7 Performing Arts
IMCC Year 7 Performing Ats
Semester Program 2018
YEAR 7: Irene McCormack Catholic College½ Course: Dance
LESSON / DANCE / CONTENT ADDRESSED / ASSESSMENT
1 / Lesson 1: Introduction
Expectations/Warm up
- Introduction to course/expectations/rules.
- Hand out dance booklet and explain dance policy.
Dance changes with time and is driven by culture.
- Explain functions of dance/why people dance:
-Fitness/fun. Example- Zumba, social dance or dance classes.
-To tell a story or reveal ideas. (Contemporary dance does this).
-Cultural dance
-Ceremonial/ritual purposes
-CelebrationE.G. (Maypole dancing: May Day Dance in Britain- It is the time of year when warmer weather begins and flowers and trees start to blossom. It is said to be a time of love and romance. It is when people celebrate the coming of summer with lots of different customs that are expressions of joy and hope after a long winter. On May Day, people used to cut down young trees and stick them in the ground in the village to mark the arrival of summer.Maypoles were once common all over England and were kept from one year to the next. Schools would practice skipping round the pole for weeks before the final show on the village greens. People danced around the tree poles in celebration of the end of winter and the start of the fine weather that would allow planting to begin.
-Coming of age/initiation ceremonies (Aboriginal culture does this)
-To tell stories about culture/pass down knowledge and customs (Example: Passing down dreamtime stories through dance in Aboriginal culture).
-Before war (e.g. haka- New Zealand/Maoris)
-Brainstorm all dance styles students can think of (with prompts). Then distinguish characteristics of each dance and how the styles differ.
- Ballet
- Tap
- Jazz
- Acrobatics
- Contemporary
- Lyrical/slow modern
- Song and dance
- Demi character/character
- Hip Hop – popping/locking
- Breakdancing
- Cultural- Irish/Spanish/haka etc.
- Ballroom- waltz/tango etc.
- Students get into pairs or groups of 3- make up a short, creative ‘handclap’ or ‘secret handshake’ that they can present to the class. They should endeavour to use more than just their hands (legs/feet/hips/elbows/arms etc.).
- It must include at LEAST 8 moves.
If there is time, students perform handclap for the class. / Responding
Dance in Context: Distinguishing features and purposes of dance (ACADAR019)
2 / Lesson 2: Warm up and Hip Hop
Introduction
-Roll/change.
-Do a recap of the functions of dance from last lesson.
-Discuss importance of warm up and what a warm up includes.
Brief Introduction to Hip Hop
- Brief history given/function/role in Aus and America.
- Characteristics
- Influence of cultural/social and historical context in development of style.
- Watch video examples.
- Play ONE warm up game twice to apply their theoretical knowledge of warm up.
-Numbers game (students move around the room in a way that you direct: e.g. walk/run/hop/jump/skip/crawl etc. When you call out a number they must get into a group of that number. Last ones to form the group or if there are any ‘extra’ students have to do 5 star jumps.)
-Tepees and Indians.
-Octopus
-Chain chase.
- Stretch –teacher led stretch focusing on the main muscle groups.
- Travelling combinations down the room to address coordination, improving performance by extending own movement vocabulary and technical competence.
Dance in Context: Distinguishing features and purposes of dance (ACADAR019)
Making Dance
Warm-up and cool down as part of a dance class (ACADAM015)
Extending technical competencecontrol, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving.
Making Dance
Safe dance practice of style-specific techniques (ACADAM015)
Making Dance
Skills and Techniques:Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)
3 /
Lesson 3:Warm up and Hip Hop
Introduction
-Roll/change.
-Recap from last lesson- choreographic intent.
-Recap of functions of Hip Hop and characteristics.
Warm up game:
- Play ONE warm up game twice to apply their theoretical knowledge of warm up.
-Numbers game (students move around the room in a way that you direct: e.g. walk/run/hop/jump/skip/crawl etc. When you call out a number they must get into a group of that number. Last ones to form the group or if there are any ‘extra’ students have to do 5 star jumps.)
-Tepees and Indians.
-Octopus
-Chain chase.
- Stretch –teacher led stretch focusing on the main muscle groups.
- Travelling combinations down the room to address coordination, improving performance by extending own movement vocabulary and technical competence.
- Recap travelling combinations from last lesson. Give 1-3 focus points for students to focus on when performing each combination.
- Teacher led exended sequence to music to focus on musicality, coordination, retention of movement.
- Teacher must discuss use of UNISON and REPETITION during teaching of extended sequence. These are Choreographic DEVICES.
Warm-up and cool down as part of a dance class (ACADAM015)
Extending technical competencecontrol, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving.
Making Dance
Safe dance practice of style-specific techniques (ACADAM015)
Making Dance
Skills and Techniques:Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)
Making Dance
Movement retention:
Techniques that focus on developing retention of movement (ACADAM017)
4 & 5 / Lesson 4 and 5: Hip Hop
Introduction
- Roll/change.
- Recap from last lesson- choreographic intent.
- Recap of functions of Hip Hop and characteristics.
- Play ONE warm up game twice to apply their theoretical knowledge of warm up. Options could include:
-Tepees and Indians.
-Octopus
-Chain chase.
- Stretch –teacher led stretch focusing on the main muscle groups.
- Travelling combinations down the room to address coordination, improving performance by extending own movement vocabulary and technical competence.
- Recap travelling combinations from last lesson. Give 1-3 focus points dfor students to focus on when performing each combination.
- Teacher led exended sequence to music to focus on musicality, coordination, retention of movement.
- Teacher must discuss use of UNISON and REPETITION during teaching of extended sequence. These are Choreographic DEVICES.
Warm-up and cool down as part of a dance class (ACADAM015)
Extending technical competencecontrol, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving.
Making Dance
Safe dance practice of style-specific techniques (ACADAM015)
Making Dance
Skills and Techniques:Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)
Making Dance
Movement retention:
Techniques that focus on developing retention of movement (ACADAM017)
6 / ***[Students do not change for this lesson)
Lesson 6
USING WORKSHEET ONE
Focus: Choreographic Intent in dance
Recap information from previous lessons:
- Warm up
- Function and characteristics of Hip Hop dance.
- Discuss choreographic structure- Narrative Choreographic Structure.
- Using a worksheet, students will watch videos of dance works and using dance terminology, will discuss the choreographic intent behind the dance and reasons for coming to these conclusions.
- Answers will include use of design elements and manipulation of choreography.
Dance reflecting and analysing: Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)
7 & 8 / Lesson 7 and 8:Choreography
USING WORKSHEET TWO
Introduction
- Roll/change.
- Recap information that the teacher feels is necessary.
Choreography
- Main focus of learning how to choreograph is to create dance with meaning behind it.
- To create dance that tells a story, investigates a theme or idea.
- The elements of dance are the building blocks for all choreography. The different ways we use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes.
- The four elements of dance are: BEST (Body, Energy, Space, Time).
- Is used to make shapes which create interesting movement. To continually change the shape of the body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, assymetrical shape, curved, angular, open and closed (give examples and explain each).
- Repeat exercise but in pairs.
- Use these ideas to create shapes that express mood. What type of shape expressed the following moods? Sad, happy, excited, angry, devastated, scared.
- Movements can reflect energies and emotions. Energy can be used to describe the way movement is performed. It is important in dance to use different energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used.
[Write the following energy states on the board] Energies: Freeze, shake, vibrating, attack, heavy, light, smooth, bouncy, sudden, flowing, tight, swinging, collapse, fall, rebound and resistance.
Students group together to make groups of 4 (1 partnership comes together with another).
- Each group is chooses 4 ‘energies’ which they must use to create a dance phrase. They may use the moves they just came up with (BODY), or create new movements.
- Students are encouraged to be as creative and non literal/abstract as possible. Speak about “abstraction”. Give students 10-15 minutes depending on ability of group.
- Teacher will walk around and support/give assistance. Teacher will view all finished phrases to make sure fit within task guidelines.
- When all phrases are finished each group will show a swcondary group their phrase and the opposiyte group will guess the energy states chosen.
- Teacher chooses 2 groups (that did the task well/correctly) to show the class and talk through what energies were used.
- ASK: Which energy types are the easiest to use? What energy types do you thinkg would be the most interesting to an audience?
- Space can be used to create and manipulate movement:
- All groups must think about how they want to space their dance. (what pattern do they want to stand in?)
- Using the phrase students used when manipulating ‘time,’ each group has to manipulate the movement given to them in a different way:
-Group 2: Change the direction of 3 of the dance moves.
-Group 3: Each person in the group has to complete the phrase facing different directions
-Group 4: Change the direction of 1 of the dance moves and add in a jump.
Recap all information at end of each lesson. / Making Dance
Warm-up and cool down as part of a dance class (ACADAM015)
Extending technical competencecontrol, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving.
Making Dance
Improvisation skills to explore new movement ideas (ACADAM013)
Making Dance
Choreographic Devices and Elements: Different elements of dance: body, energy, space, time (BEST), explored and combined to develop choreographic intent (ACADAM014)
Making Dance
Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)
Responding
Dance reflecting and analysing: Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)
9 / Lesson 9: Choreography
WORKSHEET TWO
Introduction
- Roll/change
- Recap of Elements of Dance.
Time
- Using time in dance can help the audience understand the story or idea behind the dance and also helps to make the dance more interesting.
- We use time in dance in the form of tempo (fast, slow and stillness) as well as other ways such as ‘Cannon.’
- In groups of 4, students are to create a 4 movement phrase using only their arms. Each movement needs to be held for 4 counts
-An Assymetrical shape
-One high position
-One low position
Cannon: A choreographic device or structure in which movements introduced by onedancerare repeated exactly by subsequentdancersin turn. Once explained the teacher will create and perform a cannon with 3 students as a demonstration.
Cannon Activity 1
- Students then put their movement into a cannon. Student one begins the phrase, the following students begin the phrase 4 counts later (and so forth). Each group’s phrase is checked by the teacher for understanding.
- Students create a phrase that includes 4 travelling steps.
-1 or more jumps (Counts 5-8)
-Roll or Turn (Counts 1-4)
-Slide (5-8)
- Students put this into a cannon with each student starting 4 counts after the one before.
- Teacher can either have the whole class perform their phrase, or, choose a group/groups that has completed the task successfully.
10 / Lesson 10: Choreography
Introduction
- Roll/ change.
- Recap use of ‘cannon’ from lesson before.
Motif
- Definition of Motif given: A movement or phrase (multiple movements), which can be repeated or manipulated. It usually helps tell the story behind the dance.
- Students get into small groups.
- Students are shown a stimulus (series of images within the same theme). They must make up a motif that uses the stimulus as inspiration. The first one should be done as a class.
- This is repeated for the next three images.
- Students are then to choose one of the images/motifs as inspiration to create a short phrase. They need to manipulate their motif in the following three ways:
-Facing a different direction
-Whilst jumping
- This should mean they have a 4 steps. Students then need to travel from movement 1 to movement 2 in a creative way. Then do the same for the transition between moves 2 and 3 and then 3 and 4.
- They now have a phrase of movement where the motif has been extended/manipulated (changed/edited to make the dance more interesting).
- Each group can perform their phrase for the class, or, the teacher can select one of more groups that completed the tasks successfully, to perform their phrase.
11 - 16 / Lessons 11-16
TASK OUTLINE
-4 lessons to create dance
-2 lessons to perform/assess.
Introduction
-Roll/ change.
-Teacher led warm up
Choreoraphy Task
- Students are to create a dance in groups of four that displays choreographic intent.
- They are to use elements of dance as well as motif, cannon, unison and repetition.
- Students have four lessons to create the dance.
- The music is already chosen for them.
-Students will perform over 1-2 lessons.
-Using WORKSHEET THREE, Students will reflect on one anothers’ performances specifically, whether the choreographic intent was clear and how choreographic elements and devices were used to make the dance more interesting and display choreographic intent. This will be assessed. / Making Dance
Improvisation skills to explore new movement ideas (ACADAM013)
Making Dance
Choreographic Devices and Elements: Different elements of dance: body, energy, space, time (BEST), explored and combined to develop choreographic intent (ACADAM014)
Making Dance
Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)
Making Dance
Skills and Techniques:Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)
Making Dance
Safe dance practice of style-specific techniques (ACADAM015)
Making Dance
Retention of movement (ACADAM017)
Making Dance
Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)
Responding
Dance in Context: Distinguishing features and purposes of dance (ACADAR019)
Responding
Dance reflecting and analysing: Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018) / Task 1
Making Dance
Group Choreography Task
Task 2
Responding
Written Reflection Task
17 & 18 / Lesson 17 and 18
WORKSHEET FOUR
Aboriginal Dance, Torres Strait Islander Dance and Asian Dance.
- Differentiation/comparison between styles.
- Observing and identifying stylistic similarities and differences in both traditional and contemporary dances- dances from Aboriginal people and Torres Strait Islander people and Asian communities
- Videos shown of different styles.
- History and culture discussed.
- Investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)