Celebrating Movement

Lesson 1: Introduction to Dance and Movement: Celebrating Aboriginal and Torres Strait Islander Cultures

Year Level: Year 2
Duration: 45 minutes
Class size: 30 students
Unit: Celebrating Through Movement (Lesson 1 of 8)
Teacher: Creative Arts (Dance focus)

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WALT

We Are Learning To

• Understand the cultural significance of dance in Aboriginal and Torres Strait Islander communities.
• Explore traditional movements and stories expressed through dance.
• Incorporate sound elements like clapping and vocalisations to enhance understanding of these cultural practices.

NSW Curriculum Links

The Arts – Dance – Stage 1 (Years 1 and 2):

• Content Description:
  • Recognise and communicate ideas through fundamental movement skills and safe dance practice.
  • Explore where, why, and how people experience dance across cultures and communities.
  • Use elements of dance to structure sequences and express ideas, feelings, and stories.
• Achievement Standard:
  By the end of Year 2, students identify where they experience dance and describe its cultural contexts. They use elements of dance to perform sequences with expressive intent and safe practice .

History and Social Sciences (HASS) – Stage 1:

• Develop awareness of Aboriginal and Torres Strait Islander histories and cultures, understanding that dance is a form of storytelling and connection to culture.

Languages – Framework for Aboriginal and Torres Strait Islander Languages (Years 1-2):

• Understand cultural protocols and communication styles including non-verbal expressions such as dance and song that connect with identity and Country/Place.

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Lesson Breakdown

Time	Activity	Description	Differentiation & Engagement
5 mins	Welcome & Introduction	Gather students. Introduce the unit "Celebrating Through Movement" focusing on Aboriginal and Torres Strait Islander dance traditions. Show images or short video of traditional dances (without audio to engage focus on movement).	Use pictorial support for learners needing visual cues. Use clear, simple language for diverse learners.
10 mins	Storytelling & Cultural Significance	Tell a simple Aboriginal or Torres Strait Islander Dreaming story linked to a dance tradition (e.g., "The Rainbow Serpent" or a Torres Strait Islander turtle story). Discuss how dance helps pass stories from generation to generation. Ask: “How do you think dance helps people remember stories?”	Use tactile props like pictures or artefacts. Encourage verbal responses, supporting shy or EAL/D students with sentence starters.
15 mins	Movement Exploration: Traditional Dance Elements	Teach students simple, respectful traditional movements that symbolise part of the story: e.g., wave-like arm movements representing water, stomping representing animals or rain. Integrate call-and-response clapping and vocal sounds (e.g., clicks or rhythmic calls) to support rhythm and engagement. Ensure safe body use and spatial awareness.	Provide alternative quieter movement options for sensory-sensitive learners or those with physical challenges. Partner students for peer support.
10 mins	Creative Extension: Personal Expression	Invite students to create their own short movement sequence inspired by the story and traditional movements, using clapping and vocalisations. Encourage them to think about what the story means to them. Share a few group examples.	Challenge advanced learners to add their own rhythmic patterns or sounds. Use supportive praise for all attempts emphasizing creativity.
5 mins	Reflection and Success Criteria Check	Circle time. Ask: “What did we learn about dance today? How does it help people celebrate culture?” Revisit WALT. Use the success criteria below. Preview next lesson's focus on movement sequences.	Use a visual success criteria chart to support understanding. Provide sentence frames for reflection.

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Success Criteria

• I can say why dance is important in Aboriginal and Torres Strait Islander cultures.
• I can perform simple traditional movements safely.
• I can use clapping and vocal sounds to keep rhythm.
• I can create my own movement to express a story or feeling.

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Differentiation Strategies

• For diverse learners (including special education):

  • Provide visual aids and demonstrations for all instructions.
  • Use clear, concise language with repetition and check for understanding.
  • Use peer modelling and paired activities for social support.
  • Offer alternative movements for physical comfort or ability.
  • Incorporate sensory breaks as needed.

• For advanced learners:

  • Encourage creating more complex rhythmic patterns or sequences.
  • Challenge to explain cultural significance using new vocabulary.
  • Allow leadership roles in groups during movement creation.

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Resources Needed

• Images or video clips of Aboriginal and Torres Strait Islander dances (silent).
• Storytelling props or pictures related to the Dreaming story chosen.
• Open space for movement.
• Clipboards/paper for simple reflection or drawing (optional).

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Teacher Tips

• Model respect for cultural protocols by acknowledging the traditional custodians of the land and explaining the importance of learning about Aboriginal and Torres Strait Islander cultures through dance.
• Emphasise safe dance practice with warm-up and spatial awareness reminders.
• Build a sense of curiosity and wonder around storytelling through movement, inviting connections to students’ own cultural backgrounds.
• Link movement and sound (clapping/vocalisations) to embodied learning and focus.

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This lesson plan aligns closely with the NSW Curriculum for Dance in Stage 1, incorporating cultural awareness, fundamental movement skills, safe practice, and expressive performance. It supports the teacher's goal of building confidence, creativity, and foundational skills through playful, culturally respectful experiences .