Year Level

Foundation (Prep/Foundation Year)

Duration

50 minutes

Class Size

25 students

Unit Context

This is Lesson 6 of 10 in the unit "Dance Explorations for Foundations".

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Victorian Curriculum Links

Learning Area: The Arts Subject: Dance Year Level: Foundation

Content Descriptions:

• AC9ADAFC01: Create arts works that communicate ideas (Foundation Dance)
• AC9ADAFD01: Use play, imagination, arts knowledge, processes, and/or skills to discover possibilities and develop ideas (Foundation Dance)
• AC9ADAFP01: Share their arts works with audiences (Foundation Dance)

General Capabilities:

• Personal and Social Capability (collaborating in pairs and group settings)
• Critical and Creative Thinking (improvising and creating new sequences)

The lesson is designed to help students build on previous learning around movement and rhythm and engage in the creative process of choreographing short dance sequences, working in pairs.

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Learning Objectives

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

1. Recall and demonstrate different body movements and rhythms explored in previous lessons.
2. Understand the concept of a dance sequence as a series of movements performed one after another.
3. Create, in pairs, a 4-movement dance sequence using a structured model.
4. Perform their sequences with confidence to their peers.
5. Give and receive positive peer feedback focusing on movement creativity and sequence clarity.
6. Reflect on their own and others’ work and suggest simple revisions or extensions.

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Resources Needed

• Open, safe space for movement
• Music player with simple rhythmic tracks or instrumental music
• Visual aids/models of simple movement sequences (e.g., 4-step sequences)
• A movement chart or picture cards illustrating different movements (jumping, clapping, stretching, turning)
• Reflection sheets or thumbs-up/thumbs-down cards for peer feedback
• Camera/tablet (optional) for recording sequences

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Lesson Structure and Timing

1. Warm-Up and Retrieval (8 minutes)

• Begin with a simple group warm-up using previously learned movements (e.g., clapping, stamping, stretching, jumping, turning).
• Recall and discuss briefly the rhythm patterns and body parts used.
• Use movement picture cards to trigger memory and encourage students to name and demonstrate movements quickly.

2. Explicit Instruction: Creating Sequences (10 minutes)

• Introduce the idea of a "sequence" as movements performed one after another (four parts).
• Show a simple 4-movement sequence, demonstrated by the teacher, using a clear structure (e.g., clap, jump, turn, stretch).
• Explain how each movement follows the previous one, creating a 'story' in motion.
• Emphasise safe movement and space sharing when working in pairs.

3. Guided Practice with Teacher Modeling (12 minutes)

• Pair students up (approximately 12 pairs for 25 students).
• Assign each pair to create their own 4-movement sequence using ideas from the movement cards or their memories.
• Circulate to guide pairs, prompt creativity and safety, support making decisions about sequence order.
• Encourage use of different body parts and rhythms.

4. Independent Creation and Rehearsal (12 minutes)

• Allow pairs to practise their sequences several times, encouraging expression and clear transitions between movements.
• Optionally, record each pair’s performance on a device to aid reflection if time permits.

5. Sharing, Peer Feedback, and Reflection (8 minutes)

• Bring the whole group together.
• Each pair performs their sequence for a small group or the class.
• After each performance, peers use simple feedback methods such as “I liked when you...” or “You could try...” or thumbs-up/down cards.
• Facilitate a short reflection discussing what they found fun, what was tricky, and any ideas for next time.

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Differentiation and Extension

• For advanced movers: Encourage adding small gestures like facial expression or changes in level (high/low movement).
• For students needing support: Provide physical prompts or gesture demonstrations. Keep sequences simple and familiar.
• Extension: Students can create an additional short sequence adding on to the initial 4 movements or combine sequences with another pair for a longer dance.

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Assessment for Learning

• Ongoing formative assessment during pair practice by observing students’ ability to collaborate and sequence movements logically.
• Observation of confident use of different body parts and rhythms in sequences.
• Use peer feedback and reflection comments to assess understanding of sequence creation.
• Optionally, use video recordings for self-assessment in future lessons.

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Teacher Reflection Notes (Post Lesson)

• Were students able to create and remember 4 distinct movements in sequence?
• Did working in pairs support creativity and engagement?
• How effective was the teacher modeling in clarifying the sequence concept?
• Did peer feedback foster positive communication and constructive listening?
• Adjust instructions or supports as needed for upcoming lessons (e.g., more focus on rhythm, space use, or expressive qualities).

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By explicitly teaching sequence creation and integrating peer collaboration and feedback, this lesson supports Foundation students to develop foundational dance skills aligned with the Victorian Curriculum. It also encourages creativity, social interaction, and reflection, setting a strong basis for future more complex choreographic tasks.

Summary

Segment	Time	Activity/Focus
Warm-up and retrieval	8 minutes	Recall movements and rhythms
Explicit instruction	10 minutes	Introduce and model 4-movement sequences
Guided practice	12 minutes	Pair work to create sequences with teacher support
Independent creation	12 minutes	Rehearse and refine sequences in pairs
Sharing and reflection	8 minutes	Performances, peer feedback, and reflection

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This lesson design fits neatly within the 50-minute timeframe and aligns directly with Victorian Curriculum content descriptors and elaborations for Foundation Dance, facilitating age-appropriate, engaging, and developmental movement learning.