Concert Dance Start

Year Level:

Foundation (Prep) – Victorian Curriculum aligned

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Duration:

45 minutes

Class Size:

Approximately 25 students

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Learning Area:

Drama (with integration of basic dance/movement skills for concert preparation)

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Objectives (WALT - We Are Learning To):

• WALT practise and participate confidently in the school concert dance.
• WALT apply body movement and basic dance steps safely and expressively.
• WALT collaborate and listen to peers in a group performance context.
• WALT engage in drama games that enhance focus, spatial awareness, and character expression (as warm-ups or extension).

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Success Criteria:

• I can follow teacher instructions for learning dance steps and sequences.
• I can move safely and cooperatively during group dance practice.
• I can express myself using my body according to the music and dance routine.
• I can participate in drama games that help me practise focus, listening, and expression.

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Victorian Curriculum Links:

Foundation Drama:

• AC9ADRFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
• AC9ADRFP01: Share their artworks with audiences through performance and presentation.
• Achievement Standard: By the end of Foundation, students make and perform drama that communicates ideas and stories, discussing characters and situations in drama they make, perform and view.

Foundation Dance (supporting concert dance preparation):

• AC9ADAFP01: Share movement/dance sequences created for others, introducing and explaining elements of their work.
• Emphasizes safe, expressive movement and working collaboratively in performance-themed activities.

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Lesson Breakdown:

1. Arrival & Warm-up Game: "Character Freeze Dance" (8 minutes)

• Activity:
  Play lively music. Students dance freely in space. When music stops, call out a character from previous puppetry stories (e.g., “Wolf!”, “Pig!”, “Gruffalo!”). Students freeze and pose as that character using body and facial expressions.
• Purpose:
  Warm-up bodies, focus attention, reinforce drama character recall, and prepare for dance movement with imagination.
• Differentiation:
  Shy students can pose with a buddy or sit and observe initially. More confident children can add sound effects or short movements.

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2. Introduction to Concert Dance Routine (10 minutes)

• Teacher Input:
  Explain that today’s lesson begins rehearsing the school concert dance, linking movement to rhythm and expression.
• Demonstration:
  Teacher demonstrates simple dance steps for the routine slowly with counts and encourages students to copy.
• Key points:
  • Safe spacing to avoid bumping classmates.
  • Use of arms, legs, and facial expressions to make the dance lively.
  • Listening to music rhythm and timing.

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3. Small Group Practice & Teacher Guidance (15 minutes)

• Divide class into groups of 4-5 (approx 5 groups).
• Groups practise small sections of the dance routine as taught, with teacher moving between groups to coach and encourage expressive use of body and face.
• Encourage peer encouragement and collaborative learning.
• For some students needing extra support, pair with a buddy, and use simplified steps if necessary.
• For advanced students, challenge them to add simple embellishments like spins or hand claps.

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4. Whole Class Run-through & Feedback (7 minutes)

• Bring all students together for a full run-through of dance they practised.
• Provide positive feedback, highlighting good listening, safe movement, and expressive faces.
• If time allows, try performing to a short audience of peers or teachers for confidence building.

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5. Drama Games for Extension or Early Finishers (5 minutes)

• Game 1: “Charades: Emotion Edition”
  Children take turns acting out emotions (happy, scared, surprised) with faces and bodies; peers guess.
• Game 2: “Magic Mirror”
  In pairs, one student slowly moves (with dance moves or body shapes) and the partner "mirrors" them exactly, building focus and control.
• These games extend dramatic skills related to voice, expression, focus, and imagination, connecting well with drama curriculum.

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Differentiation Strategies:

• Provide visual aids and simple verbal cues for steps.
• Encourage peer support in pairs or groups to scaffold learning.
• Modify movement complexity based on motor ability.
• Use clear, playful language and encourage expressive movement suited to each child's confidence level.
• Offer alternative roles (e.g., music controller, helper) for students less comfortable dancing.

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Resources:

• Music track for school concert dance (pre-selected).
• Open space suitable for safe movement.
• Visual aids/posters showing key dance moves or rhythm counts for reference.

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Reflection/Assessment (Informal):

• Observe students' participation, focus, and ability to follow movement sequences.
• Listen for engagement in drama games and ability to express character/emotions physically.
• Use teacher notes to identify students needing extra support or extension next lessons.

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This lesson moves seamlessly from the previous literary/drama work on "The Three Little Pigs" puppet shows to active dance, strengthening performing arts skills following the Victorian Curriculum for Foundation. It incorporates fun warm-up drama games to engage early childhood learners and provides structure and differentiation to cater for diverse learners in the classroom.