Basic Sasa Movements

Overview

In this 60-minute lesson for Years 3–6 students, learners will explore and perform the basic movements of the Samoan Sasa seated dance. The focus will be on developing body coordination, rhythmic movement in time to music, and cultural appreciation. This is lesson 2 of 4 in the unit "Exploring Samoan Sasa Dance."

Learning Objectives (WALT)

• We Are Learning To perform at least five basic movements of the Samoan Sasa dance.
• We Are Learning To coordinate our body movements with the rhythm of the music.

Success Criteria

Students will be able to:

1. Demonstrate at least five basic movements of the Sasa with correct form.
2. Move in time with the rhythm of the accompanying Sasa music.

Curriculum Links

New Zealand Curriculum: Health and Physical Education Learning Area

• Strand: Movement Concepts and Motor Skills
  • Achievement Objective (Levels 2–4):
    "Demonstrate increasing competence in a variety of motor skills and movement, and apply this to engage in physical activity"
• Strand: Relationships with Other People (culturally relevant)
  • Learning about respecting culture and developing interpersonal skills in group activities
• Key Competencies
  • Thinking: Students develop awareness of timing and rhythm, planning movements in sequences.
  • Relating to Others: Working cooperatively in pairs or small groups to support learning.
  • Managing Self: Setting personal goals for movement and self-assessment against success criteria.

These align with the Health and PE domain’s focus on well-being, cultural knowledge, and movement skills in context of society and self.

Materials Needed

• Audio equipment for playing traditional Samoan Sasa music.
• Open floor space or mats for students seated movements.
• Visual aids or video clips demonstrating the basic Sasa movements.
• Name tags or picture cards showing basic movement names or steps.
• Whiteboard for listing key vocabulary and success criteria.

Differentiation

• Pair students strategically for peer support — pairing stronger movers with those needing additional guidance.
• Provide visual step-by-step cues for students who benefit from more structure.
• Allow some students to focus on fewer movements initially with the option to practice others as extension.
• Use positive reinforcement and 1:1 teacher checks for learners needing encouragement.

Extension Activities

• Students who master the basic movements will create a short sequence (3-5 moves) to perform to the class, fostering creativity and leadership.
• Encourage students to think about storytelling through movement or personal expression within the dance structure.

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Lesson Structure (60 minutes)

1. Introduction and Context (10 minutes)

• Begin by recapping Lesson 1 where students were introduced to the Sasa and its cultural significance.
• Share quick key information about Samoan culture and the importance of the Sasa dance.
• Explain today's focus: learning and practicing five basic seated Sasa movements.
• Discuss success criteria clearly with the class.
• Brief warm-up focusing on rhythm and body movement coordination (clap along to Sasa music).

2. Demonstration and Vocabulary (10 minutes)

• Teacher models each of the five basic Sasa movements clearly, naming each one.
• Use slow motion and repetition so students can observe details.
• Students watch carefully; they can ask questions.
• Write movement names and rhythm-related vocabulary on the board (e.g., beat, rhythm, coordination).

3. Guided Practice with Partner Support (20 minutes)

• Students pair up in the open space.
• Teacher leads students through each movement slowly at first; then with music, encouraging them to match rhythm.
• Partners observe and give gentle feedback—this promotes peer learning.
• Circulate to provide individual support where needed.
• Encourage students to focus on synchronising movements with the beat of the music.

4. Group Practice and Rhythm Integration (10 minutes)

• Regroup as a class for collective practice.
• Play traditional Sasa music; students practice moving together, seated.
• Focus on timing and harmony as a group.
• Provide positive group feedback, highlighting observed improvements.

5. Extension: Creating a Short Sequence (optional, 5 minutes)

• Challenge advanced pairs or groups to create a short dance sequence using the five movements.
• Give time for the groups to rehearse.
• Invite some groups to perform their sequence for the class.

6. Reflection and Assessment (5 minutes)

• Classroom circle discussion:
  • What movements did you find easy or challenging?
  • How did you keep in time with the rhythm?
• Students self-assess using success criteria:
  • Did I perform 5 movements correctly?
  • Did I move to the rhythm?
• Teacher notes progress and readiness for next lesson.

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Additional Teacher Notes

• Encourage cultural respect and significance throughout.
• Support students' language acquisition by repeating movement names and rhythm vocabulary.
• Use formative assessment by observing each student’s ability to perform the movements and keep rhythm.
• Embed the key competencies explicitly during activities (e.g., managing self during practice, relating to others in pairs).

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This detailed lesson plan combines movement skill development with cultural learning, aligning well with the New Zealand Curriculum’s Health and Physical Education strands, principles, values, and key competencies for Years 3–6 students .

If you want, I can help you adapt this lesson for specific learners or suggest resources for the Sasa music and movement videos as well!