MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AUOUT OF THE BOX CREATIVE LEARNING GUIDE

DANCE… Like No One is WatchingPresented by Out of the Box

Dance… Like No One Is Watching is a high energy dance party which enables students to build confidence, connect to their peers and share movement with the wider community. Neridah Waters has choreographed dance sequences that have been taught to a range of primary schools which celebrate the theme of dance as explored through various eras of music. Students will share their learning through performing with and for their peers and the wider community; to inspire connection and a celebration of movement.

EARLY YEARS FRAMEWORK

NEED TO KNOWAGE RANGE: 4+ years

VENUE: Melbourne Street Green

AUSTRALIAN CURRICULUM DANCE: F-2

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

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

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

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)

MUSIC: F-2

Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)

CREATIVELEARNINGGUIDE

MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AUOUT OF THE BOX CREATIVE LEARNING GUIDE

Dance… Like No One Is Watching encourages students to learn, refine and perform at a shared dance event to celebrate and reflect on their learning. The dance choreography is provided via video and in some cases, workshops. Teachers do not have to have dance knowledge to participate in the project with their

class – but can still join in on all the fun! The resources provided guide the teacher through the preparation, performance and reflection on the event and outline how you can use the experience to cover a wide range of

content descriptors in the Australian Curriculum.

Through learning movement, students can refine their technical and expressive skills as a shared learning journey and the culmination of learning in a performance allows students to showcase their learning as a community. This experience encourages students to connect to one another and build the class relationships to work as a team and celebrate dance itself. The experience will make dance accessible and build the confidence of the teacher to engage and present dance content. Taking part in Dance…Like No One is Watching allows students to connect to the content, their peers and use dance and music in the curriculum in a meaningful way.

The choreography learnt can be used to present at another school event; to replicate the dance party at OOTB and further build community at school and celebrate learning. Through responding and reflecting on the experience, students can analyse how elements of music can communicate meaning and identify their own strengths and weaknesses as a performer to develop self-awareness of their ability and their progress. The feedback opportunities before, during and after the event enable teachers to identify and monitor learning and achievement, and the content allows the learning to be enjoyable and accessible to all; regardless of their ability.

ART FORM FOCUS:Dance and Music

KEY MESSAGES:How can dance bring a community together for celebration?

LEARNING OPPORTUNITY:Through the experience of learning dance sequences and performing at the dance party, students will:

• learn and remember movement sequences

• develop confidence by performing for an audience and build technical and expressive skills

• experiment with how dance movement can change depending on the era explored

• share a positive dance experience with their peers and the wider community; appreciate the shared experience dance can offer

• respond to music by analysing elements and how they can communicate meaning.

PRE-SHOW LEARNING ACTIVITIES:WARM UP ACTIVITIES TO PREPARE FOR LEARNING AND PERFORMING DANCE

• Outline Safe Dance Practices (refer to OTHER RESOURCES for more information) such as:

o ensuring the space is clear and free from hazards

o explaining the importance of warm up and warm down each lesson to prepare for movement and avoid injuries

o telling your teacher if any activity is hurting you or you have any injuries or medical issues preventing full participation at the start of the lesson.

• Alternating warm up activities to ensure all major muscles are warm (refer to OTHER RESOURCES for movement inspiration) or use games such as:

o CLUMPS:

Playing music and outlining different ways to move around the space in different directions (such as skipping, hopping, creeping in the space). When the music stops, the teacher calls out a number. Students need to form groups of this number and then the teacher will list a shape for each group to form in 10 counts and freeze. Extension: replace a shape with an object or landmark (Sydney Harbour Bridge) or moving item (such as a roller coaster) for the students to create in their groups.

o EMU, FROG, CHICKEN

Introduce levels and shapes using familiar animals such as:

1. emu – stand straight, with arms reaching tall and wrists bent to form a beak as a high-level shape

2. frog – low level crouch, touching the floor with arms splade

3. chicken – Bend knees for medium level stance with arms in and elbows lifted to form wings.

Practise until the participants are familiar with each animal. Allocate three areas of the room to each animal and as the teacher calls out the animal, the last student to arrive in this area with the correct shape is eliminated. EXTENSION: Change each animal to a moving motif of that animal once students have explored motif in the unit.

o YES LET’S

Explain the concept of accepting or saying “yes let’s” as a class to all suggestions and instantly obeying the instruction. For example: the teacher says “let’s jump around like a frog” and all students say “yes let’s” and the whole class jumps around like a frog until the teacher calls out the next instruction.

Practice doing all suggestions as outlined by your teacher to warm up and once students are familiar with this warm up, allocate students to be the leader and lead some of the suggestions.

CREATIVELEARNINGGUIDE

MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AUOUT OF THE BOX CREATIVE LEARNING GUIDE

o MOTHER HEN/ROOSTER AND THE FOX

– Ask one person to be the role of the fox who wants to catch baby chickens for their dinner.

– Allocate two leaders to be the Mother Hen or Rooster who will protect their baby chickens from the fox. Form two lines behind the allocated leaders and hold the shoulders of the person in front of you. Your aim is to remain connected to the person in front of you at all times.

– Explain that the fox will run around and try to tap the chickens to eliminate them from the game and once they are tapped by the fox, they need to jump out and sit at the front of the room. The gap in the line then needs to be reconnected by the other chickens. The Mother Hen or Roosters need to try to protect their babies as best they can from the fox as they move around the space trying to keep their babies safe and connected behind them.

WAYS TO DEVISE MOVEMENT

Listen to the playlist of music as provided for the dance party and:

• use the lyrics to devise literal movement to communicate the meaning or allocate small groups to choreograph movement for each line and join the movement together as a class

• teach some basic actions from the eras explored in the movement to help the students understand the style of each piece. Alternatively, use clips from Just Dance or Videos listed (refer to OTHER RESOURCES) to introduce students to a variety of movements as well as specific actions from each era relevant to the dance party playlist. For example:

o 60’s – twisting, pony, monkey

o 70’s – Speedball, big hips (holding belt and cufflinks)

• Discuss the focus on community for the dance party and having a signature movement to unite the group. This movement could relate to the school logo or animal that reflects the class.

• Brainstorm qualities that are important to the group and create a short movement or secret hand shake that each member can perform. Use this movement or handshake as a class ritual and focus activity to show the class is ready to dance.

USING SIGNATURE MOVEMENTS TO COMMUNICATE MEANING

• Introduce the concept of a signature movement (motif) to communicate a theme or idea (for example: snapping hands together to chomp like a crocodile).

• As guided by Activity One in the Worksheet Booklet (refer to OTHER RESOURCES), outline some ways to manipulate a motif. Allocate small groups to demonstrate how a motif can be manipulated.

• Watch each group perform their motif. As a class, discuss and refine how to manipulate a motif.

• Ask: What other animal actions do you know? Do you know an animal dance that has motifs in it?

o Teach the Chicken Dance to the class and discuss the motifs as you explain and demonstrate the movement:

– open and close hands in the air in line with head (Repeat action four times)

– elbows bent, hands in front of shoulders and flap wings (Repeat action four times)

– twist low [keep wing arms] (Repeat action four times)

– clap (Repeat action four times).

• Perform the chicken dance as a class.

• Discuss how a chicken travels through the space and use Activity Two in the Worksheet Booklet (Refer to OTHER RESOURCES) to guide you through choreographing a sequence using and manipulating motifs.

• Play music relevant to the selected animal such as ‘Shake Your Tail Feather’ by The Cheetah Girls to allow students to create their movement.

• Allow time to create the sequences and watch the dances as a group. Provide time for discussion to gage whether students can identify the ways in which the original motifs were abstracted or changed.

RESPONDING TO MUSIC

Listen to the playlist of tracks that will be used at the dance party and:

• respond to music by analysing elements of the tracks such as the lyrics and how they communicate meaning. Guide students through a brainstorming process complete Activity Three in the Worksheet booklet (refer in OTHER RESOURCES) including:

o describing how the music sounds (mood, atmosphere, speed)

o listing or drawing an image, event or location the music makes you think of

o describing what you would expect the movement to be like to match the music.

• discuss your responses as a class and record the class responses to see if the choreography for each piece matches the class predictions.

FEEDBACK ON EXPRESSIVE AND TECHNICAL SKILLS

• Discuss the importance of responding to feedback to improve your performance.

• Identify areas of focus for improving technical skills such as remembering the dance, extending movements, musicality (getting the timing correct) and expressive skills (smiling, maintaining focus).

• Allocate pairs and have half the class watch their partner to provide feedback on:

o two positive things their partner is doing well to perform

o two things their partner needs to do to improve their performance.

• Provide progressive feedback as outlined in Activity Four in the Worksheet Booklet (refer to OTHER RESOURCES) throughout the learning and rehearsal process and if possible, film a draft performance for students to self-reflect on their performance skills.

MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AUOUT OF THE BOX CREATIVE LEARNING GUIDE

POST-SHOW LEARNING ACTIVITIES:QUESTIONS FOR DISCUSSION

As a class reflect on the performance and event and:

• discuss the experience and the reaction of the audience

• describe and reflect on the atmosphere of the performance

• discuss what was exciting about the performance and what made you nervous

• identify and explain your favourite part of the event

• identify and explain your least favourite part of the event

• explain how you felt performing for an audience

• discuss what you liked about being a performer

• discuss what you liked about being an observer (watching other groups perform).

SELF-REFLECTION

• Using Activity Five: Self Reflection – How Did I Perform? (refer to OTHER RESOURCES: Worksheet booklet), reflect on how well you performed at the event.

• Revise technical skills such as remembering the dance, extending all movements and getting the timing correct.

• Revise expressive skills such as smiling (presenting), focussing the whole time.

• Rate yourself from 1-5 (based on the descriptions listed on the worksheet) and provide an overall rating of your performance.

BUILDING ON THE EXPERIENCE: BRINGING THE DANCE PARTY TO YOUR COMMUNITY

• Discuss how the event brought the community together and the benefits of participating in the event.

• Brainstorm how you could replicate the event in your community and how different classes could perform dances (or at least your class could perform their dance for an event).

• Discuss ways each class (or group) could identify themselves through a handshake motif (as per the pre-performance learning activities) or through a uniform or costume (Example: wristband or colour).

• View the Haka video (refer to OTHER RESOURCES) and explain that the Haka is a traditional war cry or war dance of the Māori culture in New Zealand. It is a dance that was traditionally performed before going to war to show strength and intimidate the opposition and was used to celebrate significant events. In this case, it is both to celebrate the New Zealand culture and history and to intimidate their opposition before the game begins. Watch the excerpt and:

o describe the costume that unifies the group

o describe the actions of the group and how it links to the meaning of the dance

o identify any motifs (signature movements)

o discuss if it was clear that the group was united.

• Brainstorm and propose activities or skills that could be presented at the event from each class to promote connection to one another and share the experience of the Dance Party with the wider community.

RESPONDING TO MUSIC

• Refer to the brainstorm from the pre-show activities about the movement predicted for each of the pieces of music.

• Discuss:

o Whether the predictions about the types of movement you expected to see for each song were accurate.

o Your favourite dance to watch as an observer. Explain why the performance was captivating.

MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AUOUT OF THE BOX CREATIVE LEARNING GUIDE

OTHER RESOURCES:VIDEO LINKS

The Greatest Haka EVER?

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

Just Dance: I Like to Move It Move It

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

Just Dance:24K Magic (partner challenge)

https://www.youtube.com/watch?v=71TbpLlB5wU

Just Dance 2: Five Little Monkeys

https://www.youtube.com/watch?v=IxF0iayJR-s

Just Dance: Hustle (70s)

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

Just Dance: Footloose (80s)

https://www.youtube.com/watch?v=wWAQaL4nUcU

Move it Mob Style

http://www.moveitmobstyle.com.au/videos/

Kids Learn a Dance to”Cant Stop The Feeling” by Justin Timberlake

https://www.youtube.com/watch?v=9sxifR0Ltqk

Dance Warm Up KS1

https://www.youtube.com/watch?v=Pelml9cwiMo

Shut Up and Dance – Cardio Version PE Warm Up

https://www.youtube.com/watch?v=c1pj5SRjIF8

Happy Dance (Elementary PE Warm Up)

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

BOOKS

Boogie Monster by Josie Bissett, illustrated by Kevan J. Atteberry

MUSIC

Dance Party Playlist:

• Shake it Off - Taylor Swift

• Shake your tail feather - Ray Charles (Blues Brothers version)

• Can’t stop the feeling! - Justin Timberlake

• Groove is in the heart - Deee-Lite

• Hey Ya - Outkast

• Blame it on the boogie - The Jacksons

WORKSHEETS

Safe Dance Practices

http://ausdance.org.au/publications/details/safe-dance-factsheets

Dance Like No One is Watching Worksheet Booklet

Attach link to worksheet booklet

This Creative Learning Guide was prepared by Education Consultant Lucy Flook for QPAC’s Out of the Box Festival in 2018.