Dance Trends Mindmap

Explicitly show in each activity in the lesson Modelled- I do (Bangady’u) Guided- We do (nii): Independent- You do (Bangadyimi)

Lesson 6: It Went Viral In this lesson, students will explore the history of dance trends and how they reflect the social context of their time. They will build their understanding by analysing the key features of popular dance trends such as the Charleston, the YMCA, and the Macarena, and distilling their shared features into a mind map. They will then put theory into practice by creating their own dance trend that reflects current social influences.

Learning Intentions: To appreciate how dance trends reflect historical, social and cultural contexts

Success Criteria:

Identify and describe key features of difference dance trends
Explain how technology is used to create and share dances
Explain how a dance reflects a cultural or social movement
Create a new dance trend

Do Now:

Print and review lesson plan
Print off worksheets, enough for 1 between 2
Ensure you have enough space for the activities
Connect to screen and speakers to play video

Following the video, students will have some fun dancing different dance trends that they might know
They will then come together as a class to discuss various dance trends over time and distill their key characteristics
Students will then devise and document their own dance trend in groups

Activity 1. (10 minutes) Whole Class Students are going to demonstrate how many dance trends they know.

Students stand up and make sure they have enough room to move around freely 2. Explain to students that you are going to play a song that is connected to a famous dance trend. If they know the dance, they should do it, if they don't know it, they should crouch down on the ground
Play each song on the playlist and see how many your students know Variations You could make it competitive and see which student knows the most

Activity 2. (5 minutes) Interactive Whole Class As a class, based on what they learnt in the video, students need to arrange dance trends in chronological order.

Students remain seated where they can see the board
Read out the names of each dance trend and decide as a class which decade each belongs to

Activity 3. (10 minutes) In this activity, build a mind map with the class around what elements of dance and other factors can contribute to a dance becoming a popular sensation.

Students remain seated facing the board
Write "Dance Trend" on the board as the centre of your mind map
Ask students to suggest factors that can make a dance trend or make a dance go viral
As you build the mind map, ask students to pick a dance trend that you've discussed already and explain how each concept relates to it Answers Some contributing factors might be

Simple steps
Catchy music
Dynamics and Expression
Popular medium

Activity 4. (20 minutes) Group Work Worksheets Assessment Opportunity In this activity, students will work together to come up with a new dance trend and document it.

Divide class into pairs or small groups
Hand out the worksheet, one to each group
Explain that the task is to:

Come up with a brand new dance trend
The trend needs to have a name and incorporate the "must-haves" from your mind map
Once each group has come up with the moves, they should create a magazine lift out on their worksheet, with a made-up origin story for the dance, along with drawings and instructions on how to do the dance

If time permits, have each group present and perform their dance for the class Variations Depending on device policy and access, you could also incorporate filming the dances into the lesson. You could create a class poll about which dance is most likely to become a trend.

Teaching and Learning activity: (Resources to be hyperlinked in this section. Make sure in your resources you identify the tasks of differentiation with each ability group.)

Overview

Students explore how popular dance trends reflect social and cultural context by analysing shared features of well-known trends (Charleston, YMCA, Macarena). They then create and document an original “viral” dance trend using the same music/dance elements as evidence.

Learning intentions

Students will be able to:

identify and describe features that make dance trends popular and memorable
explore how music elements help shape dance movement and audience impact
discuss how dance trends reflect social change and technology/media of their time
create a new dance trend and document how it would “go viral”

Success criteria

“I can …”

describe key similarities and differences between dance trends using music-related language (rhythm, melody, dynamics, instrumentation/texture)
explain at least two reasons a dance could spread widely (e.g. simple steps, catchy hook, shared media)
connect a dance trend to a social/cultural moment in history using my own words
create a new trend with a name, moves, and a short origin story

Curriculum links

AC9AMU6E01: explore ways the elements of music are combined in music across cultures, times and places (linked to how trends use rhythm/melody/instrumentation to support movement)
AC9AMU6C01: manipulate elements of music and use compositional devices to create and document music/dance performance ideas
AC9AMU6P01: perform in an informal or formal setting using forms they have learnt/created
AC9AMU6D01: develop listening/aural skills to achieve expressive effects when singing/playing/creating (linked to hearing and using rhythm, dynamics, and texture)

NSW Syllabus outcomes (teacher mapping to school documents)

outcomes for students demonstrating understanding of musical elements, applying listening skills, collaborating to create/perform, and reflecting on how music connects to cultural and social contexts.

Lesson structure (50 minutes)

0–5 min · Do Now (setup and focus). Teacher checks students’ space, hands out resources/worksheets (enough for between 2), and connects screen/speakers; students silently review the lesson steps on the printed plan.
5–15 min · Activity 1 (I do (Bangady’u) → We do (nii)). Teacher (I do (Bangady’u)): demonstrates movement expectations using 1–2 sample trends—“If you know it, stand and do it; if you don’t, crouch and freeze.” Teacher plays the first track and exaggerates rhythm accuracy (claps/foot taps) to model listening. Students (We do (nii)): students join in for the next songs, copying the class signals and responding to each track; teacher watches for safe movement and quick transitions.
15–20 min · Activity 2 (We do (nii) whole-class sequencing). Teacher uses the board to list trend names and asks: “Which decade does this fit and what clues did you hear/see in the music/dance style?” Students (We do (nii)): as a class, they place each trend on a simple timeline and justify choices with 1–2 evidence words (tempo/rhythm feel, upbeat vs steady dynamics, repeating hook, instrumentation/texture).
20–30 min · Activity 3 (I do (Bangady’u) → We do (nii) mind map). Teacher (I do (Bangady’u)): draws “Dance Trend” in the centre and models one example connection: “The Charleston spreads because it has energetic, repeated rhythmic patterns that people can copy.” Teacher prompts and completes the mind map with students (We do (nii)): students suggest factors; teacher writes them and links each factor to a musical element. Teacher asks a targeted example: “Which factor fits the YMCA? How does the rhythm/musical hook help?” Students (We do (nii)): contribute using sentence stems:

“This dance goes viral because…”
“The music helps by…”
“I think it reflects society because…”
“An Aboriginal word related to dance is corroboree, meaning a traditional gathering with dance and music.”

30–45 min · Activity 4 (I do (Bangady’u) → We do (nii) planning; You do (Bangadyimi) creation). Teacher (I do (Bangady’u)): models the worksheet format—trend name, 4 “must-have” moves, and an origin story paragraph (social/cultural context + how technology/video sharing helps). Demonstrates how to include music evidence: “Our dance matches the beat with a strong rhythm pattern and a clear repeating section.” Teacher (We do (nii)): with the class, chooses one mind map factor set and turns it into a simple rule for the dance (e.g. “simple steps + catchy rhythm + repeatable chorus movement”). Students (You do (Bangadyimi)): in groups, they create a new dance trend. They must:

give it a name
include the must-haves from the mind map
draw a “magazine lift-out” with labelled steps
write a short origin story (what social/cultural moment it reflects and how it would be shared)
include at least one Aboriginal word related to dance or music (e.g., bora meaning a ceremonial ground, or didgeridoo as a traditional instrument).

45–50 min · Perform/Exit check. Teacher (We do (nii)): calls for quick “gallery” sharing (1–2 groups only if time). Students (You do (Bangadyimi)): show their 10–15 second dance preview; all students complete an exit check verbally or on a sticky note: “One musical feature we used was… and it helps because…”

Resources

Screen and speakers
Playlist of trend-related songs (Charleston-era appropriate recording, YMCA track, Macarena-style track, plus safe selection options)
Printed worksheets (1 per group of 2)
Mind map template or board space
Coloured markers/whiteboard pens
Sentence starters strips (for planning origin stories)
Timer for each activity
Optional: simple “timeline” cards for decades
Reference sheet with Aboriginal words related to dance and music (e.g., corroboree, bora, didgeridoo) to support vocabulary and cultural understanding

Assessment

Formative during Activity 1: teacher checks engagement and safe participation (standing/crouching signal; listening response).
Formative during Activity 2: teacher listens for evidence-based justification using music element words (tempo/rhythm/dynamics/texture or instrumentation).
Summative-in-class (lightweight): group worksheet includes name, must-haves, documented moves, and an origin story connected to social/cultural context and sharing technology.
Exit check: one musical feature + one reason it would spread.

Differentiation

Lower potential/support:
Provide a word bank for music elements (rhythm, beat, steady/fast, loud/soft, repeating hook, instruments/sounds).
Offer a “move menu” (step-touch, clap on beat, turn, repeat sequence) to reduce planning load.
Use guided grouping: ensure at least one student per group can write while others contribute movements.
Middle potential:
Require 3–4 moves with labels and at least two must-have factors named in the origin story.
Provide a timeline help sheet with decade prompts.
High potential/gifted:
Challenge: include a named “A and B section” (verse/chorus style) describing how movement changes between sections.
Add an evaluation line: “How would we adapt this dance for a different music style or instrument texture?”
Inclusive/SEN/EAL:
Use visual supports (icons for rhythm, repeating, loud/soft) and allow oral explanations recorded by teacher if writing is a barrier.
Keep movements low-risk with clear boundaries and allow “observer role” if needed (watch and describe the rhythm/dynamics used).

Teaching and Learning activity (mapped to M-B-G-I)

For each creation moment, teacher uses:

Modelled (I do (Bangady’u)): demonstrate movement + music link (“what you hear” → “what you do”)
Guided (We do (nii)): co-build mind map and timeline with evidence language
Independent (You do (Bangadyimi)): groups create and document their own dance trend with origin story evidence

Teaching Instructions