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&ear 'roup( &ear 2 Term( 2 )esson Series( *ance The )ifecycle +umber of )essons( ,our !

!%# )esson )ength !each#( 1 - to 2 hours

Lesson Series

Lesson

Description
See attached lesson plan for full details this lesson introduces students to the elements of dance and how to confidently draw inspiration from their environment and prior learning in the areas of science and visual arts to create a dance. Students will use this lesson to practice the movements created in the previous lesson and workout how to sequence them together to create a choreographed dance. Students will use this lesson to rehearse in costumes that they have been making in visual arts. Two groups will work taking turns to dance the other group will play the music created by the group that is dancing !music can either be pre"recorded by group or they can ask the other group to physically play it for them using percussion instruments groups have been practising percussion during music#. $ach group is also to provide friendly feedback. This allows for each group to make any changes before final performance in front of class group. $ach group will take turns to perform in class group.

Lesson Plan

)esson Series( )esson +umber( )esson length(

The )ife 2ycle 1 of % 2 hours

&ear( 2 Term( 2

Curriculum Standards( Main Emphasis *ance &ear 2 !3ustralian 2urriculum 3ssessment and 4eporting 3uthority 5323436 2.12 see 3ppendi7 3# 2reative 3rts Stage 1 *3S1.1 *3S1.2 and *3S1.3 !+S/ 8oard of Studies 2... see 3ppendi7 3# 9usic Stage 1 90S1.1 90S1.2 and 90S1.% !+S/ 8oard of Studies 2... see 3ppendi7 3# Science " 8iological Sciences 32SS0.3. !32343 2.13a see 3ppendi7 3# Other Learning Areas $nglish and :istory General Capabilities( 2ritical and creative thinking !32343 2.13b# personal and social capability !32343 2.13b# ethical understanding !32343 2.13b# and intercultural understanding !32343 2.13b#. Cross Curriculum Priorities( 3boriginal and Torres Strait 1slander histories and cultures !32343 2.13f# Sustainability !32343 2.13b# *escription(

Learning Outcomes (Objectives):


Students will draw inspiration from their environment to learn about the elements of dance participate in creative movement !*inham 2.11# and start the process of choreographing a creative dance !*inham 2.11# to be performed in front of their peers. Students will( )earn about movement and culture through dance !including safe dance practice# via discussion video and images and doing !warm"up activities# use a range of body parts changing direction isolation of movements locomotor and non"locomotor. /atch slide show on lifecycles and discuss the motif for their dance 0se body percussion to determine the rhythm of their dance and warm up 1n groups brainstorm feelings and movements they would like to incorporate

into their dance that reflect the lifecycle they have chosen 0se the ideas they set on paper to develop and practice a series of movements to create a dance Share opinions on their choice of movements and provide ;friendly< feedback to members of their group.

Teaching Strategies !ethods:


9otif !Schools /orld T= n.d.# 2reative movement !*inham 2.11# 2reative *ance !*inham 2.11# Scaffolding !*inham 2.11# /hole group work !*inham 2.11# Small group work !*inham 2.11# 1ntegration other curriculum areas cross curriculum priorities and general capabilities !*inham 2.11# 1nclusive classroom !*inham 2.11# 8alanced approach>2onstructivism !*inham 2.11# 3uthentic arts e7periences !*inham 2.11#

"rt Concepts # $nderstandings:


1nterpretation !*inham 2.11# Self"e7pression !*inham 2.11# 2ommunication !*inham 2.11# 8ody and spatial awareness !*inham 2.11#

Terminolog%: !new terminology#


)ocomotor +on"locomotor Spatial awareness 3ngular Tempo

4hythm 8eat 2reative movement 2reative *ance 8ody base 8ody Shape 0nison

!*inham 2.11? 9inistry of $ducation 2.13? @erpich 2entre for 3rts $ducation 2..A#

Cultural &e'erences:
1ndigenous 3ustralians

Supplies( e)uipment and preparation:


4esearch and practice of age appropriate dance movements 4esearch of dance styles and appropriate vocabulary $lements of *ance Brganiser>2hart to assist with describing the elements of dance !@erpich 2entre for 3rts $ducation 2..A $lements of *ance 2hart 9inistry of $ducation 3rts Bnline and ,igure A.C $lements of *ance *inham 2.11 p.2D3#

2lassroom>outdoor space( classroom to be used for all activities prior to practising dance movements. Butdoor space !if hall not available# for warm up choreography and dance technique practice

*esk areas to be set up with dance planners large paper for brainstorming images and markers>crayons 3ssessment rubric /ords on board for inspiration relating to movement and lifecycles 'lue Scissors 9usic @ercussion instruments drum to keep to a beat during warm up clapping stick tambourine !students can use body percussion>clapping hands etc as well as > instead of. See @ro Teachers =ideo 2..A Socks off *ance at the 'allions 2min(C.sec#

@owerpoint show see link

4esources as listed in 3ppendi7 * )ive samples !for interest and fun# 8onsai tree daffodil !if avail# venus fly trap butterfly

)esson Steps( Section


Pre*intro

*etails
:ave a series of words written on the board !place pictures ne7t to some of the words to help assist struggling readers# that relate to the elements of dance and animals>plants that are listed below. Students enter classroom after recess to a display of( =enus fly trap 8utterfly ,rog !toy if real unavail.# *affodil 8onsai Tree !real tree to large# Turtle !toy if real unavail.# Sound and audio of body percussion is playing as they enter 8ody @ercussion http(>>www.youtube.com>watchE vFa1Ge2H41ffH )et students know they have two minutes to walk around and e7plore the obGects remind them to be gentle and respectful with the obGects. 3fter 2 mins ask the children to sit in a group on the floor. 2hildren may use the cushions and bean bags to sit on. 1f children are talking and not paying attention 3sk are you listeningE Then clap a rhythm ask the students to repeat the pattern back. 4epeat 2 or 3 times making it a little bit harder each time

4esources
Table =ideo link set up at correct timing @roGector screen connected to laptop =enus fly trap 8utterfly ,rog !toy if real unavail.# *affodil 8onsai Tree !real tree to large# Turtle !toy if real unavail.# @icture for words 8lutak

+otes
/hole group 1ntegration 1nclusive 2lassroom

:ave audio set !youtube clip# 8ody @ercussion http(>>www.youtube.com>watchEvFa1Ge2H41ffH

:ave seen teachers use this strategy at local primary school and appears to work effectively without singling out any specific child. 3 similar strategy seen on this site http(>>www.teaching ideas.co.uk>more>m anagement>gaining attention.htm

/hat did the children notice about the shape ofIE 3sk for each obGect /hat do the children remember about how each obGect movesE /hat stages of the lifecycle do the children rememberE 4emind students J1n our science lessons we have been talking about lifecycles. &esterday we chose groups of people to work with for our dance class today. /e also chose which lifecycles we would like to use as inspiration for our dance lessons. *o you remember what inspiration meansE !hands up ask individual students students can add to the response once asked and the other student has finished speaking#. Tell students that now we have found a comfy place to sit we are going to watch some videos on dance. The performers>dancers in these videos are 1ndigenous 3ustralians.

+ntro

2 mins

@lay video from 1min mark to 2.22m>s snake sequence. 3s the performance is taking place discuss elements of dance including !refer to the words already written on the board# )ocomotor movements walk slide +on"locomotor bending stretching twisting 8ody shape twisting curled stretched 8ody parts isolated movements all body parts moving together representing a part of the snake telling a story Tempo slow to fast 4hythm steady $nergy strong percussive Space low and high pathway including moving forward left and right turning.

/hole group =ideo set to 1(.. m>s )aptop K proGector

See appendi7 for glossary

,od%

@lay video of 3boriginal *ance 'roup !watch from 3.3.m>s 4ed Langaroo. Bnce video is complete discuss elements of dance that they saw in the video !4ed Langaroo# let them refer to words on the blackboard for assistance if requiredI they may circle them if they like or write new ones. Huestions for students further questions can be added in class depending on the needs of students. :ow did they create the movement of the kangarooE> /hat elements of dance did the dancers use to create the movement of the kangarooE /hat direction did the dancers travelE *id the dancers move up and down and what did this tell you about the kangarooE *id the tempo changeE /hat happened when the tempo changedE

=ideo set 3(3.m>s http(>>www.youtube.com>watchE vFcCSou%CvT1s )aptop K proGector 8lackboard 2halk

4efer to @rotocol document to ensure sensitivity and correct knowledge and terminology are used

Bnce they have completed the above tell student they will be watching another video. This one is from the 8angarra *ance Theatre. $7plain that the 8angarra *ance Theatre is a place that shares stories and culture of 1ndigenous 3ustralians. Huestions for students further questions can be added in class depending on the needs of students 2an you describe what the word culture

http://www.australiacouncil.gov.au/resources/rep orts_and_publications/artforms/performing_arts/ performing_arts_protocols_for_producing_indig enous_australian_performing_arts


@roGector screen connected to laptop 8angarra *ance Studio 9oth ! goes for %min %Dsec# http(>>www.bangarra.com.au>education" resources>moth

meansE Notes from 8angarra *iscuss what the dance is about see notes in ne7t column let students know that as part of an audience it is important to watch and listen !8angarra *ance Thearte 2.13# Turn lights down Turn lights back up 3fter video Huestions for students further questions can be added in class depending on the needs of students
The dance Moth (Dhumar) represents a story of spiritual inheritance and spiritual e7istence. 1t also reflects the last stage of a lifecycle and the birth of a new creature. The dance illustrates the final process of metamorphosis which begins with the ova through the larvae and pupae stages till finally the moth emerges from its cocoon to discover its environment. 1n this dance the moth emerges and transforms reflecting the human lifecycle and the passing on of knowledge. Moth represents the resilience of the spirit of 1ndigenous 3ustralians. +ote to teachers( 8e aware that 1ndigenous students in your classrooms may share these understandings. 8e open to discussing these ideas. 2onnect with your local 1ndigenous community to discuss and share their ideas about cultural life.

:ow many dancers are thereE 3re they male or femaleE /hich different stages in the moth<s life cycle did you seeE /hich moments remind us of the pupae stageE /hich movements help them look like they are winged mothsE The dancers are leaning forward and stretching out at the beginning of the dance. /hat do you think they are doingE !8angarra *ance Theartre 2.13#

/hole group Show power point slide show discuss how these photos can represented through movements. @owerpoint slide show link

*iscuss what a motif is and what the motif is for these movements. *emonstrate a few movements so that students get the idea. /hilst moving through each slide ask the students which movement shape could be matched to the various parts of the lifecycle sequence. /hole group work complete return to desks

http(>>frangartseducationedp2D..weebly.com>pp"D" lesson"plan.html

Students to return to desks Talk to students about working together in their groups about listening to each other and taking turns to share ideas. @roviding friendly feedback including positive things they liked about another person<s ideas. 3dvise students that 1 am looking for how they !ref( The Lennedy 2enter( 3rts $dge 2.13# 2ollaborate )isten 8rainstorm ideas 2reate dance movements @ractice of dance movements 2reativity 4ecord the plan and changing as necessary

See http(>>artsedge.kennedy"

Small groups collaboration

center.org>M>media>3rts$dge>)esson@rintables>g rade"k"2>butterflyNdanceNrubric.ash7

$ach group to be given a dance planning sheet !ask them to write all group member names at the top# which they will write a sequence of what story they would like to tell through their dance. *iscuss the video on 3boriginal dance with students and the importance of the earth and culture and how the 3boriginals pass their stories on through dance this is known as dreamtime. Students will include elements such as seedling roots developing plant pushing up through the soil etc alongside each part they will include one of corresponding motif words and dance element such as curled eg seedling ball curled on ground. Student may draw at this stage or use cut outs from images they have been collecting.

@lanning sheet 1mages 'lue @encils>crayons 8lackboard referral for words *ance elements sheet Tables>seats

Small groups 3boriginal 2ulture Sustainability Seated work

Seat work complete time to dance 3sk students to stand up have one person from each group take dance plan and pencil. )ine up in pairs to walk to hall>outdoor area @rior to warm up talk with students about the importance of safety during dance limitations everyone is different warming up. Teacher only " Safe dance practice information +S/ *epartment of $ducation and 2ommunities. /arm up 9ove to hall or outdoor area

http(>>www.curriculumsupport.education.nsw.gov .au>primary>pdhpe>dance>dan..3.htm

/arm 0p Start with a gentle walking Oig Oagging curving around the room. Students clap to match teachers clap to create tempo talk about the tempo and how it might change from slow to fast how they will need to listen for the change if it speeds up they will need to move faster when it slows they move slower. 1n addition ask students to listen to the energy of the sound is soft>loud have them step gently on tip toes when soft and louder with flat feet when clap>beat is louder. ,ollow on by adding in movements having students respond to action words Standing on the spot lift feet up and down gently Stretching from side to side !gentle flowing lunges# Stretching arms out then hugging them across the body Pumping )eaping Twirling ,alling gently Shrugging Shaking hands Shaking legs

Teacher only " 4efer to video prior to lesson for refresher see @ro Teachers =ideo $asy *ance /arm 0ps http(>>www.proteachersvideo.com>@rogramme>QD.D1> easy"dance"warm"ups 2lapping stick>small drum or Gust clap with hands

See also http(>>artsonline2.tki.org.nO>resources>lessons>dance> danceNstartersNe.php

)inking body shapes !motif# to other learning area " lifecycle 3sk students to find their own space put arms out as wide as possible to make sure they cannot touch anyone around them. 3sk students !hands up# if they remember the body shapes discussed in the powerpoint and during their dance planning time. 3sk students to create this shape with their body. *o this for each one. *emonstrate what some of these may look like. :ave each group go through the pictures to create the four body movements. Bnce they have completed four movements ask students to create the movements into a sequence e7plain that they need to determine how they will move from one movement to the ne7t !demonstrate to the class an e7ample of moving between shapes#. /hile they complete this activity in their groups they do not all have to do the e7act same move they have the freedom to choose their positions individually whilst working together. 4emind students how the man in the video moved around when he was telling the story about the snake and the red kangaroo and how the people from 8angarra *ance Theatre moved like a moth.

)ifecycle @owerpoint pictures each group has a copy of the slide that relates to their chosen life cycle !from earlier in lesson# http(>>frangartseducationedp2D..weebly.com>pp"D" lesson"plan.html 4efer to video prior to class for refresher http(>>www.proteachersvideo.com>@rogramme>QCAA1> dance"four"body"shapes

9otif 3ctivity @in ball wall twist

Bnce warm up is complete ask students to put their

hand over the area of their heart Jcan they feel it beating fasterER Jdo they know why it is beating fasterER are they warmed up and ready to start working on their danceE !see video LS2 @$ *ance 8asics http(>>www.proteachersvideo.com>@rogramme>2CQ.>ks 2"pe"dance"basics#

:ave students find their group members and find a space to work together to start creating movements for their dance. )et students know that they can decide whether all students do the same movements at the same time or whether they each do their own movement or as pairs within their group of four. )et students use this time to Gust e7plore possible movements. ,urther lessons will be used to develop>finalise movements and their sequence. /alk around during this time and ask students what move they have e7plored so far what are they trying to show with this movementE 3re they finding the activity>task a challengeE Bbserve if students are working collaboratively is there any arguments are they listening to each other are they using their creativity>imagination to e7press ideas are they reflecting and providing positive feedback to each other are they e7perimenting with different movements are they trying movements suggested by other members of their groupE

See http(>>artsedge.kennedy"

center.org>M>media>3rts$dge>)esson@rintables>g rade"k"2>butterflyNdanceNrubric.ash7
3dapt rubric from above rubric

Students will have the opportunity during visual arts to learn about costumes inspired by 1ndigenous 3ustralian 3rt. Cool Do-n and Pac. $p Bnce allocated time for developing dance movements has finished select a group at a time to come up to the front and show the class some of the moves they came up with that tells the story of their chosen lifecycle. Bnce complete ask students in the audience to provide some positive feedback on what they likedI /hich move did they like whyE etc. Talk to students about their ne7t dance lesson which will include finalising their movements and putting them together in a sequence. )et them know during visual arts they will be thinking about ideas for costumes such as paper wings and masks ask them to consider over the ne7t few days how this might affect the way they move. *o they remember what the dancers were wearing in the 9oth dance !8angarra *ance Theartre 2.13#. Bnce complete 1f students have removed their shoes>socks ask them to put them back on. 3sk students to make sure that all pencils and paper have been picked up and ensure that all members of the group have their name at the top of the page.

Thank students for working hard today let them know when they return to class that it will be time for the bell to ring for lunch. )ine up in pairs to walk back to the classroom.

"ssessment:
1nformal assessment Bbservation Bpen"ended questions

!9c9illan 2.11#

4eferences 3ttenborough *. !2.13#. BBC and David Attenborough: Kingdom of Plants. 4etrieved from Packal Safaris &outube 2hanel https(>>www.youtube.com>watchEvF7S.32084h@1 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.12#. The Australian Curri ulum: The Arts !oundation to "ear #$ %Draft for Consultation&. 4etrieved from http(>>www.acara.edu.au>verve>Nresources>*43,TN3ustralianN2urriculumNThe N3rtsN,oundationNtoN&earN1.NPulyN2.12.pdf 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13a#. Australian Curri ulum v'(#: ) ien e !oundation to "ear #$. 4etrieved from http(>>www.australiancurriculum.edu.au>Science>2urriculum>,"1. 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13b#. Australian Curri ulum v'(#: *eneral Capabilities+ Criti al and Creative Thin,ing. 4etrieved from http(>>www.australiancurriculum.edu.au>'eneral2apabilities>2ritical"and" creative"thinking>1ntroduction>Scope"of"2ritical"and"creative"thinking 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13c#. Australian Curri ulum v'(#: Personal and )o ial Capabilit-. 4etrieved from http(>>www.australiancurriculum.edu.au>'eneral2apabilities>@ersonal"and" social"capability>1ntroduction>1ntroduction 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13d#. Australian Curri ulum v'(#: Ethi al .nderstanding. 4etrieved from http(>>www.australiancurriculum.edu.au>'eneral2apabilities>$thical" understanding>1ntroduction>Scope"of"$thical"understanding 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13e#. Australian Curri ulum v'(#: /nter ultural .nderstanding. 4etrieved from http(>>www.australiancurriculum.edu.au>'eneral2apabilities>1ntercultural" understanding>1ntroduction>Scope"of"1ntercultural"understanding 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13f#. Australian Curri ulum v'(#: Aboriginal and Torres )trait /slander 0istories and Cultures( 4etrieved from http(>>www.australiancurriculum.edu.au>2ross2urriculum@riorities>3boriginal" and"Torres"Strait"1slander"histories"and"cultures 3ustralian 2urriculum 3ssessment and 4eporting 3uthority !2.13g#. Australian Curri ulum v'(#: )ustainabilit-( 4etrieved from http(>>www.australiancurriculum.edu.au>2ross2urriculum@riorities>Sustainability *inham P. !2.11#. Delivering Authenti Arts Edu ation( South 9elbourne =ictoria( 2engage )earning 3ustralia @ty )imited 1movesdance.com !2.13#. *ance $ducation 4esources. 4etrieved from http(>>imovesdance.com>

The Lennedy 2enter 52entre6. !2.13#. 3rts $dge *ance 4ubric. 4etrieved from http(>>artsedge.kennedy"center.org>M>media>3rts$dge>)esson@rintables>grade" k"2>butterflyNdanceNrubric.ash7 The Lennedy 2enter 52entre6. !2.13#. 3rts $dge *ance @lanner Sheet. 4etrieved from http(>>artsedge.kennedy"center.org>M>media>3rts$dge>)esson@rintables>grade" k"2>butterflyNdanceNworksheetNdanceNplanner.pdf 9inistry of $ducation !2.13#. Appendi es #( The Elements of Dan e p(1#. 3rts Bnline. http(>>artsonline2.tki.org.nO>pdfs>elementsNdance.pdf# +ew Sealand 9inistry of $ducation !2.13#. Arts online: Dan e )tarters. 4etrieved from http(>>artsonline2.tki.org.nO>resources>lessons>dance>danceNstartersNe.php +S/ 8oard of Studies !2...#. 2reative 3rts L"D 0nits of /ork( 'et 4eady )et<s *ance !p.1D%#. 4etrieved from http(>>kD.boardofstudies.nsw.edu.au>files>arts>LDNcreatartNuwNdance.pdf +S/ *epartment of $ducation and 2ommunities !2.11#. )afe Dan e Pra ti e. 4etrieved from http(>>www.curriculumsupport.education.nsw.gov.au>primary>pdhpe>dance>dan. .3.htm +S/ 8oard of Studies !2...#. 2reative 3rts L"D 0nits of /ork( 9usic. 4etrieved from http(>>kD.boardofstudies.nsw.edu.au>files>arts>LDNcreatartNuwNmusic.pdf @erpich 2enter for 3rts $ducation !2..A#. Dan e Edu ation /nitiative Curri ulum *uide: The Elements of Dan e. 4etrieved from http(>>opd.mpls.k12.mn.us>uploads>$lementsBf*anceNorganiOer.pdf @ro Teachers =ideo !2.11#. Dan e 2 !our Bod- )hapes. 4etrieved from http(>>www.proteachersvideo.com>@rogramme>QCAA1>dance"four"body"shapes @ro Teachers =ideo !2.11#. Eas- Dan e 3arm4.ps. 4etrieved from http(>>www.proteachersvideo.com>@rogramme>QD.D1>easy"dance"warm"ups @ro Teachers =ideo !2..C#. K)5 PE 2 Dan e Basi s. 4etrieved from http(>>www.proteachersvideo.com>@rogramme>2CQ.>ks2"pe"dance"basics @ro Teachers =ideo !2..A#. Socks off *ance at the 'allions. 4etrieved from http(>>www.proteachersvideo.com>@rogramme>33DD1>socks"off"dance"at"the"gallions Schools /orld T= !n.d.#. K)#65 Dan e 2 /mproving Dan e in "our ) hool. 4etrieved from http(>>www.schoolsworld.tv>node>11CA

"ppendi/ "
"ustralian Curriculum v012 * Dance Outcomes( 3ear 4 ,rom( The Australian Curri ulum: The Arts !oundation to "ear #$ %Draft for Consultation& @age 22 Learning in Dance 1n *ance students e7plore the elements skills and processes through the integrated practices of choreography performance and appreciation. The elements that are used throughout *ance are( body space time dynamics and relationships. 1n dance the body is the instrument of e7pression. The body is manipulated by combinations of the elements of space time dynamics and relationships to communicate and e7press meaning through movement. 9aking in *ance involves choreographing and performing. 4esponding in *ance involves students appreciating analysing and evaluating their own and others< dance works. Safe dance practices underlie all e7periences in the study of dance. Students come to understand that all dance movement depends on individual body type and capability. /ith an understanding of the body<s capabilities applied to their own body they develop awareness of how the body moves. The elements o' dance body the instrument of e7pression that is manipulated using the other elements including body awareness body bases body parts body Oones locomotor and non" locomotor movements space where the body moves including level dimension direction shape negative space planes pathways general space personal space and performance space time when dance occurs !how long it takes# including metre tempo momentum accent duration phrasing rhythmic patterns stillness beat dynamics how dance is performed including weight force energy and movement qualities relationships the way in which two or more things are connected to or associated with one another for e7ample dancer to dancer dancer to obGect right arm to left arm

@ages 2C"2Q 5oundation to 3ear 4 5oundation to 3ear 4 ,and Description The *ance curriculum is built around the two interrelated strands 9aking and 4esponding. Teaching and learning programs should balance and integrate these two strands. Together the strands focus on developing students< knowledge understanding and skills as choreographers dancers and audiences. Students< 9aking and 4esponding are informed through e7ploration of different perspectives of arts works with increasing depth and comple7ity as their study of The 3rts progresses. Students investigate aspects of arts works in each 3rts subGect using perspectives suggested in )earning through the 3rts ,igure 2 such as but not limited to histories cultures meanings and interpretations. This investigation helps students to make meaning of their own world and to understand the world views of others. 1n ,oundation to &ear 2 students make and respond to dance works independently with their peers and their teachers. Students use the elements of dance to make movement sequences about things of interest to them and perform dances they have learned for their peers. Students will respond to their own and their peers< dance works and talk about associations with their own e7perience and the effects of the dance works. 3cross ,oundation to &ear 1. students view perform and respond to 3ustralian and international dance including dance from the traditions of 3boriginal and Torres Strait 1slander peoples and contemporary works that represent the diversity within these cultural groups. Students also engage with works from dance traditions across other parts of the world including the 3sia region. They e7plore dance practices associated with the works they study respectfully acknowledging protocols and conventions relevant to each. Safe dance practices underlie all e7periences in the study of dance. Students learn that all dance movement is performed relevant to individual body type and capability. They learn about the body<s capabilities and their own body limitations. They learn about warm up and cool down and how the musculo"skeletal system functions in dance movement. This understanding of safe dance practice increases knowledge of dance decreases inGury and increases the student<s longevity in dance. ,oundation to &ear 2 2ontent *escriptions and $laborations 9aking 412 Create spontaneous movements through use o' imagination and 'amiliar

pla% activities 'eneral capabilities 22T 120 @S2 2ross"curriculum priorities 33$3 S0ST engaging in spontaneous !impromptu# and focused play using movements that are part of their daily e7periences for e7ample running in a race Gumping like a frog stomping like a giant rolling like a log imagining and responding through movement to a variety of stimuli for e7ample imagery music and shared stories !from books and e7periences# their environment !a breeOe a thunderstorm# or te7ts about a country in the 3sia region recognising the body sensation during dance e7ample spinning on the spot and feeling the air rushing past

414 +denti'% the elements o' bod%( space( time( d%namics and relationships -hen e/pressing ideas through dance movement 'eneral capabilities 22T +09 2ross"curriculum priorities 3TS1:2 S0ST e7periencing the elements of body space time dynamics and relationships through movement in seated or standing positions for e7ample which level might you move in if you were sad and lonely T high or lowE e7periencing the elements in a set or teacher"directed dance or student" devised dance making up a story about animals in the form of a dance choosing and combining sounds and movements that mimic the animal in its environment as shown in the traditional dance of 3boriginal and Torres Strait 1slander people e7perimenting safely in movement with awareness of other students in the dance space using directions shape dimensions and pathways to represent ideas 416 Organise and record a series o' movements

'eneral capabilities 22T 2ross"curriculum priorities S0ST connecting a series of meaningful movements from focused play activities into a clear beginning middle and end using simple diagrams or pictures of the dance movements and steps to record movement ideas arranging the movements in their dances based on socially and culturally sensitive feedback for e7ample ;/hy did you put that wavy movement at the beginning of your danceE considering what supports the body focussing on hands feet and knees

417 Practise and per'orm 'undamental dance movements sa'el% demonstrating control and e/pressive )ualities 'eneral capabilities @S2 2ross"curriculum priorities S0ST performing a range of locomotor movements !walking running galloping hopping crawling# and non"locomotor movements !bending twisting turning# with an awareness of other students dancing in the dance space practising movements to develop skills of body control strength balance and coordination when sharing dances both learnt and created with a familiar audience !peers teachers parents# engaging the audience with e7pressive qualities such as facing the audience with confidence and using facial e7pression and eye line practising movements to e7plore contrasting dynamics for e7ample heavy and light and movement qualities such as melting and twitching 410 Share dance b% per'orming 'or others 'eneral capabilities @S2 re"telling a well"known story through simple dance movements using the whole body or body parts to improvise movements as they dance for peers showing a learned sequence of movements or simple dance to peers

418 Connect dance to other "rts subjects and learning areas 'eneral capabilities 22T 2ross"curriculum priorities S0ST 3TS1:2 3rts subGects and learning areas 90 =1 using props to create effects in a dance performance for e7ample pieces of fabric to represent a river or the wind a mask to show a character in a dance story responding moving and performing to music for e7ample moving their bodies to the rhythm of 3boriginal and Torres Strait 1slander music or clap sticks to mimic the movement an 3ustralian animal of choice !land or sea# acknowledging animals in their natural environment telling a story through a dance and telling the same story through visual arts and song. The story is a connection to all of the learning areas. The story can be about anything such as a school incursion demonstrate awareness of environmental and social values evident in dance and other art forms including caring for the environment caring for animals being tolerant of others 4esponding

419 Share and record a personal response -hen re'lecting on their o-n and vie-ed dance 'eneral capabilities 22T @S2 )1T 3rts subGects and learning areas 9$ =1 describing how they felt when they were participating in a simple movement sequence such as ;/hat mood does the movement of the body suggestE< and ;*id you feel e7cited when you watched the danceE /hyE< watching the dance of others and considering ;/hat did you think aboutE< and understanding that there may be a range of different responses observing and describing dance using various methods for e7ample talking writing moving drawing sculpting taking photos

identifying likes dislikes similarities and differences between dances for e7ample ;1 liked the way she did lots of fast turnsI<

41: &ecognise and describe the movements used in their o-n and others; -or.s 'eneral capabilities 22T @S2 )1T 2ross"curriculum priorities S0ST identifying the elements of body space time dynamics and relationships in their own movement for e7ample crawling at a low level tip"toeing lightly moving arms legs or head while in a seated position using basic dance terminology to describe what they have performed and seen for e7ample ;The dance had lots of Gumping in the air running and fast movements in a big areaI< respecting other students< dancing by remaining calm and quiet applauding at appropriate times listening to the opinions of others and valuing diversity 41< +denti'% 'eatures o' dances in their o-n li'e including dances 'rom "boriginal and Torres Strait 1slander peoples and dances from the 3sia region to e7plore perspectives 'eneral capabilities 22T 120 @S2 )1T

2ross"curriculum priorities 33$3 S0ST 3TS1:2 describing features in a dance for e7ample the movements costumes number of dancers gender and music used in a group dragon dance from 2hina

e7ploring perspectives such as societies ;/hat sort of dances have you seenE< viewing and describing dances that they see in the classroom in the media or at live performances for e7ample the use of animals and environment as stimulus used in 3boriginal dance and Torres Strait 1slander dance considering cultures ;/here is this dance fromE< critical theories ;/hy are they dancingE< and institutions J/here did you watch itE<

e7ploring dance ;/hat sort of movement did the dancers useE< and identifying the elements of body space time dynamics and relationships in their own dances and those of others including e7amples from 3boriginal and

Torres Strait 1slander peoples and countries from the 3sia region

e7ploring their own responses to dance for e7ample J*id you feel e7cited when you watched the danceE<

=S> ,oard o' Studies ? Dance Outcomes( Stage 2 'et 4eady )et<s *ance

Outcomes and +ndicators D"S212 Per'orms dances demonstrating e/pressive )ualities and control over a range o' locomotor and non*locomotor movement U U U isolates body parts in locomotor and non"locomotor movement. combines body parts to make a body part dance e7plores the elements of time space and dynamics within movement sequences. D"S214 @/plores and selects movement using the elements o' dance to e/press ideas( 'eelings or moods1 U

responds to stimuli to invent new ways of moving body parts demonstrating an awareness of time space and dynamics selects and combines movements to form sequences responds to imagery through movement demonstrating an awareness of time space and dynamics selects and combines movements to form sequences.

U U U

D"S216 Gives personal opinions about the dances and their purpose that the% vie- and or e/perience1

discusses and compares body shapes made quickly and slowly in movement sequences observes describes and discusses locomotor

=S> ,oard o' Studies ? !usic Outcome( Stage 2 !$S212 Sings( pla%s and moves to a range o' music demonstrating a-areness

o' musical concepts U performs chants demonstrating a sense of beat and rhythm U performs chants using their voice body percussion and percussion instruments U performs own verses of a known chant. !$S214 @/plores( creates( selects and organises sound in simple structures U e7plores tone colours around the room U e7plores and selects ways of varying known material U creates own verses of known chant. !$S217 &esponds to a range o' music e/pressing li.es and disli.es and the reasons 'or these choices U recognises the phrasing within a known chant U responds to known rhythms within a chant

"ustralian Curriculum * Science 3ear 4 Science $nderstanding ,iological sciences 2ontent description )iving things grow change and have offspring similar to themselves $laborations 1. representing personal growth and changes from birth 2. recognising that living things have predictable characteristics at different stages of development 3. e7ploring different characteristics of life stages in animals such as egg caterpillar and butterfly %. observing that all animals have offspring usually with two parents 2ode " 32SS0.3. ScBT catalogue terms 'rowth !3nimals# ? 3nimal reproduction ? @lant reproduction ? @lant growth 04) http(>>www.australiancurriculum.edu.au>$lements>32SS0.3. 'eneral capabilities http(>>vocabulary.curriculum.edu.au>general2apability>1 )iteracy

http(>>vocabulary.curriculum.edu.au>general2apability>% 2ritical and creative thinking

http(>>vocabulary.curriculum.edu.au>general2apability>C @ersonal and social capability

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General Capabilities

Scope * Critical and Creative Thin.ing !,or further information use 04) link in the reference section# This capability combines two types of thinking critical thinking and creative thinking. Though the two are not interchangeable they are strongly linked bringing complementary dimensions to thinking and learning. 2ritical thinking is at the core of most intellectual activity that involves students in learning to recognise or develop an argument use evidence in support of that argument draw reasoned conclusions and use information to solve problems. $7amples of thinking skills are interpreting testing and generalising. 2reative thinking involves students in learning to generate and apply new ideas in specific conte7ts seeing e7isting situations in a new way identifying alternative e7planations and seeing or making new links that generate a positive outcome. This includes combining parts to form something original sifting and refining ideas to discover possibilities constructing theories and obGects and acting on intuition. The products of creative endeavour can involve comple7 representations and images investigations and performances digital and computer"generated output or occur as virtual reality. 2oncept formation is the mental activity that helps us compare contrast and classify ideas obGects and events. 2oncept learning can be concrete or abstract and is closely allied with metacognition. /hat has been learned can be applied to future e7amples. 1t underpins the elements outlined below. *ispositions such as inquisitiveness reasonableness intellectual fle7ibility open" and fair"mindedness a readiness to try new ways of doing things and consider alternatives and persistence both promote and are enhanced by critical and creative thinking. 2ritical and creative thinking can be encouraged simultaneously through activities that integrate reason logic imagination and innovation? for e7ample focusing on a topic in a logical analytical way for some time sorting out conflicting claims weighing evidence thinking through possible solutions and then following reflection and perhaps a burst of creative energy coming up with innovative and considered analysing evaluating e7plaining sequencing reasoning comparing questioning inferring hypothesising appraising

responses. 2ritical and creative thinking are communicative processes that develop both fle7ibility and precision. 2ommunication is integral to each of the thinking processes. 8y sharing thinking visualisation and innovation and by giving and receiving effective feedback students learn to value the diversity of learning and communication styles.

Scope * Personal and Social Capabilit% !,or further information use 04) link in the reference section# @ersonal and social capability encompasses studentsV personal>emotional and social>relational dispositions intelligences sensibilities and learning. 1t develops effective life skills for students including understanding and handling themselves their relationships learning and work. 3lthough it is named ;@ersonal and social capability< the words ;personal>emotional< and ;social>relational< are used interchangeably throughout the literature and within educational organisations. The term ;Social and $motional )earning< is also often used as is the S$) acronym. /hen students develop their skills in any one of these elements it leads to greater overall personal and social capability and also enhances their skills in the other elements. 1n particular the more students learn about their own emotions values strengths and capacities the more they are able to manage their own emotions and behaviours relationships and to understand others and establish and maintain positive

Scope * @thical $nderstanding !,or further information use 04) link in the reference section# Students learn to develop ethical understanding as they e7plore ethical issues and interactions with others discuss ideas and learn to be accountable as members of a democratic community. 1n this conte7t students need regular opportunities to identify and make sense of the ethical dimensions in their learning. 3s ethics is largely concerned with what we ought to do and how we ought to live students need to understand how people can inquire collaboratively and come to ethical decisions. They need the skills to e7plore areas of contention select and Gustify an ethical position and engage with and

understand the e7periences and positions of others. These skills promote students< confidence as decision"makers and foster their ability to act with regard for others. Skills are enhanced when students have opportunities to put them into practice in their learning? for e7ample understanding the importance of applying appropriate ethical practices in areas such as 3ustralian 1ndigenous studies !313TS1S 2.11#. Students also need to e7plore values rights and responsibilities to assist them in Gustifying their ethical position and in engaging with the position of others. The processes of reflecting on and interrogating core ethical issues and concepts underlie all areas of the curriculum. These include Gustice right and wrong freedom truth identity empathy goodness and abuse. @rocesses of inquiring into ethical issues include giving reasons being consistent finding meanings and causes and providing proof and evidence. 1nterrogating such concepts through authentic cases such as global warming sustainable living and socioeconomic disparity can involve group and independent inquiry critical and creative thinking and cooperative teamwork and can contribute to personal and social learning. 3s students engage with these elements in an integrated way they learn to recognise the comple7ity of many ethical issues. They develop a capacity to make reasoned ethical Gudgments through the investigation of a range of questions drawn from varied conte7ts in the curriculum

Scope * +ntercultural $nderstanding !,or further information use 04) link in the reference section# 1ntercultural understanding combines personal interpersonal and social knowledge and skills. 1t involves students in learning to value and view critically their own cultural perspectives and practices and those of others through their interactions with people te7ts and conte7ts across the curriculum. 1ntercultural understanding encourages students to make connections between their own worlds and the worlds of others to build on shared interests and commonalities and to negotiate or mediate difference. 1t develops students< abilities to communicate and empathise with others and to analyse intercultural e7periences critically. 1t offers

opportunities for them to consider their own beliefs and attitudes in a new light and so gain insight into themselves and others. 1ntercultural understanding stimulates students< interest in the lives of others. 1t cultivates values and dispositions such as curiosity care empathy reciprocity respect and responsibility open"mindedness and critical awareness and supports new and positive intercultural behaviours. Though all are significant in learning to live together three dispositions e7pressing empathy demonstrating respect and taking responsibility have been identified as critical to the development of 1ntercultural understanding in the 3ustralian 2urriculum.

Cross Curriculum Priorities 3boriginal and Torres Strait 1slander :istories and 2ultures !,or further information use 04) link in the reference section# 3boriginal and Torres Strait 1slander communities are strong rich and diverse. 3boriginal and Torres Strait 1slander 1dentity is central to this priority and is intrinsically linked to living learning 3boriginal and Torres Strait 1slander communities deep knowledge traditions and holistic world view. 3 conceptual framework based on 3boriginal and Torres Strait 1slander @eoples< unique sense of 1dentity has been developed as a structural tool for the embedding of 3boriginal and Torres Strait 1slander histories and cultures within the 3ustralian curriculum. This sense of 1dentity is approached through the interconnected aspects of 2ountry>@lace @eople and 2ulture. $mbracing these elements enhances all areas of the curriculum. The 3boriginal and Torres Strait 1slander priority provides opportunities for all learners to deepen their knowledge of 3ustralia by engaging with the world<s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of 3ustralia.

Sustainabilit% !,or further information use 04) link in the reference section# Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. 3ctions to improve sustainability

are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment. $ducation for sustainability develops the knowledge skills values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. 1t enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures"oriented focusing on protecting environments and creating a more ecologically and socially Gust world through informed action. 3ctions that support more sustainable patterns of living require consideration of environmental social cultural and economic systems and their interdependence.

"ppendi/ C

=S> Department o' @ducation and Communities Sa'e Dance Practice Safe dance can be defined as the practice of selecting and e7ecuting safe movement. Safe dance practice focuses on providing dance activities and e7ercises which allow students to participate without risk of inGury. 1n order to teach dance you need to gain an understanding of the body and its limitations. Safe dance principles that aid this understanding include( U an awareness of how the body moves U a knowledge of common dance inGuries their cause prevention and treatment U a knowledge of the nature and function of warm"up and technique e7ercises in preparing the body to dance. 3n understanding of the musculo"skeletal system and its function in movement aids in the application of safe dance practice.

U Bbserving and correcting basic technical faults in students allows them to move more safely and efficiently. U 2orrect alignment of the body and in particular the feet and ankles knees hips and spine is critical. U 3lignment should be observed whether the student is standing or in motion. $ach student brings to the class differences in terms of musculo"skeletal structure level of fitness e7perience and skill. $ach student needs to be assessed and managed with regards to his or her alignment strength fle7ibility endurance !stamina# and level of training. ,rom $arly Stage 1 students should be encouraged to pay attention to how their body feels when moving and to maintain correct alignment. 3s students increase their knowledge and skills in dance they can be more active in managing safe dance practices.

"ppendi/ D

4esource 1nformation !+ote all books have been looked at either through local library or school unable to scan the books as 1 do not own a scanner hence 1 have found the relevant cover images online where possible.#
Table 2 ? Dance &esources Title *ance Starters Bnline> Bther Bnline 1mage !if avail.# 04)>Bther http(>>artsonline2.tki.org.nO>resources>lesso ns>dance>danceNstartersNe.php +otes *ance Starters and warm up activities ,or lesson @in ball wall and twist /arm ups

$lements of *ance 2hart *ance ,our 8ody Shapes $asy *ance /arm" 0ps LS2 @$ *ance 8asics Socks Bff *ance at the 'allions Lennedy 2entre *ance 4ubric

Bnline>pdf Bnline> video Bnline> video Bnline> video

http(>>artsonline2.tki.org.nO>pdfs>elementsNd ance.pdf http(>>www.proteachersvideo.com>@rogram me>QCAA1>dance"four"body"shapes http(>>www.proteachersvideo.com>@rogram me>QD.D1>easy"dance"warm"ups http(>>www.proteachersvideo.com>@rogram me>2CQ.>ks2"pe"dance"basics

Bnline> video Bnline

http(>>www.proteachersvideo.com>@rogram me>33DD1>socks"off"dance"at"the"gallions http(>>artsedge.kennedy" center.org>M>media>3rts$dge>)esson@rintab les>grade"k"2>butterflyNdanceNrubric.ash7

Teacher reference see Qmin(1Cse c Teacher reference Teacher ref adapt to suit lesson

Table 4 ? Li'e C%cle ,oo.s Title )ife of a ,rog 3uthor 2lare :ibbert 1mage 1mage 04)

http(>>books.google.co m.au>books>about>TheN )ifeNofNaN,rog.htmlE idF=32q/NWtoh92

,rom tadpole to ,rog

3nita 'aneri

http(>>books.google.com.au> booksE idF2el)&CrW$9H2Ksource FgbsNsimilarbooks

)ife of an 3pple

2lare :ibbert

http(>>books.google.com.au> booksE idFuNSuNX12o&c2Ksource FgbsNsimilarbooks

)ife of a 8ean

2lare :ibbert

http(>>books.google.com.au> booksEidF1L:b*P" 4ONo2KsourceFgbsNsimilar books

,rom @uppy to *og

3nita 'aneri

http(>>books.google.com.au> booksE idFbdCPg%q0ww$2Ksource FgbsNsimilarbooks

,rom $gg to 2hicken

3nita 'aneri

http(>>books.google.com.au> booksE idFkayl3+ypd8Q2KsourceF gbsNsimilarbooks

,rom $gg to Spider

3nita 'aneri

http(>>books.google.com.au> booksE idFWu4yn&v3iHQ2KsourceF gbsNsimilarbooks

,rom Seed to Sunflower

3nita 'aneri

http(>>books.google.com.au> booksE idFT)quDlDs1Bs2KdqFbiblio group( Y22:owZlivingZthingsZgro w Y22KhlFenKsaFWKeiF2D,C 0rvl$sqhkw/dN%'33wKve dF.2$3HD3$w8*gL

The =ery :ungy 2aterpillar !see 04) for other $ric 2arle books#

$ric 2arle

https(>>www.google.com.au>E gwsNrdFcr[qFtheZveryZhungryZcat erpillarKstickF:%s1333333333' BovnOQ8H9*H73:s72nfqD" g&m7hWm7$phpall/&q3llS1spS" 0nC"tn1hakp,fS3=i,yvkC" =0BG2s&p49s.ouSk.sg0l&wH1S d9)v7Cs,'=d3Tlr@" yf0o3*@yqlS3LuQC4pv3333

Table 3 Bther 4esources


Title The 2hildren<s 8uttlerfly Site The =ery :ungry 2aterpillar The Tiny Seed>2arle Sid the Seed>@agan Lingdom of @lants>3tten "borough Bnline>other resource Bnline images and information Bnline>=ideo 1mage !if avail.# 04)>Bther http(>>www.kidsbutterfly.org>life"cycle +otes 0se for slideshow

http(>>www.youtube.com>watchE vFN%:1Xq3Q=mH

,or assignment purpose

Bnline K Soft 2over 8ook Bnline>=ideo

http(>>www.youtube.com>watchE vFlsDwTeT2cL3 http(>>www.youtube.com>watchE vFGm12PLh+n/& Pourney of Sid the Seed and his friends by *aniel @agan *avid 3ttenborough =enus ,ly Trap at Cmin>3.sec 'ermination of daffodils at 1.min>3Xsec

Bnline>=ideo https(>>www.youtube.com>watchE vF7S.32084h@1

,lies( The 0nsung @ollinator :eroes 8utterfly $ggs *esign a @ollinator 'arden The 8utterfly )ifecycle )ife 0nder the 1ce 9onarch 8utterfly /ise 'orilla

Bnline

http(>>www.museevirtuel" virtualmuseum.ca>edu>=iew)oit)o.doE methodFpreviewKidF2CQXCKlangF$+ http(>>www.museevirtuel" virtualmuseum.ca>edu>=iew)oit)o.doE methodFpreviewKidFDA3AKlangF$+ http(>>www.museevirtuel" virtualmuseum.ca>edu>=iew)oit)o.doE methodFpreviewKidF2D231KlangF$+ http(>>www.museevirtuel" virtualmuseum.ca>edu>=iew)oit)o.doE methodFpreviewKidFDA32KlangF$+ http(>>www.museevirtuel" virtualmuseum.ca>edu>=iew)oit)o.doE methodFpreviewKidF333KlangF$+ http(>>www.mesquiteisd.org>imovie>ima ges>butterflyplan.Gpg http(>>11..1D%.D%.2..>,ree/are>progr am>www.wisegorilla.comNclipart.html> www.wisegorilla.com>images>animallc> animallc.html http(>>www.sparklebo7.co.uk>topic>livin g>life"cycles.html[.0nn,S$a%a0k http(>>www.primarytreasurechest.com>t opics>life"cycles.html 9ind 9ap 1mages for animal lifecycles

Bnline

Bnline

Bnline

Bnline

Bnline Bnline

Sparkle 8o7 @rimary Treasure

Bnline Bnline

Bnline resources for plant and animal lifecycles Bnline print media banners etc.

2hest +ational Stem 2entre 0L

Bnline

http(>>www.nationalstemcentre.org.uk> elibrary>resource>1A3D>life"cycles

)ifecycle info links and activities for lady birds butterflies plants frogs trees and dragonflies.