Exploring Dance

Learning Context

Curriculum Area: The Arts
Subject: Dance
Level: Level 4 (Year 7)

Big Ideas and Learning Goals

Big Ideas:

• Understanding the choreographic processes
• Recognizing the elements that shape a dance performance

Learning Goals:

• Students will learn the basic elements of choreography.
• Students will understand how to use improvisation and structured patterns in dance creation.
• Students will work collaboratively to create a simple choreographic sequence.

Key Competencies

• Thinking: Students will explore different ways of structuring dance movements.
• Using language, symbols, and texts: Students will use movement as a text to communicate ideas.
• Participating and contributing: Students will work together to create and perform dance sequences.

Materials Needed

• Open space for movement
• Music player
• Whiteboard and markers
• Paper and pencils

Lesson Structure

Introduction (5 minutes)

1. Greeting and Warm-up:

   • Begin with a light warm-up to get the students physically ready for the class. Simple stretches and a brief on-the-spot jog.

2. Engage:

   • Ask students if they’ve ever created their own dance moves. Encourage brief sharing to build curiosity.

Exploration (10 minutes)

1. Explain Choreographic Processes:

   • Improvisation: Explain that improvisation is making up dance moves on the spot. Have students spread out in the space and play a short piece of music (30 seconds). Encourage them to move freely to the music.

   • Patterning: After improvisation, introduce the idea of creating patterns with movements. Demonstrate a simple pattern (e.g., step, clap, turn) and have students mimic it.

2. Group Work – Initial Choreography:

   • Divide the class into groups of 5.
   • Provide each group with paper and pencils.
   • Ask each group to come up with a short 4-movement sequence. They should include at least one element from their improvisation and try to incorporate a pattern.

Development (10 minutes)

1. Practice and Refine:

   • Groups should practice their sequences. Emphasize teamwork and synchrony.
   • Walk around the class, offering support and feedback.

2. Integrating Music:

   • Once they are comfortable with their sequences, play a piece of music and ask each group to practice their sequence to the music.

Conclusion (5 minutes)

1. Group Performances:

   • Each group will perform their choreographic sequence for the class.
   • Encourage positive feedback from peers.

2. Reflection:

   • Gather students in a circle. Ask them what they found challenging and what they enjoyed about creating dance sequences.
   • Highlight the importance of the choreographic process and how they can use these skills in other creative tasks.

Follow-Up Activity

• Choreography Journal: Ask students to write about their group’s choreographic process in a journal. They should include the movements they selected, how they decided on the pattern, and their performance experience.

Teacher Notes

• Assessment Opportunities:

  • Observe students during the group exercises to assess participation and understanding.
  • Use peer feedback sessions to gauge students' ability to articulate their choreographic choices.

• Extensions:

  • Students could be given the task of incorporating props or elements of costume in future lessons to explore different dimensions of choreography.

This lesson plan leverages kinaesthetic learning, collaboration, and creative thinking, all central to the New Zealand Curriculum.