscle group stretches).

- Travelling skills (correct body position for dance whilst moving, weight transference)- Dance choreography (ways to remember movement, muscle memory, importance of

practice/rehearsal, adding in personal style and performance qualities) Each week these skills will be recapped and extended on depending on student ability. The

main aims of these classes are to improve strength and flexibility, improve coordination and allow students to discover their own style whilst learning someone else’s choreography.

Students will learn a Hip-Hop dance which will be performed at the 2018 Dance Night in October.

Students will be assessed on their technique however there will be an informal assessment as well where students will receive individual, verbal feedback in regard to their Hip Hop technique.






Week 5Task 2A

Hip Hop Dance Progress

Assessment

Week 7Task 1B

Hip Hop Dance Final

Assessment

Weeks9-10

Weeks 9+10Dance Night Rehearsal

Skills and Techniques: Dance skills that develop technical competence in relation to body

Week 10Task 3

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The lessons during these weeks, students will focus on completing the two routines in preparation for Dance Night. Students will also be reminded of performance qualities during this time as well as correct ways to stand and finish dances, enter and exit the stage, backstage behaviour and stage makeup/costuming requirements.

Students will be practicing muscle memory as well as learning about musicality and accented dance.

Students will perform at the 201 Dance Night and be assessed on their technique and performance abilities. Students will be given a marking key and as a class, we will go through each criterion, so students understand fully, what they are aiming for. Students will practise using performance qualities in class as a rehearsal for Dance Night. This will include a dress rehearsal at the venue before the show.

control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)





Dance NightAssessment

OCTOBER SCHOOL HOLIDAYS

TERM FOUR

Weeks 1-3 Weeks 1-3Aboriginal Dance

Over the first four weeks of this term, students will study Aboriginal and Torres Strait Islander dance.

Dance in Context: Differences in dance genres/styles and eras of dance (ACADAR019)

WEEK 3Task 5

Indigenous Dance Test

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Aboriginal Dance Students will learn about both traditional AND contemporary aboriginal styles (e.g.

ceremonial dance by local communities or a full length contemporary program by Bangarra Dance Theatre).

Students will learn what place Aboriginal dance has, in the traditional Indigenous culture including the functions of the dance and the main characteristics.

Students will also learn about how artistic Indigenous dance fits into today’s contemporary society and how it has adapted to do so. Students will watch a dance work performed by Bangarra Dance Theatre and respond to the performance by answering a structured worksheet that discusses what cultural elements Artistic Director, Stephen Page, includes in his choreography, as well as the chosen design elements which feature within his contemporary dance creations. The students will also be able to identify the theme of the chosen work.

Torres Strait Islander Dance Students will learn what place Indigenous Torres Strait Islander dance has, in the

traditional Torres Strait culture, including the functions of the dance and the main characteristics.

Students will view videos of this traditional dance style.

Students will complete an in class short answer test that will assess their knowledge of Indigenous dance, traditional to the Aboriginal and Torres Strait Islander people.

Weeks 4-7 LESSON ONE (during weeks 4-7)Cultural Dance:Students will partake in 4 classes focusing on Contemporary Dance technique, this is in preparation for Year 9 dance.

Students will learn movement such as: Floor work including backward rolls, leg swings and commando rolls. Torso movements including drop swings and c curves



Choreographic devices: (unison, canon, repetition, abstraction)

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Leg coordination: tendu’s kicks and extension exercises. Jumps: technique into and out of the floor, extended legs and toes, travelling sequences,

stationary sequences.

Each lesson will recap and build on skills from the previous lessons.

LESSON TWO (during weeks 4-7)Choreography WorkshopsStudents will have the opportunity to participate in a variety of workshops aimed at teaching the elements and choreographic devices of dance.

BEST Cannon Accumulation Unison Binary structure Fragmentation

Workshops will include solo, duo and group tasks where student will create their own movement and play with styles they enjoy.

Students may also be asked to improvise movement (make it up on the spot) and will be taught and supported through this process. Tasks will be level appropriate and will extend students self confidence in creating movement

and choreographic structures (narrative, binary) to create dance that communicates meaning (ACADAM016)







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YEAR 8 EXAMS

Year 8 Study Skills for SuccessThe following five strategies can help you understand the strengths and weaknesses of your study skills, and how you can get the most out of you study time.

1. Use Dropbox and videos as a tool for practical rehearsal

2. Use planner to record homework each week and to plan your time wisely.

3. Use a specific ‘dance folder’ to organise hand outs and assessments.

4. Ask for feedback from your teacher and peers.

5. Time Management

Do you use your time well? The key to time management is planning. Map out study sessions in writing, so that you can see how much needs to be accomplished in an allotted study time.

To manage your time successfully, you need to see the study plan – much like a builder needs to see the blueprints for a building. Using a calendar or a day planner can be helpful for this purpose. In addition, schedule study sessions in time slots that fit your study habits; for example, every day after school, or every evening after dinner.

6. Organize Assignments

Are you the organized type? If not, you could try using a color-coded folder for each area to be studied (e.g., a red folder for English, a green folder for social studies, etc.). All loose notes and materials related to that subject area should be placed in the folder regularly, so that when it's time to study, you'll be prepared.

7. Take Notes

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Do you have trouble taking notes? Trying to write down a teacher's speech word-for-word is nearly impossible and infinitely frustrating. Instead, pick out key words and phrases; this will help you learn to summarize your thoughts. Think of each note-taking session as if you are creating the skeleton or the frame of the area covered. The skeleton still needs to be "fleshed out", however, in order to provide a full picture. You can do this by going back and adding more details to your notes after each session.

8. Review material

Do you avoid reviewing material until right before the test? This is a bad idea. No other study skills more important than reviewing, which you should do at least three times before a test.

First, review as soon as possible after your first contact with the subject matter – immediately after class or after school, for example. This session will reinforce the material that is still fresh in your mind. At regular intervals, afterward – weekly, monthly, or whenever your schedule permits – review the material again. Then, immediately before a test, review the material once more. Repeated contact with the material will help you know it inside and out.

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€¦ · Web viewYear 8 Dance Course . Program . 2018. Year 8. Dance p. rogram brief: In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary