Mountain Story Movement

i want to plan a dance lesson placed on the pūrakau Battle of the Mountains, they like hands on activities, a coulpe of students are shy and not so confident. I want the to make an important point about students not copying any haka or Māori culture types of movements or physical fighting moves, their is to be no physical contact, They are to focus more on the levels and other key concepts related to dance. I want to incorporate freeze frames if that is considered a part of dance. The dance needs to clearly have a beginning, middle and ending with pauses that depict each part, please include how it links to the NZC, how i could model direction, movement etc, the lesson will run roughly for 45 minutes.

Overview

In this 45-minute dance lesson, the student creates and performs a short, non-contact movement sequence inspired by the pūrākau Battle of the Mountains. The focus is on dance elements—levels, direction, pathway, stillness, timing, energy and space—not on copying haka, Māori cultural movements or physical fighting. Freeze frames are used as purposeful pauses to show the beginning, middle and ending of the story.

Learning intentions

WALT use levels, directions, pathways, stillness and energy to communicate an idea through dance.
WALT structure movement into a clear beginning, middle and ending.
WALT use freeze frames to show important moments in a story.
WALT make safe, respectful and original movement choices when responding to a pūrākau.

Success criteria

I can create three distinct freeze frames for the beginning, middle and ending.
I can include at least three dance elements, such as high/low levels, direction, pathway, timing or energy.
I can perform without physical contact or fighting gestures.
I can explain how my movement choices communicate part of the story.

Curriculum links

The Arts: Dance—use the elements of dance to develop and share movement ideas.
The Arts: Dance—structure and perform a short dance sequence for a purpose and audience.
English—respond to and communicate ideas from a pūrākau using appropriate oral and movement language.
Key competencies: managing self, participating and contributing, relating to others, and thinking.

Lesson structure (45 minutes)

0–5 min · Welcome and cultural safety. Teacher briefly introduces the Battle of the Mountains as a pūrākau and explains that today’s work is an imaginative, respectful response rather than a recreation of Māori performance. State clearly: “We will not copy haka, use Māori cultural movements, imitate a wero, or show physical fighting. There is no contact. We will communicate through levels, shape, direction, distance, timing and energy.” Students agree to use original, safe movements and identify one movement word they already know.
5–10 min · Story and movement language. Teacher shares a short, age-appropriate retelling: the mountains are powerful natural beings whose movement and choices shape the landscape. Avoid presenting the story as a literal fight scene. Open with the story and dance-elements slides and ask: “How could a mountain show strength without touching or attacking another mountain?” Model a neutral action such as slowly rising from a crouch to standing, then changing direction. Students mirror only the dance element—level, speed or direction—not a cultural gesture.
10–18 min · Teacher modelling and exploration. Teacher demonstrates a movement “sentence”: low level and stillness, a diagonal pathway with slow sustained movement, then a high level and sudden stop. Think aloud: “I chose a low level to show heaviness, a diagonal direction to show travelling, and a freeze to make the moment important.” Use the floor or a simple diagram on the story and dance-elements slides to model forward, backward, sideways, curved and diagonal directions. Students explore each option in their own space, with the teacher participating as a movement partner if helpful. Remind the student to keep a safe distance and avoid gestures resembling fighting.
18–28 min · Create three freeze frames. Teacher introduces the three-part structure: beginning—mountain is still or waking; middle—mountain changes, travels or responds; ending—mountain settles and the landscape is transformed. Give the student the freeze frames planning template to sketch or describe three images and select one level, one direction and one energy quality for each. Teacher prompts: “What can your body show without words?” and “How will the audience know the story has changed?” The student creates three clear, held shapes, each lasting five seconds. The teacher may model alongside but does not require the student to copy.
28–37 min · Link the frames into a dance. Teacher helps the student connect the three freeze frames with two or three non-contact transitions. Encourage different pathways and levels: for example, low and slow into the first frame, a curved travelling pathway through the middle, then a high reach followed by stillness. The teacher records or displays the sequence on the story and dance-elements slides and asks the student to name the beginning, middle and ending. Practise twice, refining spacing, control, pauses and safe transitions. A shy student may first perform for the teacher only, use smaller movements, or speak the movement choices instead of demonstrating them immediately.
37–42 min · Perform and respond. Teacher introduces the performance as an interpretation, not a portrayal of Māori cultural practice. The student performs the sequence, with the teacher acting as a respectful audience or joining only if invited. The teacher observes whether the three freeze frames are visible and whether the movement uses levels, direction and energy. Afterward, ask: “Which movement element communicated your idea most clearly?” and “Where did the pauses help the audience understand the story?”
42–45 min · Exit reflection. Finish with the dance pathways feedback cards and select one suitable card to guide a short verbal reflection. The student completes the sentence: “My beginning, middle and ending were clear because…” and names one next step. Teacher reinforces that respectful dance can respond to a story without copying cultural forms or representing physical conflict.

Resources

the story and dance-elements slides
the freeze frames planning template
the dance pathways feedback cards
Open floor area with clear personal space
Tape or floor markers for pathways
Device for optional recording
Pencil and clipboard
Timer or quiet music without culturally specific movement cues

Assessment

Observe whether the student uses at least three dance elements, including levels and direction, with control and safe spacing.
Check that the sequence has a recognisable beginning, middle and ending, with purposeful freeze frames and pauses.
Use questioning and the final reflection to assess whether the student can explain how movement communicates an idea and distinguish original dance choices from copied cultural or fighting movements.

Differentiation

For confidence and participation, allow the student to begin seated, work beside the teacher, rehearse privately, or perform the sequence in smaller movements before extending it.
Provide oral choices and visual demonstrations for each element: “high or low?”, “straight or curved?”, “slow or quick?”, “still or flowing?”
For motor, sensory or learning needs, permit seated or supported shapes, shorter transitions, extra rehearsal time and a clearly marked personal space.
For extension, ask the student to repeat the sequence with one intentional change in energy or timing and explain how that changes the audience’s interpretation.

Teaching Instructions