Discovering Dance Style

Overview

Lesson 1 of 2 in Exploring Dance Styles. Students investigate how contrasting dance styles communicate ideas through rhythm, energy, space, relationships and body actions, then create and perform a short group phrase.

Learning intentions

• WALT identify features that make dance styles look and feel different.
• WALT use dance elements to explore and communicate a style.
• WALT collaborate to create and perform a short movement phrase.
• WALT describe how movement choices communicate meaning.

Success criteria

• I can identify differences in rhythm, energy, space and body actions.
• I can use at least three dance elements in my movement.
• I can contribute ideas, listen and work safely in a group of four.
• I can perform a clear phrase and explain one movement choice.

Curriculum links

• Developing practical knowledge: use the elements of dance, including body, space, time, energy and relationships.
• Developing ideas: explore, select and organise movement ideas to communicate a style or intention.
• Communicating and interpreting: perform movement with control and respond to the dance choices of others.
• The refreshed New Zealand Curriculum: participate, create and respond through the arts; develop collaboration, communication, creativity and critical thinking.

Lesson structure (45 minutes)

1. 0–5 minutes – Warm-up and focus Clear the floor, establish safe movement boundaries and remind students to keep hands, feet and props to themselves. Lead a warm-up using travelling actions, joint mobility, changes of level and freeze shapes. Open with the hook and learning intention slides and briefly introduce the elements of dance.

2. 5–15 minutes – Teacher modelling and style exploration Model two contrasting movement styles, such as a sharp, high-energy street-dance-inspired phrase and a smooth, sustained contemporary-inspired phrase. Use age-appropriate movements only; students observe first, then try each style. Pause to ask: “What changed in the rhythm, energy, space, body actions and relationships?” Students record or sketch two observations on the style observation and planning sheet. Reinforce that dance styles are not defined by one fixed movement and that students should avoid imitating cultural dances without understanding their context.

3. 15–20 minutes – Guided improvisation Lead short improvisations using prompts from the guided improvisation slides. Call one change at a time: move with sharp or sustained energy; travel in a pathway; change level; repeat a body action; and respond to a partner’s movement. Students freeze between prompts and identify which element they changed.

4. 20–35 minutes – Group composition Arrange students into three groups of four. Each group chooses one contrasting style quality, such as energetic and rhythmic, smooth and flowing, grounded and strong, or light and playful. Using the style observation and planning sheet, groups plan and create an 8–16-count phrase containing:

• a clear beginning, middle and ending
• at least three different body actions
• a change of level or direction
• a repeated or varied movement
• one moment of relationship, such as unison, canon, question-and-answer or a formation change Circulate, question and coach: “How will the audience recognise your chosen quality?” Allow rehearsal time and remind groups to give specific, respectful feedback.

5. 35–42 minutes – Sharing and responding Each group performs its phrase twice, with approximately two minutes per group including transition. The audience watches silently the first time and identifies evidence of style the second time. Use the sharing and response slides to prompt feedback: “I noticed…”, “The movement communicated… because…” and “One element that stood out was…”.

6. 42–45 minutes – Reflection and next steps Students complete the final section of the style observation and planning sheet: one successful group choice, one dance element they used, and one improvement for Lesson 2. Invite two or three students to share. Preview that the next lesson will refine, develop and perform the phrases with greater clarity and control. Finish with the reflection and next-lesson slide.

Resources

• the Exploring Dance Styles slide deck
• the style observation and planning sheet
• Clear, safe floor space
• Audio player and two contrasting instrumental tracks
• Whiteboard or display surface
• Water and suitable footwear
• Optional visual timer
• First-aid access and a clear space for students who need to observe or modify movement

Assessment

• Observe whether students identify and intentionally use rhythm, energy, space, body actions and relationships.
• During group work, assess contribution, safe collaboration, rehearsal focus and ability to explain movement choices.
• Use the worksheet and performance responses as formative evidence of students’ ability to recognise and communicate dance style. Record one next step for each group to revisit in Lesson 2.

Differentiation

• Provide movement choices, demonstration and visual prompts for students who need support; allow walking, seated or smaller-range actions where appropriate.
• Pair students strategically and assign flexible roles such as movement creator, organiser, performer or observer before rotating roles.
• For EAL learners, use gesture, icons and sentence frames: “Our style is ___ because we use ___.”
• Extend confident dancers by requiring a deliberate transition between contrasting qualities, a canon or layered rhythm, and a clear explanation of how the choice affects the audience.