Choreographing with Props

Year Level

Foundation (Prep)

Duration

50 minutes

Class Size

25 students

Unit Context

This lesson is Lesson 8 of 10 in the unit "Dance Explorations for Foundations". It focuses on choreographing dance sequences using props, enabling students to explore how props enhance movement and storytelling in dance.

Victorian Curriculum Alignment

Learning Area: The Arts - Dance Foundation

Content Descriptions

AC9ADAFC01: Create arts works that communicate ideas by manipulating objects and using arts knowledge and skills.
AC9ADAFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
AC9ADAFE01: Explore how and why the arts are important for people and communities, including using props and movement to express ideas.
AC9ADA10D02 (Foundation Level Adaptation): Reflect on own and others’ use of elements and skills in dance to inform choreography and performance.

Key Capabilities Addressed

Personal and social capability through collaboration and sharing feedback.
Critical and creative thinking through improvisation and creation.
Intercultural understanding by respecting and exploring diverse ways of expression.

Learning Objectives

By the end of this lesson, students will be able to:

Demonstrate safe and expressive use of props to enhance dance movement.
Choreograph a short dance sequence incorporating a prop with guided teacher support and independent practice.
Reflect on how props contribute to storytelling and movement quality in dance.
Set personal goals for using props effectively in their movement.
Collaborate constructively with peers during dance exploration.

Resources Needed

Open indoor dance space or outdoor flat area.
Simple props such as scarves, ribbons, small lightweight balls, fabric pieces, sticks or hoops suitable for Foundation students.
Music player and selected instrumental music for movement inspiration.
Visual aids showing examples of props used in dance (photos or teacher demonstration).
Chart paper or whiteboard for setting goals and reflecting.

Lesson Sequence

1. Introduction and Retrieval (10 minutes)

Begin with a warm-up focusing on gentle stretches and movements to prepare bodies for dance.
Briefly review previous lessons about movement exploration and simple choreography.
Ask students to recall previous experiences using props in dance or play (e.g., scarves, hats).
Set the stage by presenting the lesson topic: Choreographing with Props - explaining how props can help tell stories and make dancing more fun.
Share learning goals aloud, visually displaying them on the board.

2. Teacher Modelling and Goal Setting (10 minutes)

Demonstrate short example sequences using a simple prop, such as a scarf or ribbon:
Show different ways to hold, move, throw gently, or wrap the prop as part of a dance.
Emphasise safe handling and spatial awareness.
Use clear, age-appropriate language to describe movements and effects.
Invite students to articulate what they noticed about how props change the dance.
Guide students to set individual goals for how they will use a prop in their own dance (e.g., "I want to wave my scarf like a wave in the ocean" or "I want to roll the ball carefully and catch it").

3. Guided Practice in Small Groups (15 minutes)

Divide students into small groups (4-5 students per group).
Provide each group with a different prop.
Prompt students to explore moving with their prop, experimenting with actions like waving, tossing gently, spinning, or creating shapes.
Circulate to observe and offer feedback focused on expressing ideas safely and clearly through movement.
Encourage students to try combining movements using the prop to form a short sequence (3-5 movements).
Support groups to plan how they will perform their sequences to the class.

4. Independent Sequence Development and Rehearsal (10 minutes)

Invite each student to create their own short dance sequence incorporating their chosen prop.
Use music to support timing and flow.
Encourage students to practice moving safely, using clear expressive gestures.
Teacher monitors and assists individuals needing reteaching or extension, ensuring all students are engaged and challenged at their level.

5. Consolidation and Reflection (5 minutes)

Gather students in a circle.
Invite volunteers or groups to share their dance sequences with props.
Facilitate reflection by asking:
How did your prop help your dance?
What did you enjoy about moving with a prop?
Did the prop help you tell a story or show feelings with your body?
Summarise key learning points and celebrate students’ creativity and courage.

Assessment and Differentiation

Formative assessment will occur through teacher observation of participation, safety, and expression during guided and independent practice.
Use student goal statements and reflection responses to assess understanding of prop use in dance.
Plan reteaching for students struggling with safe handling or combining prop movements by providing simpler movement tasks or one-on-one modelling.
Provide extension opportunities for advanced students by encouraging creation of longer sequences or integrating multiple props.

Cross-curricular Connections

Literacy: Using descriptive language during reflection and goal setting.
Personal and Social Capability: Collaboration, communication, and respecting others in group work.
Health and Physical Education: Safe movement and body awareness.

This lesson builds foundational dance skills in expression and choreography through playful and imaginative use of props, meeting Victorian Curriculum expectations for Foundation level dance, fostering creativity, physical confidence, and reflective thinking in young learners.

Reference

Victorian Curriculum F-10 Dance Content Descriptions AC9ADAFC01, AC9ADAFD01, AC9ADAFE01, AC9ADA10D02 — The Arts: Dance, Foundation Level

Teaching Instructions