Unit of StudySafe Dance Practice

Stage Five DanceAshley Jones and

Hannah Sherwood

EDST 4093 Special Education: Inclusive strategies

CONTENTS

1. Inclusive strategies unit- Life skills content- Focus: Let’s look at dance- Focus: How can my body move- Focus: Lets move together- Focus: Performing dance together2. Layered Curriculum Lesson Plan Form3. Student contract4. 1st Layer- Vocabulary sheet- Review questions

- Safe dance practice photo- Skeleton diagram- Muscles of the body diagram- Safe dance practice poster5. 2nd Layer- Muscles research task- Demonstrating safe dance

practice from an exercise- Demonstrating safe dance

practice from a locomotor exercise

- Writing about safe dance practice

6. 3rd Layer- Writing an injuries report- Observing and helping one

another7. Safe Dance Practice Rubric

Unit title: Safe Dance Practice

Description: This unit is an introduction to safe dance practices and allows students to experiment with body movements. Students perform and create movement/dance sequences relative to their own bodies skeletal and muscular limitations and capabilities, engaging in activities individually, in pairs and as part of a group.

Life Skills Outcomes Resources

A student:LS.1.1 demonstrates a range of movement

skillsLS.1.3 demonstrates an awareness of safe

dance practicesLS.3.1 experiences a variety of dance

performancesLS.3.2 responds to the elements of dance in

performanceLS.4.1 engages in dance activities.

Safe Dance DVD Safe Dance Booklet Music of different genres; classical, jazz, popular,

country, alternative/contemporary.

LinksA student:EnglishLS.1 responds to auditory cues in a range of contextsLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesLS.15 draws on background and experiences to respond

to texts in ways that are imaginative, interpretive or critical

A student:MathematicsNLS.1recognises language that is descriptive of numberNLS.3recognises and responds to ordinal termsPALS.1 recognises repeating patternsSCLS.4 responds to the language of positionMusicLS.1 uses movement, vocalisation or instruments to

respond to a range of musicPDHPELS.8 demonstrates a range of movement skills across

environmentsLS.9 participates in a range of physical activities

Life Skills Outcomes

Life Skills Content

Students learn to:Performance

Students learn about:

LS.1.1 prepare their body for dance through movementmove all or part of their body to change their positioning in

spacemove all or part of their body in different ways, taking

account of body position, direction, patterns and relationships

move all or part of their body in the context of participating in various dance activities both as an individual and cooperatively as part of a group

using movement in controlled ways to participate in dance

LS.1.3 recognise the capabilities and limitation of their own body and safely extend these limits where possible

use safe practices during dance and movement

safe dance practices

LS.3.1Appreciationdisplay appropriate audience behaviour in different

situationsappreciating dance performances

LS.3.2 communicate responses to dance performancesactively participate in dance performance when invited

appreciating dance as an audience member

LS.4.1Study of dance as an artformparticipate in dance activitiescooperate with others in dance activities

valuing and appreciating dance

Focus: Let’s look at danceOutcomes

Integrated learning experiences and instruction P C A Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.3.1LS.3.2

Students watch a safe dance DVD and appreciate it in terms of its education value. - students watch the film and can see, with assistance,

the application of safe dance elements they have been learning in class.

3 Viewing dance performances may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’:responses to a variety of

dance performances and identification of some of the features of dance performances

LS.3.2 Students demonstrate their appreciation of the dance by applauding at appropriate times

3 Expression of appreciation of dance performances may involve responding to the elements of dance in performance.

demonstration of appropriate responses to a variety of dance performances

LS.3.2 Teacher assists students to recognise the elements of the dance (space, time, dynamics) by helping them to describe the shapes of the dancers, the speed of the music and the quality of the movement.

3 Sharing their responses to the elements of the dance may indicate responding to the elements of dance in performance.

sharing of their responses to the elements of dance in the dance performances

LS.3.2 Students record their responses to the dance performances in a journal, using photographs of performers, images, drawings and/or written description to focus on the elements of dance. Students can also recognise the safe dance principles in photographs.

3 Recording responses to dance performances in a journal may involve responding to the elements of dance in performance.

recording of their responses to the elements of dance in performance in an appropriate format.

Focus: How can my body move?

Outcomes

Integrated learning experiences and instruction P C A Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.1.1LS.1.3

Teacher assists students individually through instruction and modelling of safe dance practices to explore the parts of their body that can move in similar ways to those observed in the video excerpts, eg fingers, hands and arms can wave, stretch, curve and make shapes; legs can bend, stretch, kick; whole body can sway, curve, arch, crouch and make shapes

3 Exploring ways in which their bodies can move may involve demonstrating a range of movement skills.

Use of physical demonstration to support, assist and encourage students in a range of movement skills.

Teacher assists students to: experiment with and extend variations of a movement

using safe dance practicesdevelop the vocabulary related to movements, eg arch,

curve, sway, shapesperform single familiar movements, eg raising an armcomplete a sequence of familiar movements such as

walking, marching, running incorporating movement variations

3 Engaging in personal movement may involve demonstrating a range of movement skills and/or demonstrating an awareness of safe dance practices.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’:

demonstration of a range of movement skills

Focus: Let’s move together

LS.1.3 Students work in pairs to combine previously practised or new movements/shapes using safe dance practices. It may involve activities such as:changing spatial aspects of movement such as direction,

level, size, plane in consultation with partners to explore other dimensions

performing individual movements in unison (concurrently), as prompted by the teacher

performing individual movements in canon (consecutively)

performing movements which involve interaction between partners

3 3 Working in pairs to combine or create new movements/shapes using safe dance practices may involve exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students working in pairs to combine movements and demonstration of safe dance practices.

Focus: Performing dance together

Outcomes

Integrated learning experiences and instruction P C A Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.1.3LS.4.1

Students perform a range of exercises in class to demonstrate safe dance practice. This includes:

- non locomotor phrases- locomotor phrases - floor sequences - jumping sequences

3 3 3 Exploring, selecting and sequencing movements gives students the opportunity to refine their dance skills.

exploration, selection and sequence of movements

LS.1.2LS.1.3LS.4.1

Students perform a set movement phrase with the class. This will include;

- performing movement with the safe dance principles in mind

- executing movement safely - performing movement confidently

3 3 Using dance movements to perform helps students in exploring, selecting and sequencing movement to express feelings and ideas and/or using dance technique to communicate and/or engaging in dance activities and/or demonstrating an awareness of safe dance practices.

performance of the safe dance principles

Focus: Performing dance together (cont)

Outcomes

Integrated learning experiences and instruction P C A Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.3.1LS.3.2

Students view and respond appropriately to the dances performed by others

3 Viewing and responding to dances performed by others may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ focus and positive response to dance performed by others.

LS.3.2 Teacher assists students to maintain their journal to reflect their activities throughout their learning experiences. Entries may include:photographs that the teacher takes of them during the

activityimages from magazines and brochures etc related to the

activityfree hand drawingspersonal reflections on the activitydescriptions of the activity

Students use their journal to share their experiences of dance with others

3 Maintenance of the journal may involve responding to the elements of dance in performance.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries.

Teacher: Miss Jones and Miss SherwoodSubject Dance – Stage 5

Unit of Instruction: Safe Dance PracticeImplementation Dates: Term 2

Outcomes: LS.1.1LS.1.3LS.2.1LS.3.1LS.3.2LS.4.1

demonstrates an awareness of safe dance practicesdemonstrates a range of movement skillsexplores the elements of dance to create movement and communicate ideasexperiences a variety of dance performancesresponds to the elements of dance in performanceengages in dance activities.

Curriculum Layers Student Unit Learning Activities Pts Ern  EVERYONE MUST DO ALL OF THESECHOOSE ENOUGH OF THE FOLLOWING TO SHOW YOU ARE PROFICIENT/ADVANCED

1. Complete the daily journal entries answering the “question of the day” 2. Complete the SMART dance booklet 50

50  

1st Layer : Basic knowledge, understanding. The student builds on his/her current level of core information. Proficient = 50 pointsAdvanced = 70 points including one assignment from 3rd layer.Bloom’s Taxonomy: Knowledge

1. Complete a colouring diagram of the skeleton2. Complete a colouring diagram of the muscles3. Complete a vocabulary sheet.4. Complete a worksheet on safe dance practice 5. Complete “Review Questions” on safe dance practice6. Make a poster about one safe dance aspect. 7. Using a photo from a magazine, locate one safe dance aspect8. Demonstrate safe dance aspects using shapes

1010101010101010

 

Rate your understanding of these tasks 1 – 10.

 

2nd Layer : Application or manipulation of the information learned in the 1st layer. Problem solving or other higher level thinking tasks.Proficient = 60 pointsAdvanced = 90 points including one assignment from 3rd layer.Bloom’s Taxonomy:Application & Analysis

1. Write a letter explaining why we use safe dance practice 2. Describe the importance of each aspect of safe dance practice, using movement

examples. Write 2-3 paragraphs3. Demonstrate safe dance practice using exercises learnt in class4. Demonstrate the safe dance principles in a locomotor exercise 5. Research a muscle group and write a one page report on how it is used in

dance6. Discuss with a friend safe dance practice and together apply this knowledge to

your dance practice and analyse each others performance. Write your analysis in your dance journal.

202020202020

 

Rate your understanding of these tasks 1 – 10.

 

Layered Curriculum Lesson Plan Form - Name_______________________________________________________

3rd Layer : Critical Thinking and Analysis. This layer requires the highest and most complex thought.Bloom’s Taxonomy:Synthesis & Evaluation

1. Watch a friend perform the movement sequence and identify the aspects of safe dance practice they are using, or should be using. Write a page on your evaluation of their performance.

2. Create a movement phrase that highlights the safe dance practice elements

3. Select an injury and write a report on it; outline the cause of the injury, the symptoms and the rehabilitation process.

4. Film yourself performing a set movement sequence that demonstrates safe dance practice and alignment. Write a one page report evaluating your performance in terms of safe dance practice and alignment.

30303030

Rate your understanding of these tasks 1 – 10.

Layered Curriculum Lesson Plan Form CONT.

STUDENT CONTRACT

Over the next two weeks year 9 will be studying Safe Dance Practice, using the layered curriculum. In using the layered curriculum you will have freedom of choice in your assessment tasks and learning activities. There are, however, some tasks that are compulsory.

What is compulsory:

* You must complete at least one performance task

* You must complete the journal task (50 points)

* You must complete the SMART dance booklet (50 points)

* You must attempt a minimum of 100 points worth of tasks (not including the compulsory parts)

* Tick the activities you are choosing to complete and show them to me when you have finished each task. I will sign this and mark it on the progress form.

* Fill in the comment section of your layered curriculum, I am interested in how you are going.

* After the completion of the unit I will give you feedback and your final mark.

Something to remember: Keep your goals high and always try your hardest!

If you would like to discuss any of this with me, feel free to do so.

I ______________________________________________ (students name) have read and understood the above information and will complete the necessary tasks for the unit of work.

Signed: _______________________________Parent/Guardian:____________________________

Date: ______________

Miss Jones and Miss Sherwood

G L U T E A L S A S

A L T U L N A L H Q

L E R Y F J A A M U

U B I C E P S N E A

P R C A M A H I S D

A A E L U T A M R R

C D P V R E T O Y I

S I S E E L T D P C

U U R S G L O B T E

R S V T M A F A A P

E T R A P E Z I U S

M W S R X Z B R S D

U Q G N U I P T E T

H A M S T R I N G B

Muscles and Bones Crossword Puzzle

Hidden in this puzzle are names of muscles and bones. You will find them up, down, across and diagonal. Look carefully as some of the letters are used more than once to create a word. Make sure you highlight

the whole word.

Muscles Hamstrings •Triceps •Biceps •Quadriceps •Gluteals •Abdominals •Calves

Bones•Femur •Radius •Ulna•Tibia•Patella •Humerus •Scapula •Spine

1st Layer- completing a vocabulary sheet

Proper AlignmentRead the following information and answer the question sheet below. Correct alignment is one of the best ways to prevent injury and improve performance. Proper body alignment allows the body to move in harmony with muscles, bones, joints, ligaments and tendons. When you are correctly aligned, your muscles work effectively and there is less wear and tear on them. The body is correctly aligned when its weight is transferred through the centre of each joint. So a correctly aligned body, when viewed from the side, should have a straight line from the head to the shoulders, to the hips to the knees, to the ankles. When alignment is incorrect, the weight of the body is not transferred through the centre of the joints. This puts strain on the bones, tendons and ligaments. If misalignment continues, the unnatural wear and tear will result in chronic pain and injury. Muscles can be affected by bad alignment as they can be overstretched causing injury and pain. Muscles that are shortened due to incorrect alignment can become tight and cause further injuries. For example; sway back, slouched shoulders, hips tilted forwards or backwards.

Question Sheet •What parts of the body need to be in line for correct alignment? __________________________________________________________________________________________________________________________________________________________________________________________•What does proper body alignment allow the body to do? __________________________________________________________________________________________________________________________________________________________________________________________•What are some injuries that poor alignment can do?______________________________________________________________________________________________________________________________________________________________________________________•Where is strain placed when the body is incorrectly aligned? __________________________________________________________________________________________________________________________________________________________________________________________•Looking at this picture, can you identify whether the dancer is presenting proper or poor alignment. ___________________________________________________________________________________________________________________________________________________________________________________________________________

1st Layer- Completing review questions on safe dance practise

SAFE

DANCE

PRACTICE

Step 1Look for a photograph from a dance magazine, google images or ask your teacher.

Step 2Select an image that you can see aspects of safe dance practice in.

Step 3Located the safe dance principles we have been working on in class. Make sure you notate

these on your

photograph.

1st Layer- Using a photo from a magazine, locate one safe dance aspect

Locating Safe Dance Practice in a Photograph

Make sure you pick a photo that you can easily see the safe dance practice aspects in.

COLOURING IN

THE SKELETONUsing the diagram, colour in the following bones according to the appropriate colour.

•Femur -red•Radius -purple•Ulna - blue•Tibia - yellow•Patella - green•Humerus - black•Scapula - orange•Spine - grey

Quick Question: Why is it important to have a knowledge and understanding of bones and their function within the body?

1st Layer- Complete a colouring diagram of the skeleton

Muscles Hamstrings - grey•Triceps - blue•Biceps - black•Quadriceps – green•Gluteals - yellow•Abdominals - orange•Calves - purple

Quick Question: What is the function of muscles? Why is it important to warm up our muscles in relation to safe dance practise?

Using the diagram, colour in the following bones according to the appropriate colour.

COLOURING IN

THE MUSCLES

1st Layer- Complete a colouring diagram of the muscles

Make a poster about safe dance practise

•Create an A4 poster about safe dance practise•Consider the most important elements of safe dance practise•Think about colour, choice of text, the use of materials eg. Drawings, diagrams, photos, fabric•Make it eye catching and BE CREATIVE!

TASK•Once completing your poster, divide into pairs and ask each other:-Why they have chose to include particular elements of safe dance practiseAnd -Why it is eye catching?

1st Layer- make a poster about safe dance practice

MUSCLESResearch Task

Research a muscle or a muscle group and write a one page report on it. Include in your report;

·What the muscle’s name is

·What the muscle’s use is to a dancer

·How the muscle works

·What bones it attaches to.

+Safe Dance

2nd Layer- Research a muscle group and write a one page report on how it is used in dance

Teacher: Miss Jones and Miss Sherwood School:

Class: Year 9 Elective Dance Subject: Dance Performance The relevant Syllabus: Aim: The aim of the Dance Years 7 – 10 Syllabus is for students to experience, understand, value and enjoy dance as an art form, through the interrelated study of the performance, composition and appreciation of dance. Objective(s): Students will develop knowledge, understanding and skills about dance as an art form through:Dance performance as a means of developing dance technique and performance quality to communicate ideas. Value and appreciate their engagement in the study of dance as an artform Outcomes (Learn to/Learn about): A student LS.1.1: demonstrates a range of movement skills LS.1.3: demonstrates an awareness of safe dance practices LS.4.1: engages in dance activities

Students Learn To Students Learn About Prepare their body for dance through movement, eg

relax their body, warm-up exercise (LS.1.1) Move all or part of their body in the context of

participating in various dance activities both as an individual and cooperatively as part of a group (LS.1.1)

Cool down their body after engaging in dance activities (LS.1.1)

Recognise the importance of preparation for dance and movement, eg warming up and cooling down, stretching (LS.1.3)

Participate in dance activities (LS.4.1)

Using movement in controlled ways to participate in dance (LS.1.1)

Safe dance practices (LS.1.3) Valuing and appreciating dance (LS.4.1)

2nd Layer- Demonstrate safe dance practice using exercises learnt in class

Lesson Specific Aim: the aim of this lesson is to introduce students with life skills to dance performance. Giving them the opportunity to develop their gross motor skills and co-ordination in regards to the performance of dance as an artform and the safe execution of dance. Students will also begin to understand the mechanics of safe dance practice. Objective(s): Students participate in activities which seek to develop their understanding of safe dance practice. Outcomes (Learn to/Learn about); a student demonstrates implementation of classroom rules an execution of a warm-up and cool-down relevant to safe dance practice an understanding of safe dance practice a range of movement skills with support engagement in dance activities

Students Learn To Students Learn About

perform a basic warm up and cool down process identify some safe dance practices isolate different body parts coordinate body parts

the rules and expectations of the dance classroom a basic understanding of the role of warm up and cool down safe dance practice in relation to dance dance terminology

What do you want the students to learn by the end of this lesson? By the end of this lesson students will have begun to understand dance as an artform through an understanding of the process of a dance lesson. Students will have an understanding of the alignment of the hips, knees and ankles in parallel position and will be striving towards maintaining this throughout their work. They will also have looked at the alignment of the spine, however this will be developed further through classes so that students are able to understand this to a greater level. Students will have learnt, with support, movements which will be used to solidify their dance experience and dance technique throughout the entirety of the course. Students will also have access to a wide range of musical excerpts which will have assisted them to enjoy dance as an artform. What prior knowledge must the students meet? Students will have had one theory lesson on the safe dance principles at a year 9 level. In this lesson this student will have made an understanding of the risk of injury placed on the body when movement is performed incorrectly and with poor alignment. Students will also have watched a short excerpt of dance film with the intent of safe dance practice. Assessment: What do you want the students to present at the end of the lesson? Students will be assessed on their ability to sustain the exercises, which were instructed in class. Students will also participate in a group discussion at the end of the class where they have the opportunity to participate in the vocalisation of the dance technique learnt or actively listen to their peers and agree or disagree with the views on safe dance practice. Students will also be assessed on their general understanding of the alignment principles and if this is not achieved successfully the teacher will need to re-assess the delivery of the material.

What do you want the students to learn by the end of this lesson? By the end of this lesson students will have begun to understand dance as an artform through an understanding of the process of a dance lesson. Students will have an understanding of the alignment of the hips, knees and ankles in parallel position and will be striving towards maintaining this throughout their work. They will also have looked at the alignment of the spine, however this will be developed further through classes so that students are able to understand this to a greater level. Students will have learnt, with support, movements which will be used to solidify their dance experience and dance technique throughout the entirety of the course. Students will also have access to a wide range of musical excerpts which will have assisted them to enjoy dance as an artform. What prior knowledge must the students meet? Students will have had one theory lesson on the safe dance principles at a year 9 level. In this lesson this student will have made an understanding of the risk of injury placed on the body when movement is performed incorrectly and with poor alignment. Students will also have watched a short excerpt of dance film with the intent of safe dance practice. Assessment: What do you want the students to present at the end of the lesson? Students will be assessed on their ability to sustain the exercises, which were instructed in class. Students will also participate in a group discussion at the end of the class where they have the opportunity to participate in the vocalisation of the dance technique learnt or actively listen to their peers and agree or disagree with the views on safe dance practice. Students will also be assessed on their general understanding of the alignment principles and if this is not achieved successfully the teacher will need to re-assess the delivery of the material. Time Stage

0-10min

10-20min

INTRODUCTION Student’s get changed and settle into the classroom. Class structure is explained. Warm-up, centre practice, progressions. Students must complete a warm-up before commencing centre practice and progressions as it prepares the body for more strenuous work. This can be related to the first lesson of Smart dance, where students learnt about the safe dance principles. Teacher asks student to refer to their SMART dance workbook for the information on the warm up procedure. WARM UP – Student can join in on this activity, however the teacher must make sure that they are in close proximity to them when performing the stretches so that they have a better understanding of the movement. The teacher must also make sure to explain each movement in detail. Describing each shape of the limbs and the direction of the body. The teacher can also modify any stretches which appear to be too difficult for the student by performing them standing, instead of sitting on the floor.

20 – 45min

The teacher leads the class through the warm-up procedure. Students begin walking around the classroom and when the teacher claps their hands the students perform small stretches. As the stretches are performed the teacher talks the students through them. This gradually builds into a jog. When the teacher stops to instruct the stretches, they stop directly in view of the student on life skills so that they are able to see the teacher perform the movement clearly. CENTRE PRACTICE Foot articulation – Teacher explains to the student that in dance the feet are stretched 90% of the time, so it is important to fully extend the toes to create a nice long line with the feet. Student can pick up their socks with their toes to reinforce this and activate the muscles. Sitting on the floor - Student articulates the ankle by gently moving it in various directions. Firstly circulating the ankle

(both clockwise and anti-clockwise) and using plantar and dorsi flexion (stretching the feet and flexing the feet). Working in parallel and turnout – Teacher explains that in dance, dancers work in different leg positions. In classical ballet it is mainly turn out while modern/contemporary dance is mostly in parallel. Sitting on the floor – Student uses the rotator muscles of the leg to work in parallel and turnout. Firstly beginning with one

foot and alternating legs, gradually moving to two feet. Students will be asked to articulate which is parallel and which is turnout.

Plie` Exercise – whilst this is introduced the teacher explains the safe dance principle of the alignment of the hips, knees and ankles. The teacher asks students what alignment they think is best for standing and running. Demonstrating exaggerated poor alignment and good alignment. Ask students what could happen to their body if they perform the incorrect alignment and dramatise this (teacher would make students aware that they are going to dramatise it). Teacher then asks students to practice in pairs and see if their partner is performing good alignment or poor alignment. Students perform small bends in a parallel position. When students feel comfortable working in this position students begin to take one leg forward to perform a small lunge.

Student repeats this on both legs. Centre Balance – When introducing this the teacher explains the safe dance principle of back alignment. The teacher explains the natural curve of the spine and introduces the students to a ‘supine’ spine position by asking them to lay on the floor in a neutral position with their knees raised. The teacher then asks the students to rock their pelvis back and forward to demonstrate exaggerated poor alignment. Teacher explains the principles of the balance. Have a strong a supportive standing leg, making sure that the muscles are pulled up and activated. Can demonstrate this by performing ‘smiley’ knees (knee cap move when pulled up into a smiley face). The back must also be straight in the neutral spine position and it is important to engage the abdominals and squeeze tight, so that the balance is increased. Student must also focus their gaze on one spot. Student stands with both feet on the ground in parallel position. Student begins to take one leg off the floor and balance for a few seconds. Repeat this with the other leg. Students can test how long they can balance like this for and teacher could time how long they can stay so that students

increase their motivation for it and challenge themselves to improve their time. PROGRESSIONSLeg swings – Teacher reiterates the safe dance principles of knees over toes and back alignment and questions student on these principles. Lying on their back. Student bends one leg up and slowly raises the other leg to the roof and takes it down again. Students repeat this alternating legsTriplets – Teacher reminds student about the first exercise they did where they articulated their ankles. In this exercise the student must place the toe on the ground first when marching. This is to ensure that when students begin jumping they are landing through their feet, another aspect of safe dance practice.

46 – 50min

50 – 55min

• Student performs a march sequence of three marches and then a pause, travelling down the room, alternating legs.

COOL-DOWN & REITERATION OF CLASSStretches, cooling down the body slowly, repeated from the beginning of the lesson. Class discusses what happened during the lesson, what they learnt, what they think is important etc. Students write this in their dance log books. Teacher gives a sheet to the student that has these questions on it, so that they are able to write the answers down, if needed the student is able to type these answers. ASK STUDENTS TO GET CHANGED AND DISMISS CLASS

Resources Stereo Ipod – mix between different genres of music. Jazz Classical Meditative Contemporary If the class is behaving the teacher can ask for request for songs, or use songs from the student

ipods

Tips!

Safe Dancing!

Using the exercises learnt in class, demonstrate to the teacher a sequence using safe dance practice. You will be marked on;

* Strength

* Balance

* Co-ordination

* Alignment

One:

Practice your exercises.

Two:

Get feedback off your teachers and your friends.

Three:

Have confidence in yourself!

Dance Practice Demonstrating Safe Dance Practice

Students are to wear their

dance uniform for this

exercise.

2nd Layer- Demonstrate safe dance practice in a locomotor exercise

2nd Layer- Describe the importance of each aspect of safe dance practice, using movement examples. Write 2-3 paragraphs

SAFE

DANCE

PRACTISE

•Describe the importance of the following aspects and how they are significant to preventing injury:

-Alignment-Warm up-Cool down

Provide examples from class work in composition and performance classes and write about them in your dance journals.

3rd Layer - Select an injury and write a report on it; outline the cause of the injury, the symptoms and the rehabilitation process.

Safe Dance PracticeDocumenting safe dance practice

Select a dance related injury and write a one page report documenting:

1. The cause of the injury2. The symptoms of the injury3. The rehabilitation of the injury4. How using safe dance practice can this

injury be avoided

Helpful hints: - The broader the research tools you use, the easier it will be to collate information- Try to pick an injury which interests you and challenge yourself!

3rd Layer - Watch a friend perform the movement sequence and identify the aspects of safe dance practice they are using , or should be using. Write a page on your evaluation of their performance.

Safe Dance PractiseObserving and Helping one another

Step One:

Students are taught a minute of a performance dance.

Step Two:

In pairs students watch one another and provide feedback including three positive comments and three areas to improve in relation to safe dance practice.

Step Three:

Students then write an evaluation of their partners and their own performance in their dance journals

Beginning Satisfactory Proficient Excellent MARK

Effort and participation

Participates only with strong encouragement.

Is easily distracted and finds it difficult to maintain focus. May distract others.

Participates in dance. Frequent reminders

are needed to maintain focus on the dance.

Participates in dance with a positive attitude.

Needs to be reminded to focus at times.

Can stay focused and follows instruction well.

Participates in dance with enthusiasm, and encourages others to participate.

Is consistently focused and on task and encourages others to remain focussed.

Understanding of safe dance practice

Had little understanding of safe dance practice

Student movements did not always reflect an understanding of safe dance practice

Had a satisfactory understanding of safe dance practice

Students movements sometimes reflected an understanding of safe dance practice

Proficient understanding of safe dance practice

Showed proficient understanding of safe dance practice

Excellent understanding of safe dance practice

Showed excellent and consistent understanding in moving the body

Creativity and interpretation when dancingsafely

Uses common and stereotypical patterns borrowed from others.

Uses familiar patterns and movements.

Re-uses a simple pattern borrowed from others or media.

Danced in an unsafe way

Adapts some options from others in their movement

Goes beyond the familiar to take a small risk.

Movements repeat limited common patterns and themes.

Often danced in an unsafe way

Explores a variety of creative options.

Takes some risks in their exploration.

Movements show unusual patterns and fair variety.

Student danced showing an understanding of safe dance practice

Explores numerous creative options.

Willing to take risks in their exploration.

Movements are highly original and carried out well.

Movements highlight the music in an interesting way.

Excellent creativity in dancing in a safe way

COMMENTS:

TOTAL

Safe dance practice rubric