DANCE 7–10 unit
LIFEFORMS
Core practice: Composition
Related practice: Performance, Composition, Appreciation
Length of unit: 5 weeks: this unit of work should be placed in the second semester of year 9 after the students have
explored the use of space in the classroom. It is assumed they will have worked with shapes, levels, directions and floor
patterns.
Stage of unit: Stage 5
Content area: Essential content
Aims of the unit of work: This unit has been designed as an example of teaching integrating. Information and
Communication Technologies (ITC) with performance, composition and appreciation. The unit focuses on the aspect of
space as an element of dance integral to composition. Space is initially explored through Lifeforms. The shapes generated
using the software is then explored physically.
OVERVIEW OF SESSION 1 & 2
Students observed and discussed video excerpts of dance and discussed the use of the elements of dance, with a focus on
space, particularly the choreographer’s use of body shape. Using Lifeforms software, students made simple shapes with
the virtual body as they mastered tools and windows within the software.
OVERVIEW OF SESSION 3 & 4
Students moved on to more advanced use of the software: changing the joint material, texture and background and
creating four shapes appropriate for their own bodies to perform. They then manipulated elements of time and space
within the software. The shapes were then recreated on their own bodies and transitions developed to link the shapes into
a phrase. Three more phrases were developed, using the shapes incorporated in jumps, turns or balances.
DANCE 7-10 SUPPORT, CURRICULUM K-12
OVERVIEW OF SESSION 5 & 6
Students explored the palette library in Lifeforms. They selected a shape from the palette library and then generated
shapes that contrasted the shape and complemented the shape.
The shapes were then recreated on their own bodies and transitions developed to link the shapes into phrases that
communicated ideas of complementary and contrasting shapes.
O V E RV I EW O F S ES S I O NS 7
Students used the Internet to research Merce Cunningham’s use of Lifeforms
OVERVIEW OF SESSIONS 8-10
Assessment of performance of sequences — students were videoed. Videos were viewed and analysed in terms of use of
space, time and dynamics in each of the sequences.
Outcome
5.2.1:
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
Outcome 5.2.2: A student composes and structures
dance movement that communicates an idea
Outcome 5.3.1: A student describes and analyses
dances as the communication of ideas within a context
Essential content
 identify and demonstrate an understanding of the
basic principles of anatomical structure while
acquiring
 movement skills
 control non-locomotor and locomotor combinations
when performing extended sequences
Essential content
 link movements to create a sequence
 transitions and sequencing movement
 explore, discuss, reflect, analyse
movement sequence
and
refine
Essential content
 describe how the body is used in space, time and
dynamics in dance performance and composition
 acquire, develop and apply an appropriate dance
vocabulary
 the language of dance to describe movements in
space, time and dynamics
DANCE 7-10 SUPPORT, CURRICULUM K-12
S E S S IO N 1 Revise the elements of dance using correct terminology
Write down the following styles of dance and list words that you associate with them.
Jazz:
Sharp
Strong
Tap:
Percussive
Rhythmical
Ballet:
Soft
Flowing
Contemporary:
Expressive
Grounded
Musical Theatre:
Characters
Representational movements
Watch videos and discuss the use of the elements of dance—pay particular attention to the use of shapes to give meaning
to the movement.
Suggested videos:
Giselle
Look for the use of gesture and the meaning it brings
Rooster
Christopher Bruce
A Rooster?
Opening scene. Look at the shapes made? How do they give the idea of a rooster?
Describe the dynamics of the dancer’s walk
Beach Birds for the Camera
Merce Cunningham
Draw any shape that you see that reminds you of birds. How have these been varied among the
dancers? How do the dynamics of the movements differ from Rooster?
Dynamic Dancing
David Atkins
Janet Jackson
Rhythm Nation
(opening segment) What do you notice about the shapes in this section?
Select the element of dance that you feel is most important in this dance?
Importance of unison movement and the dynamic of the movement.
DANCE 7-10 SUPPORT, CURRICULUM K-12
S E S S IO N 2
Introduce the software Lifeforms
(For support go to www.depa.webcentral.com.au)
Lifeforms module 1:
Starting a new animation
Adding a human figure
Saving into a folder
Individualising your new figure: height and scale – explore the effect of changing the height and scale and placing the
dancers in different areas of the stage
Colour
Use of altitude, rotation and location dials
Working with the figure editor
Seeing the rendered view
Save the animation
The focus of this lesson is simply to introduce the students to the software.
Issue copies of the module as support for the student
When working with more than one student to a computer I suggest you allow the students to import a figure each. This will
also add a new dimension to the stage space.
Journal entries should indicate the observations of the students.
What did you notice about using the figure editor?
How did the program take the dancer from one shape to another?
What limitations do you see with using this program?
S E S S IO N 3
Further lesson using the software and the figure editor
Revise all the work from the last lesson.
(Option: have photographs of simple shapes for the students to copy or give the students simple shapes to copy e.g. plie in
second position with arms in 5th position.)
Task
The student will create 4 shapes using the software.
These shapes must be possible for the students to perform.
Save the shapes to individual folders
DANCE 7-10 SUPPORT, CURRICULUM K-12
S E S S IO N 4
Practical lesson
Recreate the shapes that you had made in session 3 on yourselves
Task 1
Explore these shapes linked together in different orders.
Task 2
Select one of these shapes to turn in, one to make in the air as you jump, and one to hold as a balance and one
must be made at a low level.
Task 3
The phrase of movement must now travel you in a specific direction. It is possible to repeat a movement in order
to allow you to travel.
Task 4
In your groups you will now explore the group floor pattern as you perform the phrase.
Explore the transitions necessary to perform the phrase of movement
S E S S IO N 5 & 6
Students explore the palette library in Lifeforms
Module 2 lifeforms
Making phrases using the palette library
Practical
Working in groups, the students explore the shapes created from the palette in Lifeforms as well as their own shapes. The
students then put transition movements between the shapes to compose their own movement phrases
Assessment task
1
Select the 4 shapes that your group wants to work with.
Place these shapes in a phrase of movement. You must use one shape in a turn, one in a jump, one at a low
level and one to travel. (It is possible to use the phrase from lesson 4)
2
Repeat these shapes in 3 more phrases.
3
Explore the transition movements within the phrase and between the phrases.
4
Explore the group formations possible, the dynamics and the timing of the movements.
S E S S IO N 7
Appreciation on Merce Cunningham
Using the Internet to research Merce Cunningham and fill out the question sheet
S E S S IO NS 8 & 9
Class time for working on compositions
The groups that have worked faster may explore the use of music to perform to.
DANCE 7-10 SUPPORT, CURRICULUM K-12
S E S S IO N 1 0
Assessment of performance of sequences
Video the students performing their phrases
Show the videos and complete the evaluation sheets on the use of the use of space, time and dynamics in the sequences.
DANCE 7-10 SUPPORT, CURRICULUM K-12
E va l ua ti on S he e t
After looking at your own dance answer the following questions
Do you think the 4 shapes were clear in your phrases?
Explain how you varied these shapes.
How could you improve the composition?
Comment on your performance? What could you do to improve?
Choose one other group and answer the following questions
Name of the students in the group.
Could you identify the 4 shapes that they tried to work with?
Draw 2 of the shapes.
What did you like about the composition of this group?
DANCE 7-10 SUPPORT, CURRICULUM K-12
Da nc e w ork s he e t: Comme nts on the a ss e ss me nt task
1) What stimulus did your group choose for their assessment task?________________________
2) Describe how your stimulus influenced your composition______________________________
_____________________________________________________________________________
_____________________________________________________________________________
3) What element of dance did you use for your group task? (shape, time/rhythm or dynamics)
_____________________________________________________________________________
4) How were the elements explored in the other compositions that you watched?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5) Describe the relationships between the stimulus and the compositions produced.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6) What were the composers trying to express?_______________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7) How did the composers incorporate the stimulus theatrically?___________________________
_____________________________________________________________________________
_____________________________________________________________________________
8) Where could these compositions go to next? How could they be extended?
_____________________________________________________________________________
_____________________________________________________________________________
9) List 3 things that you have discovered in this assessment exercise.
_____________________________________________________________________________
DANCE 7-10 SUPPORT, CURRICULUM K-12
_____________________________________________________________________________
_____________________________________________________________________________
RE S O URCE S
Glossary
Accent
Dynamics
Metre
the emphasis on a particular beat
the application of force over time, which produces certain qualities
the basic groupings of beats in a recurring pattern eg. (3/4 and 4/4) and uneven (5/4 and 7/8)
Qualities of movement
Sustained
an even release of energy
Percussive
sharp release of energy often repeated like jabs
Suspended
created through a resistance to gravity
Collapsing
the release of energy that gives into gravity
Swinging
pendulum motion
Vibratory
repetition of percussive movements in fast succession
Properties of shape
Levels
high, medium and low
Planes
frontal, sagittal, transverse
Dimension
small, large, narrow, wide, 2 and 3 dimensional
Rhythm
the variety and patterns of the beat e.g. Simple, complex, regular, irregular
Shape
the positioning of the body or group of bodies in space e.g. curved, angular, symmetrical,
asymmetrical.
Use f u l we b sit e s
http://www.ibiblio.org/wm/
http://www.music.indianna.edu
http://www.questia.com
DET Image Kit called Beyond the Frame
DANCE 7-10 SUPPORT, CURRICULUM K-12