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YEAR

10 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 5 Year 10 Dance

UNIT The History of Jazz / Space, Time &


Dynamics


Estimated duration: Term 1 - 10 Weeks

Area of Study Composition/Appreciation

Target group: Year 10

Unit of work: History of Jazz- A unit that focuses on the history of jazz. Students study the origins of this style of dance through a variety of theoretical and practical activities. Space,time and DynamicsFocusing on the Jazz style students compose dance works of art considering the three elements of dance

1. Context This unit addresses the Essential Content. This unit focuses on the practice of performance/composition within the jazz style. This new style will be explored in order to enhance knowledge, understandings and skills in dance performance. Within the unit students will look at: History of jazz, Afro Jazz to Modern jazz and hip hop Stylistic qualities of the style- Characteristics of all genres of Jazz Elements of dance in relation to communication of intention-Use of space and relationships to communicate intent (battle in hip hop, look at groupings) The importance of performance quality Students will explore these areas through the syllabus areas of study performance, composition and appreciation Students will have the opportunity to create their own jazz style piece based on an idea drawn from the history of jazz. 2. OUTCOMES: A student: 5.2.1 explores the elements of dance as the basis of the communication of ideas 5.2.2 composes and structures dance movement that communicates an idea 5.3.2 identifies and analyses the links between their performances and compositions and dance works of art 5.3.3 applies understandings and experiences drawn from their own work and dance works of art

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 10 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 5 Year 10 Dance

UNIT The History of Jazz / Space, Time &


Dynamics

CONTENT: Students learn to: Manipulate the elements of dance to communicate an idea through composition and performance Analyse how the choreographer manipulates the elements of space, time and dynamics to communicate an idea within a given context Differentiate and make connections between the social, cultural or historical context of a dance and the development of style through the experience of performing, composing and viewing different styles of dance

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Students learn about: The language of dance to describe movements in space, time and dynamics Movement content in a dance and how the choreographer makes choices to communicate ideas Making judgements about the success of dance performances and compositions Using ICT in the preparation of reports and assignments Personal, social and cultural differences How the stylistic features of a dance style are derived from its context

Perform dances confidently Perform specific choreography Devise their own dance works of art Utilise a variety of spatial, temporal and dynamic features in dance

YEAR 10 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 5 Year 10 Dance

UNIT The History of Jazz / Space, Time &


Dynamics


Register Signature P C A & Date

3. REGISTER & SEQUENCE CHART: Unit 1 History of Jazz Class: 10 C- COMPOSITION COMPOSITION Students are introduced to the elements of space, time, dynamics through handouts and practical activities Students devise short movement phrases to represent shape, level, pathway and direction Students devise short movement phrases that are in a variety of time signatures including three and six beat meters Students devise short movement phrases with various dynamic qualities Students engage in composition lessons where the styles of African dance, jazz and hip hop are taught, learnt and performed APPRECIATION

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Teacher: Victoria Vargas A-APPRECIATION

Students are introduced to the History of Jazz dance through handouts and video excerpts Students work individually and in groups on particular theoretical and practical tasks Students learn theoretically and experientially about African, Jazz and Hip Hop dance Students refine and develop their oral presentation, summarising and analysing skills

YEAR 10 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 5 Year 10 Dance

UNIT The History of Jazz / Space, Time &


Dynamics

4. ASSESSMENT Informal Assessment: - Participation in class discussion and activities - - Identification of the history of Jazz/Commercial Jazz Creation of a variety of original movements (jazz/hip-hop/afro Jazz) and linking them into sequences demonstrates students ability to respond to a stimulus. (Jazz Styles) - Journal work- Written annotations in journals on students ability to use appropriate dance terminology Participation in composition classes Writing and completing exercises and worksheets

Formal Assessment: Class Test History of Jazz- 5% Jazz Dance Composition- 10%

Recourses - History of Jazz DVD - Videos excerpts of Afro Jazz. Jazz Dance, Hip Hop - So you think you can Dance- Jazz Clip

Resources Created by me Street Dance Clips Worksheets-The elements of Dance/History of Jazz


Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 10 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 5 Year 10 Dance

UNIT The History of Jazz / Space, Time &


Dynamics

5. FEEDBACK
Before Assessment/During Unit The teacher provides oral feedback at various stages of the compositional process and during the activity. Comments on their progress during the activity will assist students in their movement explorations to discover a greater range of movement possibilities. Oral feedback will assist students in their interview.

After Assessment: Assessment activity feedback will be provided via: an assessment activity marking sheet derived from the assessment criteria and guidelines, direct oral feedback from teacher during the assessment activity, written annotations in journal entries Comments will inform students about such things as: the effectiveness of their use of the elements of dance in making original movements based on jazz/hip hop styles Their ability to articulate the process of developing their group composition using appropriate dance terminology.

Future Directions: As a result of this activity, students will have documented the compositional process in their journals. Students will have gained knowledge in developing/creating movement to communicate an intent using the element of space. This knowledge will be continued as students further explore the compositional process within subsequent composition studies where students will employ elements of construction that will enable them to structure movement using motifs and phrasing. Students will have a developing knowledge of describing jazz movement in relation to the elements. Students will have a developing knowledge of movement vocabulary, as well as knowledge of the characteristics of all styles of jazz thus developing their skills and confidence to perform for an audience.

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 10 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 5 Year 10 Dance

UNIT The History of Jazz / Space, Time &


Dynamics

Evaluation and variation Modifications required in program, e.g. duration, difficulty, resources, teaching and/or assessment strategies: _______________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ DATE COMPLETED: _______________________________________________ TEACHERS SIGNATURE: ____________________________________________ HEAD TEACHERS SIGNATURE: _______________________________________

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative