Unit
Learning and
Focus
P.K.
D.I.
C.I.
Elements of dance
Explore and use the dance elements
Achievement
Objectives
Learning Outcomes
L4 PK
Students will use elements of dance to share personal movement vocabularies and to explore the vocabularies of others.
L4 DI
Students will explore and use choreographic devices to give form to dance ideas.
L5 CI
Students will present, interpret and respond to dance as communication.
Students will:
 identify the dance elements
 use the elements to develop simple movements (e.g. gestures) into dance phrases
 share and discuss movement vocabularies using dance language
 manipulate dance phrases using the elements
 explore & use choreographic devices
 select dance ideas & compose a short dance sequence in pairs following a given brief
 present dance compositions
 view and respond to each other’s dance sequences
Learning Experiences
Use the MOE Dance wall charts and lesson sequences as written on the TKI site.
Assessment of Learning Resources
– T. observes students improvising and refining dance ideas.
–
T establishes criteria and displays on the white board.
–
Video pair dance phrase and view to offer ideas for feedforward.
–
T. observe and provide formative feedback to pair dance sequences.
Students fill in guided written response sheet after viewing dance sequence.
– Self assessment of successes and challenges of the dance making process.
White board
Video camera
CD suggestions:
1.
1.“NZ Music for Creative
Dance”
2.
Anything from
Pitch Black
3.
Anything from
Salmonella
Dub… or other music to provide background atmosphere
(i.e. no lyrics)
Hrs
5-6 hours
1

P.K.
D.I.
C.I.
U.C.
Pasifika Unit
Compose and present a small group
Sa Sa
L4 PK
Students will use elements of dance to share personal movement vocabularies and to explore the vocabularies of others.
L4 DI
Students will explore and use choreographic devices to give form to dance ideas.
L5 CI
Students will present, interpret and respond to dance as communication.
L5 UC
Students will compare and contrast dances from a variety of past and present cultures.
Students will:
 learn & present a class ma ulu ulu (1 min)
 explore& learn traditional Sa
Sa moves
 develop own group sequence using traditional plus new movements based on (e.g).an every day ritual
 perform a group Sa Sa (45 seconds-1 minute long)
 interpret the dances of others
 use clear movements
 identify key vocabulary from these two dances
 discuss the background of these dances
– Guest tutor to teach the ma ulu ulu and Sa Sa.
– View and discuss video of Pacific dance forms.
– Practice and perform whole class Ma ulu ulu 1-
2 minutes (traditional).
– Explore everyday moves and develop own contemporary Sa Sa in small groups (use choreographic devices).
–
Refine and rehearse Sa
Sa for assessment.
–
Perhaps extend by using a legend of the Pacific to incorporate these moves appropriately into a contemporary view context.
– Could use resource
“Atafa” video and guide
(Auckland College of
Education).
T and peer observations.
Pairs write up a description using dance elements framework.
Feedback (T and students).
T feedback and group sharing of ideas
.
Teacher summative assessment: performance of group Sa Sa.
Self assessment of group dynamics / co operation.
Guest Tutor:
Mele
Exemplar CD
Rom: level 4
Senior Sa Sa
Tagata Pasifika video of secondary schools
Cultural festival
“Atafa” video resource from
Auckland C of
Education
CD suggestions:
1.
“NZ music for
Creative dance
“ Log Drum
Dance
2.
Te Vaka’s
“Kia Mua” track 4
7-8 hours
2

Earth,
Wind and
Fire
Or “ The
Volcano ”
From MOE resource
“Dancing the
Long White
Cloud”
Compose a whole class dance using an episodic structure
P.K.
D.I.
C.I.
L5 PK
Students will explore and use selected vocabularies, practices and technologies in dance.
L5 DI
Students will explore and use choreographic structures to give form to dance ideas.
L5 CI
Students will present, interpret and respond to dance as communication.
Students will:
 explore and develop dance ideas based around one of the earth’s elements as a class then in small groups
 share and receive feedback and feedforward on group dance ideas
 select, refine and develop 3 motifs based on one of the earth’s elements
 apply choreographic devices to the motifs to further refine and develop dance ideas (e.g. canon, repetition, augmentation, instrumentation)
 use music to add to the communication of the dance ideas
 present for feedback and feedforward
 perform in this small group as one section of a larger class dance piece
– View and discuss the level 5 “Lindis” exemplar
(or similar contemporary dance video which communicates ideas about the environment).
– Explain the objective and establish the criteria for achieving well.
– Brainstorm the earth’s elements and associated action words.
–
Improvise dance ideas on the 4 elements as a class through guided directions from teacher.
–
In pairs choose one element (e.g. fire) and refine a movement motif.
–
Develop the motif by manipulating the dance elements of space, time and energy.
–
Share with another pair who have the same element and link the motifs together in an
ABA structure as a trial.
– Present for formative feedback.
– Further development of the sequence by applying choreographic devices.
– T selects and applies a directorial eye to construct a class dance piece using the 4
3
T selects and refines some of these dance ideas with a
‘model’ group and then this small sequence is critiqued.
Video motifs and critique.
Teacher feedback and feedforward.
Group assessment of own group – the dance making process.
Teacher summative assessment of each group to agreed criteria.
Video class dance-view & discuss. Write comments in pairs to go into a “Press review”.
MOE Arts exemplar
“Lindis” on CD
Rom
Visual arts
/photos as a stimulus of the earth’s elements
Whiteboard
Video camera
CD suggestions:
Classical music e.g. Sabre Dance by Kachaturian for the Fire dance
Vangelis’ 1492
CD has good background music. Also
Vangelis’ CD
Portraits a is good for wind and anything from
Holst’s
The
Planets
8-10 hours

Blast from the Past
Investigate and learn a dance style from the past e.g. the Cha Cha or the Waltz
P.K.
D.I.
C.I.
U.C.
L5 PK
Students will explore and use selected vocabularies, practices and technologies in dance.
L5 DI
Students will explore and use choreographic structures to give form to dance ideas.
L5 CI
Students will present, interpret and respond to dance as communication.
L5 UC
Students will compare and contrast dances from a variety of past and present cultures.
Students will:
 research the era of the dance
 view and discuss video or still pictures to establish the social context

 identify the key features of the style
 construct paper costumes to suit perform a set dance to another class
 comment on the performance elements (ie earth, wind, fire, water).
–
Perform to an invited audience e.g. another class.
–
View and discuss examples of the dance style.
–
Research one aspect of the style ( in the form of a question) and present back a short report.
–
In pairs write a short description to present as news/ radio commentators on the first public performance!
– Learn the selected style’s dance vocabulary and work on tightening technique.
– Learn and practice short combinations/sequences.
– In pairs add in some variations.
– Share ideas and select some to help compose a class dance.
–
Refine and structure ideas.
–
Video to help provide formative feedback.
–
Practice and tighten technique.
–
Perform to an invited audience.
T summative assessment of each student’s investigation around a key question.
T and students provide feedback to an agreed criteria.
T offers correction and feedforward.
Self & peer assessment of ideas contributed.
T and students review performance.
List of action words
Video from advisory TSS
Jonas
“ Sex and
Social dance”
Movie The
Titanic has a little scene in a ballroom
Whiteboard
Still photos of the dance style
Movie extracts of performances
CDs of suitable waltz music e.g.
Strauss and
Ballroom dancing
CD’s for some
Cha Cha music
6-8 hours
4