CURRICULUM LINKS

Making Responding
Explore, improvise and organise ideas to make dance Present dance that communicates ideas to an
sequences using the elements of dance audience, including dance used by cultural groups in
(ACADAM001) the community (ACADAM003)
Use fundamental movement skills to develop
technical skills when practising dance sequences
(ACADAM002)

General Capabilities Cross-Curriculum Priorities

ü Literacy o Ethical understanding o Aboriginal and Torres Strait Islander
histories and cultures
ü Numeracy ü Personal and social o Asia and Australia’s engagement with
competence Asia
o ICT Competence ü Intercultural understanding o Sustainability

ü Critical and Creative

thinking
• Students demonstrate the elements of dance (energy & body)
• Students will be able to incorporate a range of different body parts to create their
name dance
Context and Broad • Students will demonstrate the different levels (low, medium & high)
Goals • Students demonstrate the different speeds (slow, medium, fast)
• Students demonstrate movement (not just stationary)
• Students will choreograph and preform a simple dance

• Students can identify and use specific body parts

Specific Learning • Students will organise ideas to compose a small dance
Outcomes • Students will perform dance elements of body and energy individually and
LI & SC collaboratively with peers
• Students can demonstrate a wide range of emotions

Focused dance elements: energy & body

Intro: 5 minutes
Warm up 1:
Greeting & Emotions activity
Use bell to gains students attention. Students will walk in their own space to the
music playing and greet peers (hello, g’day, hi). Students will express different
emotions when instructed. When the bell rings, students will freeze when the music
Description of the stops for the following warm up.
Lesson sequence
Emotions
• Happy
• Angry
• Surprised
• Excited
• Sassy
• Sad
• Bored

Intro: 5 minutes
Warm up 2:
Leading with body part activity
Like warm up one, students will walk in their own space to the music playing. Students
will be instructed to lead with a range of body parts. Students will freeze when the
music stops for the following activity.

Body parts
• Elbows
• Fingers
• Toes
• Hips
• Shoulders
• Knees
• Head
• Bottom

Body: 20 minutes
Name Dance Choreography
Students will be required to write their name in the air. If students have a long name
they may shorten it or use a nickname. Once students have done this, the teacher will
instruct students to try using a different body part to write their name. Then try to use
a different body part for each letter; students may get ideas from warm up two. The
teacher will then pair up students by using popsticks. Students are to teach each other
their names. Students will join each other’s name to form the choreography to make a
small dance. Students will be instructed to have at least each letter on different levels,
speed or movement, highlighting the energy, using the body and emotions. Students
may use the ribbons provided for their dance.

Closing experience: 15 minutes

Performance: Name Dance
Each pair will showcase their name dance with music to the class to enhance both
preforming and audience skills. The timer will be used and set to 5 minutes to ensure
everyone gets a turn. The teacher will question students on what is appropriate and
respectful when students are performance e.g. listening, watching, being quiet when
performing, applauding at the end. The teacher will record students and take notes
after for assessment purposes based on the dance criteria (see appendix 1)

Follow on with class discussion questions

• What did you learn about dance?
• Did you have fun?
• How did it make you feel?
• How well did you think you used different body parts?
• Next time, do you think you could have used more levels/movement?
• Did you enjoy learning a peer’s name?
• Next time what would you change?
• Did you think you emphasised your emotions?
• How do you feel about dance now?
 Dialling up
For dialling up it is open ended so that students can choose the movements to
incorporate into their dance routine which are suitable for their dancing abilities and
self-expression. Student can choose to use ribbon props to help with special
awareness and visualisation, students who are less comfortable can use the ribbons
to demonstrate different levels and movements.
Differentiation Dialling down
• Speaking clearly and concisely will assist the EALD student
• Having visual representations will prompt all students
• Breaking information into steps and monitoring students’ progression
• Demonstrating prior to students doing it themselves to scaffold learning
Using both auditory, physical demonstrations and visual representations
Summative Assessment
Teacher will record each students’ performances and use anecdotal noting, following
Assessment the name dance criteria. The student’s performances will demonstrate a learning and
understanding through the application of the dance elements in their performance
• Rhythmic Ribbons
• Smartboard for PowerPoint presentation
• Speaker
Preparation /
• Microphone
Equipment
• Camera to record performances
• Examples
• Dance criteria (visual aid for students to refer to)
• Music
Resources • Anecdotal notes
• Dance criteria (visual aid for students to refer to)
• Students having their own space provides a safe learning environment
• EAL/D student as well as other students will have visual representations to guide,
spark and prompt students’ ideas
• Working in pairs will get students to collaborate and learn off others
• In the warm up, doing it individually will allow students to not feel insecure
• During the warm up and body lesson the teacher will model the emotion/body part
to assist students
• The teacher will question students such as “What other body part can you use?”
Teacher Strategies
to scaffold and challenge students
• The teacher is scaffolding the students by breaking the activity down and adding
in new components such as different body parts, speed, levels and movement
• PowerPoints and or videos to be in bold writing for EAL/D student, with subtitles
• Put videos/music on slow for EAL/D student
• Provide written instructions in bold writing to hand out to students
• SSO support in the classroom, use them to repeat instructions and assist with
movements
• ** Select music that is easy to understand and interpret. Potentially brainstorm as
a class what music to use?
• All students are moving frequently which maximises individual participation
• Use pop sticks for questioning
• Due to cultural and personal considerations students may not be able to touch
each other. Alterative suggestions may be elbows
• Flow of lesson based on level of recall by students e.g. observe students’ level
and more scaffolding may be required