YEAR 7 DANCE LESSON PLAN: WEEK 1

Diana Micairan SU212153147

Topic: Dance theme and concept: Digital World

Context: This Year 7 Dance class are a group of 25 students who come from diverse cultural backgrounds. Most
have never danced before and have taken up dance because of an interest in entertaining dance shows and
movies. 5 students are EAL speakers and are visual learners. No more than 5 students have dance experience or
participate in extra-curricular sports, such as gymnastics, demonstrating beginners motor-skills.

Theme: Expressive Intention

Students will engage in elements of dance (Time, Space, Dynamics, and Relationships) through a fun
warm-up activity (Ok, Google) that integrates them through explicit instructions
Create gestural, literal movements about the use of digital devices and abstract the movements using
choreographic devices and even locomotion, elevation, falling, turning and stillness. As digital device use is
a sedentary activity, the challenge will be for students to transpose this into larger and locomotor
movements.
Students gain early experiences of performance by performing to a small group of peers and have open
discussions about movement development. This will progress into classroom discussions.
Learning outcomes
Ability to develop sense of personal movement vocabulary
Demonstrate sophisticated motor skills by exhibiting controlled movement and perform dance creations
Understand how different dance styles can communicate societal artistic value by analysing
choreographers use of elements of dance, choreographic devices, body actions and physical skills
Student will be able to develop a critical reflection on their own dance creation through knowledge,
comprehension, and application followed by creation, performance and response.
Collaborate with classmates in dance creation to facilitate their own learning as well as contribute to the
learning of their peers
Structure dances using choreographic devices and body actions
Assessment
Formative Assessment: In-class showing of their phrase
Demonstrate clear expressive intention by consistently showing motif through work in response to stimulus
Summative Assessment: Short written reflection which answers the questions:
What is your dance about?
What choreographic devices did you use?
How did you use movement qualities to express your theme?
What words influenced your movement?
How does your motif relate to the theme?
WHAT content HOW strategies and approaches
Warm up: Ok, Google & Body Parts (Reeves 2011, p. Safe Dance Practice
54) Ensure students are bare foot during warm up
Warm-up improvisations to avoid slipping
Incorporates GLEFTS and space and time Before and throughout commencing warm-up,
(elements of dance) into the movement remind students to be aware of the people and
commands objects around them
Encourage students to explore dynamics and Students must wear flexible clothing to
relationships through Body Parts activity participate in the class
This relates to the overarching theme of reliance
of technology Ok, Google
Use safe dance practice, elements of dance, body 10 minutes 15 mins
actions and improvisations to explore ways of making Teacher will be in an
literal movements into abstract
movements(VCADAE033) Students start in a circle, all holding hands or
Develop their choreographic intent by applying the linking arms; this is the Ok, Google (safe)
elements of dance to select and organise position which all students must aim to make
movement(VCADAE034)

Introduction of the concept/theme:
Theme is called Digital Age and it explores the
topic of current digital culture and the rise of new
and advanced technologies
Structure dances using choreographic devices and
form (VCADAD036)
Development - Improvisation Activity
Integrate I.S.A.R.E into improvisation through
verbal guidance and composition task
Culminating Dance/Play - Presentation
Introduction (beginning): Show gesture movement phrase
to partner and receive feedback. Choose a motif.
Development (middle): Implement choreographic devices
Resolution (ending): Show to group and evaluate
People who miss out on joining the circle must
do an 8 count set phrase before joining the
game again
After teacher says Ok, Google, will give a
series of commands. E.g do 10 jumping jacks,
walk in slow motion, or show me a YouTube of
an astronaut in space, crawl to the corner of
the room.
Students can to work together to create a
scene. E.g Show mean an episode of
Spongebob Squarepants
Body Parts (VCADAE034)
Students are allocated into groups of 4 then
disperse to create different pathways
throughout the space
Teacher calls out movement instructions
related to swinging, sustained, suspending,
collapsing, percussive and vibratory qualities
(dynamics)
Then teacher suddenly calls out a random
number of body parts that are only allowed to
stay on the floor
Groups quickly come together and create a
shape with the allowed body parts
(Relationship)
Introduction of the concept/theme
Relate the theme to the activity Ok, Google
to talk about humans becoming more
dependent on digital technology for daily
needs
Show students YouTube videos of the Boston
Dynamics: Atlas, The Next Generation
https://www.youtube.com/watch?v=rVlhMGQg
DkY and Introducing Handle
https://www.youtube.com/watch?v=-
7xvqQeoA8c
Questions to ask students: What type of things
can these robots do for humans? What would
be some advantages and disadvantages of
having them in our lives? Why do/dont we
need them?
Improvisation Activity & Culminating Dance/Play
What devices do you use at home, at school or
in public? Are there digital services you use to
survive, do daily activities or hobbies and
interests? List them on the board.
Imagine one or more devices you use often
Move in a way you would when using them/it
Select 4 gestures and practice them in your
own order (Introduction)
Students how these movements to a partner

Discussion Memory integration
Students will be asked a series of open ended
questions about their movement phrases
Students write short answers
Closure
Final movement relaxation/pattern or axial shape that
leaves the children to embody the final representation of
the theme.
To be done together as a group.
Created by Jacqui Dreessens and Sheridan Lang
and have them guess what it is
Distribute Choreographic Devices worksheet
(using simplified language version of
terminology) for students to refer to when
abstracting their gestures and sequencing their
movements (VCADAE033).
During this process, tell students to select a
motif for the phrase and recall the dynamic
movement qualities from the warm-up.
Distribute task cards with words from word
bank.
Create groups of 4 students for them to show
their phrase to the entire class and have
students explain/share what their phrase was
about
Discussion
Did the movement qualities convey the
expressive intention? Was the motif consistent
throughout the abstracted phrase? How does
your phrase help you to understand digital
devices?
Next week students will analyse a
choreographic work and how it responds to the
Digital Age theme (VCADAR039)
Resource: Digital Agenda 2016: Robot Boys
(Hip hop)
https://www.youtube.com/watch?v=bmHxG_2n
_Ns
Resource: Yellow Wheel Dance Company
Quark (contemporary)
Closure
Cool-down circle
Students contribute 1 movement from their
phrase and entire class replicates it in slow
motion
Stretch