Moving With Siva

Overview

Students explore selected movement ideas from Tongan siva through respectful observation, imitation, creation and performance. They use body, space, time, energy and relationships to create a short group sequence, building on prior learning about following a beat, using levels and performing for an audience.

Learning intentions

• WALT explore and respectfully respond to movement from Tongan siva.
• WALT use dance elements to create and perform a short sequence.
• WALT work cooperatively, making safe and thoughtful movement choices.
• WALT describe one movement idea and one way we improved our dance.

Success criteria

• I can move with controlled hands, arms, steps and facial expression.
• I can use space, timing and energy in my movements.
• I can contribute an idea and follow our group sequence.
• I can perform respectfully and give kind, specific feedback.

Curriculum links

• Dance within The Arts: students develop and communicate ideas using movement, then perform and respond.
• Dance elements: body, space, time, energy and relationships.
• Creating responsive learning environments: predictable routines, participation choices and respect for cultural knowledge.
• Key competencies: managing self, relating to others, participating and contributing, and thinking.

Relevance

Explain that siva is a Tongan dance tradition and that dances can communicate welcome, celebration, stories and relationships. Make it clear that students are learning from selected movement ideas, not pretending to be Tongan or claiming to perform a complete traditional siva. Use respectful language such as “inspired by” and acknowledge Tongan voices or school-community knowledge where available. Avoid exaggerated accents, costumes or caricature.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and cultural framing. Teacher opens with the opening image and question and explains the learning intention, respectful expectations and the meaning of “inspired by”. Students sit in a circle, share one way dancers can show respect, and agree to watch without laughing at others.

2. 5–11 min · Warm-up and focus. Teacher leads a gentle warm-up: breathing, shoulder rolls, reaching, side steps, soft knees and stopping safely on a signal; remind students to keep their own space. Students mirror simple movements, practise looking towards the audience, and identify body parts and directions they are using.

3. 11–18 min · Notice and explore. Teacher uses the movement-exploration slides to show still images or teacher-demonstrated examples of smooth arm pathways, grounded steps, open gestures, levels and rhythmic repetition. Students watch, then try three movement qualities—smooth, proud and gentle—without copying a full cultural performance; pause for brief “What did you notice?” discussions.

4. 18–28 min · Guided movement phrases. Teacher teaches a short, age-appropriate phrase: four side steps, open arms, hands drawing a pathway, a pause, then a gentle turn or change of level. Model facing different directions and offer seated or smaller-range options. Students practise alone, then with a partner, keeping an even pulse and changing one element such as direction, level or energy.

5. 28–38 min · Create in groups. Teacher places students in two groups of four and displays the group-challenge instructions. Each group creates an 8-count sequence containing a beginning shape, a repeated movement, a change of direction or level, and a clear ending shape. Students choose roles, suggest ideas, practise slowly, then join their movements into one sequence. Teacher circulates, asking, “How will the audience know when your dance begins and ends?” and “Where can you make more space?”

6. 38–43 min · Perform and respond. Teacher invites each group to perform while the other group watches respectfully; use the audience-feedback prompts. Students perform, then name one observed dance element using the sentence frame, “I noticed ___ because ___.” Groups may perform facing the audience, from the side, or with a teacher nearby.

7. 43–45 min · Plenary and self-check. Teacher returns to the WALT on the final reflection slide and asks students to show thumbs, a gesture or a quiet verbal response for each success criterion. Students complete the sentence, “Next time I will improve ___,” and demonstrate one favourite movement on the spot before leaving.

Resources

• the Tongan siva learning and activity deck
• Clear open floor space
• Speaker and suitable instrumental music with a steady pulse
• Visual timer
• Floor spots or masking-tape personal spaces
• Board or chart paper for the WALT and success criteria
• Optional culturally appropriate image, video or school-community resource selected in advance

Assessment

• Observe whether students use controlled movement, personal space, rhythm, levels and safe transitions during exploration and rehearsal.
• Listen for respectful responses and check that each student contributes an idea, follows the group phrase and can identify a dance element.
• During the final self-check, record students who can explain a success and a next step; use this to group students for the next dance session.

Differentiation

• Support: Demonstrate each movement in small parts; use counts, visual symbols and a predictable “watch–try–pause” routine. Offer a reduced phrase of four counts, seated movement, smaller gestures, extra rehearsal with an adult, or the role of timekeeper/music starter.
• Autism and sensory considerations: Show the lesson sequence visually before starting, give advance notice of music and transitions, keep volume moderate, allow headphones or a quieter space, and never require touch, eye contact, improvisation or performing alone. Provide a choice to observe first and a clear finish signal.
• Dyslexia-friendly options: Present instructions orally with images and short phrases; use large, uncluttered sans-serif text, strong contrast and symbols for start, repeat, change and stop. Do not require students to read or write to demonstrate learning.
• Extension: Invite confident dancers to layer a canon, partner spacing, a contrasting energy quality or a repeated motif while keeping the sequence clear, safe and respectful. They can explain how their choices communicate a feeling or idea.

Next steps

In the following session, revisit the two group sequences and refine transitions, unison and audience focus. Students can compare how changing time, energy or space changes the meaning of the same movement, then perform a polished class sharing for a small invited audience.