Shapes and Dance

Overview

Unit: Celebrating Through Movement (Lesson 3 of 8)
WALT: Create shapes with our bodies inspired by Indian classical dance.
Duration: 45 minutes
Class: Year 2 (Stage 1)
Class Size: 30 students
Learning Area: The Arts – Dance
Curriculum Link: NSW Curriculum for Dance, Stage 1

This lesson introduces students to Indian classical dance shapes and explores how these body shapes express emotions in Indian celebrations. It aligns with the NSW Curriculum Dance outcomes for Stage 1, focusing on sequencing, shape formation, safe body movement, cultural appreciation, and expressive performance.

NSW Curriculum Outcomes and Content Descriptions

Content Descriptions (Stage 1 Dance)

DAS1.4: Use the elements of dance to communicate ideas and feelings to an audience.
DAS1.5: Explore how people use movement and sound to celebrate, connect and communicate.
DAS1.6: Perform basic body actions, movement skills, and safe dance practices.
DAS1.7: Explore and perform dance sequences that communicate stories or emotions.

Achievement Standard (Years 1 and 2)

Students use elements of dance (space, shape, time) to structure sequences.
They demonstrate fundamental movement skills and safe practice.
They perform dances inspired by cultural traditions and celebrations.
They explore how dance is used to express ideas, feelings, and cultural connections.

Learning Objectives (WALT)

WALT 1: Identify and create different body shapes inspired by Indian classical dance.
WALT 2: Understand how these shapes can express emotions commonly seen in Indian celebrations.
WALT 3: Perform shapes safely, practising control and balance.
WALT 4: Reflect on the use of shapes to communicate stories or feelings.

Success Criteria

Students will be successful if they can:

Form at least three distinct shapes with their bodies that reflect Indian classical dance techniques.
Explain how at least one shape can convey an emotion or story element.
Demonstrate safe and controlled movements while creating shapes.
Participate respectfully and collaboratively in group activities inspired by the cultural dance form.

Differentiation & Inclusion Strategies

For Diverse Learners: Provide visual and verbal cues; use peer modelling; break shapes into smaller, manageable steps.
For Students with Physical or Sensory Impairments: Adapt shapes to seated or supported positions; allow use of props or tactile markers for spatial awareness.
For Advanced Learners: Encourage inventing their own dance shapes inspired by Indian classical motifs and combining them into mini sequences; invite them to explain the cultural significance of the shapes.

Materials Needed

Open classroom or hall space
Clear floor area with marked boundaries (using tape or cones)
Visual images/photos of Indian classical dance poses (e.g., Bharatanatyam)
Music with Indian rhythms (optional, gentle classical Indian instrumental)
Mirror or video camera (optional for self-reflection)

Lesson Activities

1. Introduction & Warm-up (8 minutes)

Teacher Explanation: Briefly introduce Indian classical dance as a form that uses expressive shapes called mudras and body postures to tell stories and express feelings during Indian celebrations.
Warm-up Activity: Simple stretching and isolating limbs to prepare bodies for shape-making. Use gentle music with Indian sound influences.
Safety Focus: Emphasise safe use of space and controlled movements.

2. Exploring Basic Shapes (12 minutes)

Show images or short videos of iconic Indian dance shapes (hand and body positions).
Demonstrate 3-4 simple body shapes focusing on angle of arms, positioning of hands, and posture.
Students practise replicating these shapes individually and in pairs, encouraged to focus on form and balance.
Discuss briefly what feelings or stories these shapes might express (e.g., happiness, welcome, prayer).

3. Creating Emotional Body Shapes (10 minutes)

Guide students to experiment with their own body shapes inspired by the learnt poses that express other emotions like joy, excitement, calm, or surprise.
Encourage use of facial expression and body tension/relaxation to communicate emotion.
Students share their shapes with a partner or small group and discuss possible meanings.

4. Group Shape Dance Sequence (10 minutes)

In groups of 5, students create a short sequence (3-4 shapes) that tells a simple story or expresses an emotion related to Indian celebrations (festival, joy, welcoming).
Each group performs their sequence to the class, highlighting the shapes and emotions they expressed.
Teacher provides positive feedback emphasizing creativity, safe practice, and use of the dance elements.

5. Cool-down & Reflection (5 minutes)

Gentle stretches to relax the body.
Discuss with the class what they learned about shapes in dance and how movement connects to culture and celebration.
Invite students to share what their favourite shape or emotion was and why.

Extension Activities for Advanced Learners

Research and demonstrate additional mudras or shapes from Indian classical dance styles like Kathak or Odissi.
Create a short dance improvisation using combinations of learned shapes with music.
Write or verbally share a story inspired by their dance sequence, linking shapes to narrative meaning.

Assessment

Formative: Observation of students’ ability to replicate and create shapes safely with understanding of expression.
Peer Feedback: Students share and describe the emotion their shapes communicate.
Teacher Feedback: Based on demonstration of fundamental movement skills, creativity in shape creation, safe practice, and cultural respect.

Notes for Teachers

Reinforce cultural respect by discussing the importance of Indian classical dance in celebrations, avoiding stereotypes and appreciating the art form’s cultural significance.
Use clear, simple language and visual supports to scaffold learning for younger and diverse learners.
Integrate this lesson with English by encouraging students to use descriptive words for emotions or stories in their reflections.

This lesson plan supports creativity, foundational dance skills, and cultural understanding, aligned with NSW Stage 1 Dance outcomes, promoting inclusivity and engagement for all learners in a 45-minute class.

Teaching Instructions