DANCE DRAMA LESSON PLAN Jeremy Stoll

Topic: African Dance and Hip Hop

Context: Describe macro perspective Who, When, Where, What, Why
Theme: Describe the micro perspective focus on specific movement/dance content:
Elements:body, space
Body parts:, butt, chest, legs, arms
Body actions: popping, locking, shuffling, swinging, gesture
Performance: contrast, improvisational movement
Learning outcomes the children will be able to.
Cognitive (Intellectual/artistic):students make cognitive artistic impressions
Psychomotor (Thinking/Physical): students have a flwo of psychomotor physical movements
Affective (Emotional/Social/Cultural): students have a cultural /social recognition of the dance style.
Assessment
Explain how you will monitor their progress (safety, artistic):
I will ensure that all students have physical. Hip hop dancing bodies can bump and this can hurt physically and
emotionally in the form of personal space. I will make sure the students are comfortable coming to me with any
issues, and make sure the classroom is safe and the students understand my expectations.
Explain where your lesson plan fits in with ACARA, AusVELS or Early Years Framework progression point and/or
level of kinesthetic ability:
Acara:
Students will make and perform dances by exploring and selecting movement, using dance elements to express
ideas. They will combine these elements and movement skills with expressive qualities to communicate through the
body. They will develop awareness of ownership in making dance, either using their own or others ideas. Students
will discuss the use of dance elements and meaning in their own and others dance works. They will learn that
dances are made in different cultural contexts for a range of reasons. When making their own dances they will think
critically about why people make and perform dances in a variety of contexts. They will share opinions about the
meaning of dances.
Ausvels:
In Dance, students create a movement sequence based on ideas and feelings suggested by one or more images
viewed in class, then modify their work in response to feedback from other students in the class

WHAT - content

HOW strategies and approaches

Warm up Kinesthetic tune-up

introduction: 2 minutes
Exploring of ideas: 4minutes
Practicing voice: 4 minutes
Development: 10 minutes
Culmination: 10 minutes
Discussion: 5 minutes
Closure: 5 minutes

Introduction of the concept/theme

The teacher and students discuss the origin of hip hop
dance and its roots in Africa.
Exploring and developing ideas (creating & making)
Students watch Hip-Hop and African Dance videos,
comparing the style and seeing the similarity.
Practicing their voice, physical (technique) and social
skills
Students discuss where they see similar dance styles
(media etc).

Management of children in the space safely for each

activity?
Students be mindful of each others spaces
and their own bodies movements
Teacher keeps moving and keeps track of
what everyone is doing and ensures everyone
is alright, and enjoying participating

Development - Exploration
-students act out some of these various movements,
making similar movements/gestures.
-Students practice doing improvisational hip-hop dancing
to music.
Culminating Dance/Play - Presentation

Establishing rules and expectations of behavior in

each activity?
Students move when teacher approves.
Students raise hands to speak and take turns.
Monitoring safe movement practice of physical skills in
each activity
Safe use of props, personal space, shared
space

Introduction (beginning)
Students improvise their dance moves to
modern/retro/African music
Development (middle)
Students work to combine these dance moves into a
sequence.
Resolution (ending)
Students share their sequences and add some
sequences together. Practising mirror/mold/extend.
Discussion Memory integration
-

Their physical skills: what skills did you/the class

illustrate?
Their safety skills: how was it safe/unsafe?
What could be changed/improved?
What worked well in the performance?
Their creative skills: what was unique about their
performance?

Closure
Students rotate and swing their limbs to background
music, slowly stretching, locking their arms and swaying
their body in different directions, reflecting hip hop dance.

Aesthetic Awareness
How will you plan to facilitate the development of their
movement/character response through the use of:
Teacher voice: speak clearly and loudly
Dance terminology and vocabulary action
words verbs, adverbs, adjectives:
Talk about form, shape, locomotion and
elevation
Proposition of questions:(How can you adapt
or combine these different dance forms?)
Feedback to children about their movement
response: (I like how how you adapted a
particular movement and made it your own
style)