DANCE FOR CREATIVITY

Stage 2: The following activities have been planned to integrate PDHPE and Creative Arts outcomes providing opportunities for creativity, body awareness and fitness, with a focus on dance elements and musical skills and concepts. The activities develop the students’ physical competencies and awareness of the body in time and space. Students are provided with opportunities to apply knowledge and skills learned in performance to their own compositions.

Outcomes and Indicators: P.D.H.P.E:

MOS 2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.

• Performs a simple dance combining locomotor and non-locomotor movements. PSS2.5 Uses a range of problem-solving strategies.

• Performs a movement sequence with a group, given restricted use of space and time. DAS 2.7 Performs familiar movement patterns in a variety of dance situations.

• Transfers movement patterns from one dance situation to another. • Uses some elements of dance to create movement sequences.*

CREATIVE ARTS:

DANCE DAS 2.1 Performs dances from a range of contexts, demonstrating movement skills, expressive qualities and an understanding of the elements of dance.

• Participates in safe dance practice using a range of appropriate technical exercises on the floor, standing and travelling, using appropriate control, alignment and breath with sensitivity to the sound accompaniment.*

• Performs in a dance using students’ ideas combining dance elements into a movement sequence. DAS 2.2 Explores, selects, combines movement, using the elements of dance to communicate ideas, feelings and moods.

• Improvises individually and in a group, exploring dance elements. • Selects and refines movements, combining ideas in the creation of a

dance. DAS 2.3 Gives personal opinions about the use of elements and meaning in their own and others’ dances.

• Observes and identifies the elements of dance that they have explored in their creating and performing activities and in the work of others. *

Sue Lane 2008

MUSIC MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts.

• Moves to different styles of music demonstrating a greater awareness of beat, dynamics and structure.

• Explores variations of tempo and dynamics through movement activities. MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire.

• Listens and moves to a range of repertoire and discusses features of the music and differences between different styles.

Those outcomes to be assessed are marked with an asterix.(*) Focus on Action (locomotor/non-locomotor), Space (levels, pathways, size/shape), Time (beat), Relationships (partner/group work), Dynamics (varying force), Structure (dance sequence), Use of metalanguage, social support, knowledge integration (Quality Teaching Framework)

ASSESSMENT QUESTIONS DAS2.1 Is the student participating in safe dance practice using a range of appropriate technical exercises on the floor, standing and travelling, using appropriate control, alignment and breath with sensitivity to the sound accompaniment? (Observation) DAS2.3 Was the student able to observe and identify the elements of dance that they explored in their creating and performing activities and in the work of others? (Assessment Work Sample) DAS2.7 Was the student able to use some elements of dance to create a movement sequence? (Observation)

Sue Lane 2008

Warm Up: “Break mixer” style dance – gradual development of steps – taught through “echoing” of movement. • 8 steps forwards, next to a partner • 4 steps away from partner, 3claps, 3patsches • Do si do around partner • 8 steps to find a new partner • Accompany with “In the Hall of the Mountain King” –

Grieg when students are confident with movement. • Discuss features of music. How did our movement

reflect these? • Accompany with other music styles. e.g. Bush dance

music, pop music, indigenous. How did our movement reflect the different music styles? Discuss in relation to musical concepts and dance elements.

DANCE: Space Time Action *(Observation DAS2.1) MUSIC: Tempo (Duration) Dynamics Tone Colour Structure

Elements Relay: Individual students in relay teams explore dance elements, gradually introducing each element – When students are confident with understanding of each element, use of dice to allocate element.

DANCE: 1: Space 2: Time 3: Action 4: Dynamics 5: Relationships 6: Structure

Group Work: Chance Dance –students in groups of 6 -chance selection and combination of dance elements into sequence of movement (see chance dance sheet) • Student A rolls dice to find element focus e.g if roll 3

they will focus on Action. • Student A rolls the dice again to find out aspect of the

element e.g. exploring elbow movement • Student selects and practises their movement • Student B rolls in the same way, then other students. • Students have each rolled the dice twice and have now

selected and practised their movement. • Student teach their movement to others in their group. • Students combine their movements into a sequence. • Accompany movement sequence with various styles of

music. • Discuss how the music influences the movement

Adapted from: DANCE Count Me In,

Barbara Snook, McGraw Hill Australia Pty Ltd 2004

DANCE: Dance elements and aspects allocated on

dice (see worksheet) Use variation relevant to prior

learning. * (Observation DAS2.7) MUSIC: Duration, Dynamics Tone Colour

Graphic Notation Students record own graphic representation of group movement sequence. Complete Assessment worksheet. *(Assessment, Work sample- DAS 2.3)

DANCE: Space, Time, Action, Dynamics, Relationships, Structure *(Assessment: Work sample DAS2.3)

Sue Lane 2008

CHANCE DANCE DICE THROWS

FIRST THROW SECOND THROW 1. Space 1. high level

2. low level 3. large shape 4. small shape 5. curved pathway 6. straight pathway

2. Time 1. slow movement 2. fast movement 3. speeding up 4. slowing down 5. fast, then slow movement 6. movement to a beat

3. Action 1. jumping 2. turning 3. stretching 4. walk with a body part leading the way 5. skipping 6. gliding

4. Dynamics 1. smooth movement 2. swinging movement 3. collapsing movement 4. strong movement 5. relaxed movement 6. angry movement

5. Relationships 1. partner movement 2. whole group 3. balanced group shape 4. ribbon movement 5. movement with fabric 6. one body part moves at the

same time as another body part

6. Structure 1. repeated movement 2. movement pattern 3. reverse movement sequence 4. introduction/ending 5. variation on a movement 6. use of canon

Sue Lane 2008

ASSESSMENT CHANCE DANCE DATE: Name________________________ Class_______

Group Members:

Record the Chance Dance movements for your group:

Student A Student B

Student C

Student D Student F Student G

Did the different music styles change your Chance Dance? What did you have to change? If you were to create this dance again what would you do differently? On the back of this sheet draw the movement sequence that you created with your group.

DAS2.3 Gives personal opinions about the use of elements and meaning in their own and others’ dances.

Sue Lane 2008

Dance for Creativity DATE: Class Observation Sheet Outcomes and indicators for Assessment: CREATIVE ARTS DAS 2.1 Participates in safe dance practice using a range of appropriate technical exercises on the floor, standing and travelling, using appropriate control, alignment and breath with sensitivity to the sound accompaniment DAS 2.3 Observes and identifies the elements of dance that they have explored in their creating and performing activities and in the work of others. PDHPE DAS 2.7 Uses some elements of dance to create movement sequences. CLASS LIST DAS 2.1 DAS 2.3 DAS 2.7 WT A WB WT A WB WT A WB

Sue Lane 2008