DANCE 7–10 unit
A DEFINITION OF
DANCE
Core practice: Appreciation, Performance
Length of unit: 4 weeks
This is the first unit of work to be conducted in Term 1. The length of the unit will depend on the indicative hours per week
offered by the school.
Stage of unit: Stage 4 (Year 7, 8 or 9)
Content area: Essential
Aims of the unit of work:
This unit introduces students to the study of dance as an artform. For many students this will be their first experience with
dance and therefore it needs to attract and maintain their interest; hence the focus on performance. The unit introduces
safe dance practices, importance of dance terminology, the elements of dance, use of word processing and ICT, and
preparation and maintenance of the body for dance.
Content outline
Week 1:
FOCUS: Students are introduced to dance as an artform, beginning with explanation and
discussion of the elements of dance (space, time and dynamics). students explore aspects of space. Appropriate use of
dance terminology is introduced. Commencement of glossary of dance terminology using technology (word processing,
Internet, CD-Rom).
Week 2:
FOCUS: Students identify and discuss the requirements of an effective warm-up, preparing them physically and mentally
for movement. Safe dance practices are introduced. Aspects of the element of time are explored.
Week 3:
FOCUS: Students explore aspects of the element of dynamics. They discuss body
maintenance and identify and apply principles of cool-down.
Week 4:
FOCUS: Students describe and demonstrate their understanding of how the body is used in space, time and dynamics in
performance. Students develop their use of ICT skills to complete glossary assessment.
DANCE 7-10 SUPPORT, CURRICULUM K-12
Essential content
Outcome 4.1.3 A student demonstrates an understanding of
aspects of performance quality through the performance of
locomotor and non-locomotor combinations, sequences and
dances.
4.1.3
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

Outcome 5.1.1 A student demonstrates an understanding of
safe dance practice and appropriate dance technique with
increasing skill and complexity in the performance of
combinations, sequences and dances.
5.1.1



4.3.1
5.3.1

Outcome 4.3.1 A student describes dance performances
through the elements of dance.
Outcome 5.3.1 A student describes and analyses dance as
the communication of ideas within a context.



Students learn to
identify and perform a warm-up and cool-down
use appropriate dance terminology when describing
dance technique and safe dance practice
Students learn about
the language of dance technique
Students learn to
use word processing
identify healthy practices to maintain a safe body
for dance
Students learn about
preparing themselves physically for movement and
safeguarding the body
Students learn to
acquire, develop and apply an appropriate dance
vocabulary
describe how the body is used in space, time and
dynamics in performance and composition
Students learn about
the language of dance to describe movements in
space, time and dynamics
using the internet to facilitate dance-related
research
DANCE 7-10 SUPPORT, CURRICULUM K-12
W EEK 1 FO CUS :
Students are introduced to dance as an artform, beginning with explanation and
discussion of the elements of dance (space, time and dynamics). students explore aspects of space. Appropriate use of
dance terminology is introduced. Commencement of glossary of dance terminology using technology (word processing,
Internet, CD-Rom).
Lesson 1
In te gr at e d l ear n i ng ex per i e nc es
• What is dance? - Brainstorming activity
• Dance as an artform - notes and discussion
• Introduction to the elements of dance - space, time an
dynamics
• Movement and Name Game: students and teacher
stand in a large circle. Starting with the teacher,
each person says his or her name together with a
movement/s representing the name. Extension: proceed
as stated but non-verbally
Lessons 2 & 3
Introduction to the element of Space in Dance:
• Level
• Dimension
• Direction
• Planes
• Shape (static and moving)
• Pathways/floor patterns
• General space
• Personal space
• Performance space
E v id e nc e of le ar ni n g
4.3.1, 5.3.1
• Oral and movement responses
• Appropriate use of terminology
4.1.3, 5.1.1
• Demonstration of application of dance
“vocabulary” through movement
4.3.1, 5.3.1
• Oral and movement responses
• Appropriate use of terminology
NOTE: It is important that students acquire, develop and apply these
words as part of their dance vocabulary. This is possibly, considering
experience and range of ability of students, their first taste of a
practical dance class. Therefore, the teacher must pass on knowledge
verbally, visually and kinaesthetically. The teacher will have to analyse
the level of the class and develop appropriate movement to
accommodate individual student learning needs.
Lesson 4
Introduction to basic word processing and Internet use.
Formatting of individual Dance glossary
DANCE 7-10 SUPPORT, CURRICULUM K-12
SAMPLE WORDS FOR GLOSSARY INCLUSION
This list is not definitive. Teachers can select terminology appropriate to the background knowledge and needs of the
group. Students will learn new vocabulary over the 4 weeks of the unit as they perform and then discuss their work. It
should be emphasised to students that some terms, although already “known”, may have a different meaning when applied
to dance
Performance
Composition
Appreciation
Space
Time
Dynamics
Elements of dance
Dance terminology
Glossary
Warm-up
Cool-down
Safe dance practice
Movement
Body maintenance
ICT
Alignment
Anatomy
Balance
Centre/off centre
Control
Focus
Gravity
Injury prevention
Kinesiology
Line
Extension
Contemporary
Modern dance
Turnout
Parallel
Performance quality
Style
Technique
Level
Direction
Dimension
Planes
Pathways
Floor patterns
General space
Personal space
Performance space
Static
Limitations
Capabilities
Metre
Beat
Rhythm
Tempo
Accent
Rhythmic patterns
Stillness
Release of energy
Weight
Force
Movement quality
Locomotor
Non-locomotor
Combinations
Sequences
Analysis
Choreographer
Context
Strength
Flexibility
Coordination
Endurance
Skill
Turn
Fall
Elevation
Plié
Base of support
Jump
Pull up
Flexed
Spotting
Transition
DANCE 7-10 SUPPORT, CURRICULUM K-12
W EEK 2 FO CUS :
Students identify and discuss the requirements of an effective warm-up, preparing them physically and mentally for
movement. Safe dance practices are introduced. Aspects of the element of time are explored.
In te gr at e d l ear n i ng ex per i e nc es
E v id e nc e of le ar ni n g
Lesson 5 • Effective warm-up - What is needed? Why?
• Safe dance practice - What is safe dance?
• Knowing your body, limitations and capabilities.
Lesson 6
• ICT lesson—students working on Glossary and
researching meanings.
Lessons 7 & 8
• Demonstration and explanation of an effective warm-up
• Introduction to the aspects of Time in Dance:
Metre
Beat
Rhythm
Tempo
Accent
Phrasing
Rhythmic Patterns
Stillness
• Introduction to the notion of experiencing movement in a
Performance class—not merely replicating it
5.1.1
• Reflect on own capabilities and limitations
• Safely execute movement sequences
• Perform non-locomotor and locomotor
movements with correct body alignment
4.3.1, 5.3.1
• Oral and movement responses
• Appropriate use of terminology
DANCE 7-10 SUPPORT, CURRICULUM K-12
W EEK 3 FO CUS :
Students explore aspects of Dynamics. They discuss body maintenance and correct method for cool-down.
In te gr at e d l ear n i ng ex per i e nc es
Lesson 9
E v id e nc e of le ar ni n g
Introduction to Body Maintenance
Adequate Nutrition
Adequate Hydration
Rest
Safe Environment
4.1.3
• demonstrate and vary dynamics in the
performance of phrases and sequences
5.1.1
• Reflect on own capabilities and limitations
• Safely execute movement sequences
• Perform non-locomotor and locomotor
movements with correct body alignment
Lesson 10 & 11
Introduction to aspects of Dynamics in Dance
Release of energy
Weight/force/time
Qualities of movement
Correct method for cool down
Lesson 12
4.3.1, 5.3.1
• Oral and movement responses
• Appropriate use of terminology
ICT lesson - students working on updating their Glossary
and researching meanings.
W EEK 4 FO CUS :
Students describe and demonstrate their understanding of how the body is used in space, time and dynamics in
performance. Students develop their use of ICT skills to complete assessment.
In te gr at e d l ear n i ng ex per i e nc es
E v id e nc e of le ar ni n g
Lesson 13
Understanding Terminology
Give students an in class quiz making it a combination
of movement and verbal responses. This method of
formative assessment confirms understanding as well
as assists students with the units’ assessment task.
Lesson 14
ICT lesson - students should be finalising the
presentation of their assessment task
Lessons 15 & 16
Performance of effective warm-up, non-locomotor and
locomotor combinations, sequences and dances
developed over the 4 week unit.
4.1.3
• demonstrate and vary space, time and
dynamics in a range of phrases and
sequences
5.1.1
• Reflect on own capabilities and limitations
• Safely execute movement sequences
• Perform non-locomotor and locomotor
movements with correct body alignment
4.3.1, 5.3.1
• Oral and movement responses
• Appropriate use of terminology
DANCE 7-10 SUPPORT, CURRICULUM K-12
Understanding Terminology Quiz
This exercise can be conducted as a mock exam in silence or as a class activity where individual students are asked
to demonstrate or explain one or two answers each. (The later is preferable as it encourages students to be using the
vocabulary not just knowing it)
1. Explain what is meant by the term “the Elements of Dance”?
2. Demonstrate a static shape on a low level.
3. Discuss the difference between locomotor and non-locomotor.
4. Give an example of a release of energy.
5. Describe the difference between parallel and turned out.
6. List the three types of Space referred to in Dance.
7. What is alignment?
8. Demonstrate a phrase of movement which contains a jump, a turn and a plie.
9. Discuss the three levels used in Dance.
10. Give an example of a rhythmic pattern using body percussion.
11. Define the terms “centre” and “off centre”?
12. List three components of fitness directly related to Dance.
13. What is meant by the term “Safe Dance”?
14. Show 2 different balances which use different bases of support.
15. How would you complete an effective cool-down?
16. Demonstrate the difference between flexion and extension.
17. Why do dancers need to warm up?
18. Demonstrate two different types of jumps.
DANCE 7-10 SUPPORT, CURRICULUM K-12
Thomas Reddall High School
DA NCE A S S ES S ME NT T AS K YE A R 10 2 00 5
N AM E O F T AS K: Dance glossary
M ARK S:
WEIGHTING:
30
D AT E D U E:
Term 1 Wk 4
10 %
O UT CO M E S T O B E A S S E S S ED
5.1.1
4.3.1:
5.3.1
A student demonstrates an understanding of safe dance practice and appropriate dance technique with
Increasing skill and complexity in the performance of combinations and sequences.
A student describes dance performances through the elements of dance.
A student describes and analyses dance as the communication of ideas within a context.
T AS K:
The students:
• create and present an illustrated glossary incorporating technology
• demonstrate use of various resources e.g. Internet, photography, video camera, digital camera on disc,
DanceForms, Dancing in Space CD-Rom.
M AR K ING C RIT E RI A :
Weighting
Use of terminology
• collation of information
• relevant and correct dance terminology
• clear and concise definitions
• use of own words to give meanings
10
Use of technology
• incorporation of various forms of technology
• correct use of technology
• level of use of technology
10
Presentation
• choice of illustrations
• formatting of glossary
• spelling and grammar
• bibliography / resources
10
DANCE 7-10 SUPPORT, CURRICULUM K-12
YE A R 1 0 A SS E SSME NT T A SK MA RK I NG S CHE ME
P e rf o rma n ce/ Comp o sit io n
Marks
1–2
Yet to be achieved
3–4
Developing
Descriptors
Limited ability to format and present task. Poor use of
language.
Resources not referenced.
Some attempt to format and present task. Elementary use of
language and examples. Limited referencing of resources.
5–7
Elementary/Satisfactory
Attempt to format and present task using different
technologies. Attempt to paraphrase definitions to show
understanding. Link between definitions and illustrations
Some referencing.
8–9
Competent
Presentation of a competent piece of work that uses a range
of appropriate technologies to demonstrate understanding of
dance terminology. Appropriate language, illustrations and
referencing.
10
Skilled
Excellent ability to format and present task, informed by
superior skills with technology. Use of language, illustrations
and references demonstrate sophisticated understanding of
content and terminology.
DANCE 7-10 SUPPORT, CURRICULUM K-12