Rehearsing Dance Performance

Year Level

Foundation (Prep) – Victorian Curriculum Alignment

Duration

50 minutes

Class Size

25 students

---

Learning Objectives

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

• Rehearse simple dance sequences collaboratively in small groups.
• Demonstrate basic performance skills such as spatial awareness, timing, and expressive gestures.
• Observe and apply teacher-modeled technical elements in their dance.
• Self-assess their readiness for dance performance and identify areas for improvement or extension.

Victorian Curriculum Content Descriptions (The Arts – Dance)

• VCADAFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
• VCADAFP01: Share dance artworks with audiences by performing movements and sequences.
• VCADAFD01_E7: Performing movement/dance sequences they have created for other groups, describing favourite moments or choices.
• VCADAFP01: Explore and practise skills for moving safely and expressively using fundamental movement skills and elements of dance.
• VCADADP01 (relevant elaborations): Rehearse movement/dance sequences with teacher guidance and work towards independent performance.

---

Resources

• Open indoor/outdoor space suitable for movement.
• Music player with chosen rehearsal music.
• Visual aids — charts or cards with dance steps/terms.
• Mirror or video recording device for feedback and demonstration.
• Self-assessment checklist (simple symbols or pictorial).

---

Lesson Outline

1. Warm-Up and Retrieval (8 minutes)

• Begin with a gentle whole-class warm-up to prepare bodies safely for movement (stretching, light jogging).
• Briefly review previously learnt choreography concepts from earlier lessons (e.g., basic shapes, levels, pathways).
• Use recall questioning to engage students: “What are some movements or steps you remember from our dances?”

2. Explicit Instruction: Performance Skills Introduction (7 minutes)

• Introduce and explain performance skills relevant for young children:
• Spatial awareness — keeping safe distance from others.
• Movement timing — moving in sync with the music or group.
• Expression — using faces and gestures to communicate feeling or story.
• Use simple teacher modeling to demonstrate clear examples of each skill.
• Ask 2-3 students to imitate the modeled movements to check understanding.

3. Guided Practice in Small Groups (15 minutes)

• Organise students into small groups of 4-5.
• Each group rehearses a short dance sequence integrating retrieval of choreography with the explicit performance skills introduced.
• Teacher circulates, provides guidance, corrects posture and timing, and encourages expressive qualities.
• Prompt students to observe each other positively and use teamwork to improve.

4. Independent Group Rehearsal (10 minutes)

• Allow groups to rehearse independently, with minimal teacher input.
• Encourage self-monitoring: Can they remember all parts? Are they using the performance skills?
• Provide scaffolding tools such as pictorial step cards if needed.

5. Self-Assessment and Peer Feedback (7 minutes)

• Gather students and use a simple self-assessment tool:
• For example, a smiley face chart where students indicate how ready they feel for performance.
• Invite students to share what they think their group did well and what might be improved.
• Offer gentle targeted remediation suggestions for groups needing help and extension activities for advanced groups (e.g., adding simple props or changing speed).

6. Cool Down and Reflection (3 minutes)

• Lead a brief cool down with slow stretches and deep breathing.
• Reflect verbally with students on the rehearsal experience: “What did you enjoy? What can we practise next time?”

---

Differentiation and Extension

• Provide simplified sequences for students needing extra support.
• Offer opportunities for confident movers to explore adding small improvisations or extra facial expressions.
• Use visual cues and physical prompts for students who require additional guidance.

---

Assessment

Formative assessment will be conducted through:

• Observation during group rehearsals focusing on application of performance skills and collaboration.
• Self-assessment feedback using the checklist and student reflections.
• Teacher notes on group progress and individual engagement.

---

Teacher Reflection

After the lesson, reflect on:

• How effectively did students recall and rehearse choreography?
• Were the performance skills modeled clearly understood and applied?
• How did the group work contribute to student confidence and enjoyment?
• What adjustments could be made for the final performance lesson?

---

This plan aligns with the Foundation Victorian Curriculum content codes AC9ADAFD01 and AC9ADAFP01 which focus on using play, movement, and sharing dance artworks with audiences through rehearsed sequences. Emphasis on explicit teaching of performance skills and self-assessment caters specifically to the developmental stage of Foundation learners, promoting confidence and basic technical skill development in dance performance.