Move With Meaning

Year Levels: 5 & 6

Subject: The Arts (Dance)

Duration: 60 minutes

Class Size: 35 students

Location: School Hall or Large Outdoor Space

---

🎯 Learning Intentions

• Students will learn a pre-choreographed dance sequence using an instructional video.
• Students will explore the elements of dance (space, time, dynamics, relationships) through guided activities.
• Students will collaborate in small groups to create their own short dance sequence using a choreographic structure.
• Students will reflect on how dance can express ideas, feelings or tell a story.

---

🇦🇺 Curriculum Links

Australian Curriculum V9 – Learning Area: The Arts (Dance)

Years 5–6 – Dance (AC9ADA6C01, AC9ADA6E01, AC9ADA6E02)

• AC9ADA6C01: Explore movement possibilities and choreographic devices using the elements of dance to communicate ideas.
• AC9ADA6E01: Develop technical and expressive skills in movement.
• AC9ADA6E02: Structure dances using choreographic devices and form to communicate ideas, using performance space and production elements.

NSW Creative Arts K–6 Syllabus – Dance

Making

• Creating and performing movement patterns to represent ideas.
  Performing
• Performing dances using the elements of dance and safe dance practices.
  Appreciating
• Responding to dances by identifying, describing and interpreting movement and expressive qualities in their own and others' dance works.

---

🧠 Success Criteria

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

• Perform a choreographed movement sequence accurately.
• Identify how the elements of dance were used in the video and their own repertoire.
• Create and perform a short choreographed sequence using levels, shapes, timing and dynamics.
• Work respectfully and collaboratively in their group.
• Articulate how movement can communicate emotion or story.

---

🧰 Resources & Materials

• A screen and speakers for video instruction
• Open space (hall or outdoor area)
• Printed “Dance Elements Prompt Cards” (pre-prepared)
• Stopwatch or timer
• Whiteboard and markers
• Reflection worksheet (for exit ticket)

---

🔄 Lesson Breakdown

⏱️ 0–5 mins: Welcome & Warm-Up

• Brief discussion: “What is choreography?” and “Why do people dance?”
• Physical warm-up led by classroom teacher:
  • 2 mins of aerobic activities (jog on the spot, jumping jacks)
  • 3 mins of stretching (focusing on legs, arms, back, neck)

Focus: Safe dance practices, correct posture, warming muscles.

---

⏱️ 5–20 mins: Learn the Dance (Video-Based Instruction)

• Play the short dance instruction video (3–5 minutes in length).
• Students watch through once without moving.
• Replay section-by-section, pausing to follow and practise.
• Perform the whole choreography together at the end.

Focus Elements of Dance: Time (rhythm, tempo), Space (directions, pathways), Dynamics (energy levels)

---

⏱️ 20–25 mins: Deconstruct the Dance (Guided Discussion)

On the whiteboard, pose questions:

• What was the feeling or message of the dance?
• How did the choreographer use space and level (high, medium, low)?
• What kind of movements repeated or stood out?
• What emotions did you feel while dancing?

Record student responses.

---

⏱️ 25–35 mins: Creative Collaboration – Choreography Challenge

Group Formation: In groups of 4–5
Task: Use the “Dance Elements Prompt Cards” to plan and choreograph an 8-count sequence.
Card examples might include:

• Levels: low, medium, high
• Direction: backward, diagonal
• Dynamics: sharp, fluid
• Shape: twisted, straight, angular

Structure:

1. Choose 2 elements from the cards.
2. Create 4 simple movements that include them.
3. Repeat the sequence twice to form the 8-count phrase.

Teacher circulates, coaching groups on:

• Using movement variety
• Clarity in gestures
• Timing with group members

---

⏱️ 35–50 mins: Group Performance & Peer Feedback

Each group performs their 8-count sequence for the class.

Audience Task:

• Clap appreciatively after each group.
• Identify one strong use of dance elements from each performance.
• Share warm and constructive feedback as a class.

Teacher highlights:

• Use of choreographic devices (repetition, contrast)
• Clear communication of stories or ideas through movement

---

⏱️ 50–55 mins: Class Dance Fusion (Optional Bonus)

Whole Class Activity:
Teacher guides students to weave selected movements from each group into a longer, collaborative choreographed dance – a "Class Dance Legacy".

Teachers can film this for use in later reflection or parent sharing.

---

⏱️ 55–60 mins: Cool Down & Reflection

• Guided cool-down:
  • Gentle stretching
  • Deep breathing
  • Shaking off tension

Exit Ticket (Reflection Worksheet): Students answer one of the following prompts:

• “Today I learned that I can express ____ through dance.”
• “One dance move I enjoyed creating was ____.”
• “To improve our group dance, we could have ____.”

Collect exit slips for future assessment/reference.

---

🗂️ Differentiation Strategies

• Support: Pair less confident dancers with stronger leaders in group work. Use verbal cues and repetition for better accessibility.
• Extension: Encourage advanced dancers to layer synchronisation or canon into their group choreography.
• Inclusive Practice: Offer seated movement adaptations if students have physical limitations.

---

🤔 Assessment For/As Learning

• Observation during group and individual participation.
• Class discussion responses around elements of dance.
• Reflection worksheet demonstrating understanding of choreography and communication through dance.

---

🧵 Teacher Notes / Tips

• Enthusiasm is contagious – model energy and curiosity in movement!
• Encourage risk-taking: remind students that creativity sometimes means moving outside of comfort zones.
• Be flexible: if the pace needs adjusting, spend more time on group creation or allow extra rehearsal.
• Optional: Have calming music ready for warm-up or cool-down times.

---

✨ Extension Ideas

• Revisit the group dances next lesson and ask students to add a contrasting section using new dance elements.
• Introduce Australian choreographers or Indigenous dance traditions as inspiration.
• Connect to English: Students write a narrative poem or short story inspired by their dance.

---

📝 Reflection / Follow-up

After class, consider:

• Which students showed leadership or creativity?
• Who might benefit from more movement confidence?
• How could this lesson lead into a performance opportunity or integrative unit?

Save group performance videos for learning portfolios or parent demonstration.

---

“Dance is the hidden language of the soul.” – Martha Graham

Let your classroom become a space where every step tells a story.