Celebrating Dance Together

WALT (We Are Learning To)

Recognise and discuss the role of dance in our community.

Success Criteria

• Students can identify and talk about local dance events or groups in their community.
• Students participate in discussions about how dance is part of community life.
• Students contribute ideas for planning a class dance event.

Curriculum Links

The New Zealand Curriculum – The Arts / Drama / Level 2

• Achievement Objective:
  Exploring and sharing ideas in drama and dance reflecting personal and social worlds
  (The Arts > Drama > Level 2)
• Key Competencies:
  • Participation and Contribution: Students share ideas and listen to others.
  • Thinking: Students consider the role and meaning of dance in their community.
  • Relating to Others: Students learn from and respect different perspectives on dance.
• Principles Addressed:
  • Inclusion: Provide multiple ways to engage and express ideas about dance.
  • Cultural Diversity: Include examples of dances representing diverse cultures in the local community, including ngā toi Māori (Māori arts).

Lesson Duration

45 minutes
Class size: 30 students

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Lesson Outline

Time	Activity	Description	Differentiation	Resources
5 min	Introduction & WALT	Gather students, discuss WALT and success criteria. Coach using clear, simple language.	Use visual cue cards showing the word "dance", symbols, and photos of community dance.	WALT poster, images of dance
10 min	Community Dance Discussion	Show photos/videos of local dance events (e.g., kapa haka groups, community folk dance groups, local dance festivals in NZ). Discuss types of dances, who participates, and why dance is important. Encourage students to share any dance they know about or participate in.	For English Language Learners and diverse learners: use sentence starters ("I have seen ___ dance" or "I like ___ dance because...").	Photos/videos of NZ community dances
10 min	Dance Role Play in Groups	In small groups (4-5 students), students create a short dance inspired by one of the community dances discussed. Encourage creativity and teamwork. Teacher circulates, supporting groups that need help.	Support less confident movers by assigning simple repetitive movements. Challenge advanced learners to develop groups’ dance story or include a brief introduction.	Open space or hall, music player, optional props
10 min	Group Presentations and Sharing	Each group shares their dance with the class in a supportive environment. After each performance, invite other students to say one positive thing or what community dance it reminds them of.	Use thumbs up/down or smiley faces for non-verbal feedback if speaking is challenging.	Open space, teacher prompt cards
5 min	Planning a Class Dance Event - Brainstorm	As a whole class, brainstorm ideas for a class dance event celebrating different community dances. Record ideas on a chart or whiteboard. Discuss who might be invited, what dances to include, music, and costumes.	Use paired discussions for students who need processing time before sharing. Provide visuals to support brainstorming.	Whiteboard/chart paper, markers
5 min	Wrap-up & Reflection	Recap key learning from the lesson, link back to WALT and success criteria. Students share one thing they enjoyed or learnt.	Collection of reflections verbally or via drawing for early writers.	Reflection cards, drawing paper

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Differentiation Strategies

• Support with language: Provide sentence stems, visual aids, and role model language for sharing and discussing.
• Physical support: Modify dance moves for students with limited mobility; encourage use of simple arm or hand movements.
• Group structuring: Mix abilities within groups to foster peer support; provide clear roles (leader, mover, musician).
• Multiple ways to express: Students can express ideas verbally, through drawing, or through movement.

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Extension Activities

• Encourage advanced learners to research a dance group in the community and prepare a short presentation or poster about its history and significance.
• Plan and help organise the upcoming class dance event including invitations, decorations, and a programme of dances.
• Use digital tools to record dance presentations and create a short class video to share with whānau.

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Assessment/Evidence of Learning

• Observation of students’ participation in discussions and dance activities.
• Students’ ability to share information about local dance events/groups.
• Contribution to class event planning showing understanding of dance's community role.
• Peer feedback during sharing shows understanding of different dance styles.

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Notes for Teachers

• Integrate local iwi and cultural advisors where possible to enrich knowledge about kapa haka and Māori performing arts.
• Ensure the dance examples represent the cultural diversity of your community.
• Promote manaakitanga (care and respect) during sharing and presentations to encourage a supportive environment.
• Link to physical education by emphasizing safe movement and body awareness.

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Alignment with New Zealand Curriculum Framework

• The Arts (Drama and Dance), Level 2: Respond to and present drama and movement that communicates experiences and ideas.
• Key Competencies: Participate and contribute, relating to others, thinking, managing self.
• Principles: Inclusion, cultural diversity, equity—providing rich learning experiences for all students through community-connected content.
• This lesson builds on students’ growing ability to explore and express identity and local culture through arts, in line with the 'Thriving in environments rich in literacy and maths' focus in years 0-3 and supports developing communicative confidence .

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This lesson provides an engaging, culturally responsive experience that meets New Zealand Curriculum criteria for Year 3 Drama learning while celebrating students’ connections to their community and culture.