DANCE TEACHING PLAN
Name: Suzanne Renner
Year / Group: Yrs 7/8
Level:
4
Achievement Objective/s
Duration: 2 X 40 mins lessons
Topic: NAME MOTIFS
Strands: PK, DI
Learning outcomes :
The students will be able to…….
PK: Students will use elements of dance to
share personal movement vocabularies and to
explore the vocabularies of others
DI: Students will explore and use
choreographic devices to give form to dance
ideas
 Use the element of Time to explore and
share movement vocabularies in response to
an underlying beat and various rhythmic
patterns (PK)
 Create a motif sequence to the rhythm of
own name, and a variation sequence using the
choreographic device of Augmentation (DI)
 Perform name sequences with a partner in a
call-and-response structure (DI, CI)
Materials and Resources
Essential Skills
Drum and beaters
Whiteboard and marker
Cassette/CD player
TKI resource – Level 4: What’s in a Name? –
http://www.tki.org.nz/e/community/arts/dance/d
ance_L4/dance_L4_A4_menu.php
Music: NZ Music for Creative Dance Two CD/
Me in Your Shadow; 100% Hits V5.0 CD/King
of my Castle; a New Age compilation CD
Definitions of Motif and Augmentation (Dance
Glossary and Wall Charts)
Physical – improve co-ordination, flexibility,
agility, strength and endurance
Problem-Solving -exercise imagination,
initiative, flexibility and judgement as they
explore ideas and make, interpret and present
works
Social and Co-operative Skills – negotiate with
others to reach agreement or consensus
Assessment Criteria
 Students move in a variety of ways to illustrate an underlying beat and simple rhythms
 Individual motif sequences show variety in the use of the dance elements and use of the
device of Augmentation
 Paired performances show a clear call-and-response structure
Evaluation and Personal Reflections
LESSON 1
Phases/Timing
Introduction
Teaching
Sequence
Procedure
All standing in a circle - explain that today’s
session will focus on moving to show rhythms
related to their name.
 “But first we will move to show a regular beat”
Students to copy teacher’s movements to show
the underlying beat with different parts of the
body e.g. hand claps; finger snapping, head
nodding; feet marching….
 Each student in turn to show a movement that
illustrates the underlying beat – everyone else to
copy.
Teaching Points
The day’s SLO’s can be
written on the board.
“Me in My Shadow” music
Suggest changes in body
parts, levels, size…, if
initial responses are too
basic.
 “Clap the syllable of your first and last name in Ask for volunteers to clap
even timing”
their name – with even and
 “Change the way you say your name it to
uneven timing.
create an emphasis or accent somewhere”….
In scattered formation, working individually Give students time to
“Explore showing your name rhythm using
explore the suggestions.
different body parts……with a change in
level….with a change in direction….with a
travelling movement…..”
 Students to create a sequence of 3-4 different
actions or changes to the rhythm of their own
name. Start and finish the sequence with an
interesting body shape.
 “You have now created what I will call a motif
sequence”
 Students to rehearse the sequence for
memory and clarity
Write motif on board.
Explain that it is like a
movement signature or
logo.
Ask students for examples
of motifs that they have
seen/heard e.g. on
wallpaper.
In pairs – Students to show motif sequences to
each other and give feedback on how it might be
improved for interest or clarity.
 “Look for an interesting, held shape at the
beginning and end of the sequence. Look for
use of different body parts (not just arms and
legs), changes in level and direction. Does the
sequence have some travelling in it?”
In groups of 5-8 individuals - students show
their motif sequence to rest of the class.
Closure
All together - “Which sequence did you look at,
what did you like about it and why did you like it?
If time remaining - slow stretches
Watching students to look
at 1 sequence for 1 thing
that they like about it and
why.
LESSON 2
Phases/Timing
Introduction
Procedure
Class sitting – review what happened in the
last session.
Class standing in own personal space Teacher-led exploration of movements possible
in isolated body parts – with contribution or
suggestions from the class. – class copy in a
call-and response manner
Teaching
Sequence
“King of My Castle” music
Individually, in own personal space- students
recall and practise their motif sequence from last
session.
“Now make a variation of this motif sequence by
using the device of Augmentation e.g.
Change the speed
Change the size and/or level
Change the energy e.g. strong to soft
Make a movement into a hop or leap
 Rehearse the variation for memory and clarity.
Call the original motif sequence Part A; call the
variation sequence Part B
In pairs - student to show their Part A and Part
B sequences to each other. Decide who will be
#1 and # 2
“Now dance your own sequences in this calland-response structure:
# 1performs Part A, while # 2 freezes in starting
shape ; while #1 is frozen in ending shape, #2
performs Part A (call-and- response)
# 1performs Part B, while # 2 freezes in last
ending shape ; while #1 is frozen in ending
shape, #2 performs Part B (call-and- response)
3-4 pairs at a time? – perform with partner to
rest of class.
Closure
Teaching Points
All together - “Your motif sequence was
created started from moving to the rhythm of
your own name. You created a variation of it and
then I told you to put your sequences with a
partner in a call-and-response structure. Do you
have any other ideas of what else you might
have done with your sequences?”
Write these variation
options on the board, if the
Wall Charts are not
available for display.
Explain Augmentation use definition from Wall
Charts
New Age music quietly
playing in background?
Explain call-and-response
if necessary
For early finishers: learn
one or both Parts A’s to
perform in unison after the
call-and-response
sections.
Watching students to look
for those pairs who have
goods variety in how they
move with different use of
the body, space, time and
energy.
(e.g. join the motif to the
variation to make a longer
sequence, learned each
others’ sequences, do the
sequences to music….)