Dance Tells Stories

Overview

In this first lesson of a five-lesson unit, students explore dance as a way people communicate identity, relationships, place and story. They view carefully selected, age-appropriate Māori and Pacific dance examples, describe dance elements and cultural context, and co-construct respectful protocols for responding to cultural material.

Learning intentions

Students will:

• describe how body, space, time, energy and relationships communicate ideas in dance
• explore how Māori and Pacific dances can express identity, place, relationships and story
• recognise that cultural dances have specific meanings, contexts and protocols
• contribute to respectful class agreements for viewing and discussing cultural material

Success criteria

• I can identify dance elements I notice and describe their effect.
• I can explain one way dance communicates culture, identity, relationships, place or story.
• I can discuss cultural dance respectfully without copying sacred or restricted movements.
• I can contribute to protocols that show manaakitanga, whanaungatanga and care for vā.

Curriculum links

• The Arts—Dance Level 3: explore and describe dances from a variety of cultures.
• The Arts—Dance Level 3: use dance elements to describe movements and respond to dances from a variety of cultures.
• The Arts—Dance Level 3: select and combine dance elements in response to stimuli and develop a personal movement vocabulary.
• Social Sciences: explore how identity, culture and organisation shape people’s lives; key competencies include relating to others, participating and contributing, and thinking.

Lesson structure (50 minutes)

1. 0–5 min · Provocation. Open with the opening question and image showing people moving together in a non-specific, respectful dance context. Ask, “What can people communicate without using words?” Students think independently, then share one possible message with a partner. Establish that dance is not simply entertainment; it can carry knowledge, identity and relationships.

2. 5–12 min · Dance elements refresher. Use the dance elements overview to revisit body, space, time, energy and relationships. Model neutral examples such as a small, slow movement compared with a large, sharp movement. Students mirror only the teacher’s neutral examples, then describe how changing one element changes the message. Record useful vocabulary on the board.

3. 12–22 min · View and notice. Show two short, age-appropriate excerpts from trusted Māori and Pacific cultural or contemporary dance sources, using the viewing guidance in the viewing protocol and video prompts. Do not teach or ask students to imitate movements from the excerpts. Students watch for body, space, time, energy, relationships and signs of group identity, recording observations on the dance viewing and response sheet. Pause between excerpts for silent noticing before discussion.

4. 22–31 min · Context and kōrero. Provide the verified cultural context for each excerpt, including who performs it, its purpose or setting, and any stated boundaries around participation or imitation. Students discuss in groups of four: “What ideas might this dance communicate?” and “What evidence from the dance supports your thinking?” Each group shares one observation using the sentence frame, “The use of ___ may communicate ___ because ___.” Clarify that not every meaning can be inferred from movement alone and that cultural knowledge holders and source information matter.

5. 31–41 min · Co-construct protocols. Introduce manaakitanga as care and respect for others, whanaungatanga as connectedness and relationships, and vā as the relational space between people that should be respected and cared for. In groups, students suggest respectful ways to view, discuss and respond to cultural dance. Invite ideas such as listening before judging, naming the source and context, avoiding imitation of sacred or restricted practices, asking permission, and speaking about observations rather than claiming ownership. Co-construct five class protocols and display them through the class protocol prompts.

6. 41–47 min · Apply and share. Students complete the final section of the dance viewing and response sheet, explaining how one dance element communicated an idea. Pairs share their explanations, checking that they use evidence and respectful language. Invite two or three pairs to report back; accept different interpretations where they are supported by observations and context.

7. 47–50 min · Exit reflection. Students complete the success criteria exit ticket slips by identifying one dance element, one cultural idea dance can communicate, and one respectful response protocol they will follow. Collect slips as students leave and briefly preview that the next lesson will investigate movement qualities and stimuli without copying cultural forms.

Resources

• the Dance as Cultural Expression slide deck
• the dance viewing and response sheet
• the success criteria exit ticket slips
• Projector, speakers and reliable internet or downloaded video excerpts
• Two short, age-appropriate Māori and Pacific dance excerpts from trusted cultural, educational or community sources
• Verified teacher notes providing context and participation boundaries
• Whiteboard and markers
• Clear floor space and seating arranged for respectful viewing
• Headphones or an alternative quiet space if required

Assessment

• During viewing, listen for students naming specific dance elements rather than making unsupported judgements about a culture.
• Check group explanations for an observation, a possible meaning and respectful acknowledgement of context.
• Use the exit ticket to assess whether each student can identify an element, explain how dance communicates culture, and state a respectful protocol. Record students needing further support before Lesson 2.

Differentiation

• Provide an illustrated element bank, word bank and sentence starters such as “I noticed…”, “This may suggest…”, and “The context tells us…”.
• Offer replay, pausing and captions where available; allow students to draw or use labelled phrases instead of writing full responses.
• Pair students strategically and give discussion roles such as speaker, evidence finder, context checker and listener.
• Do not require students to perform, mirror or imitate cultural movements. Students who are uncomfortable viewing or discussing particular material may observe a neutral teacher demonstration or respond through written reflection.
• Extend confident students by comparing how the same element can communicate different ideas in different cultural contexts, supported by evidence.