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Suggested Learning Sequence

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  1. Prior to the start of the unit, visit the school librarian and ask for a selection of Dance books to be displayed in a prominent place in the library. It may also be possible for the librarian to borrow more books from the National Library or other sources.
  2. Different Dance Genres
    • Hang the world map in a prominent place.
    • Place any available dance genre reference books around the room.
    • Hang the UC Wall Chart in a prominent place.
    • Introduce the class to the word 'genre' (dance style).
    • Brainstorm names of several genres - such as Poi, Sasa and use the world map to identify the countries where the dances come from.
    • Arrange the class in groups of 3-4 and allocate a block of stick on notes to each group.
    • Give the students 10-15 minutes to brainstorm more dance genres in their groups and encourage the students to use the wall charts and reference books to find more. They write the names on the stick-on notes and place them on the world map in the correct places. (It does not matter if the same genre is identified more than once).
    • Discuss the results as a class. There may be many blank spaces on the map at this stage. It is intended more genres are added as the unit progresses.
  3. Study the UC Wall chart Use the TKI Dance Wall Charts UC starter questions. What different genres can you see? Where do they come from? Discuss other features such as costuming and the music. Some students can add any new dance genre to the world map
  4. Discovering Dance DVD Show a selection of tracks - both familiar and unfamiliar. As the students are watching, encourage them to be thinking about the Elements of Dance and specific features of each genre:
    • Body: Posture/stance, body shape, important body parts, body bases, locomotor and non-locomotor movements
    • Space: Formations, Directions, Levels used, Pathways,
    • Time: The pace of the music that may be used, body percussion, voice, control
    • Energy: Strong and energetic/gentle and smooth
    • Relationships: group, solo, duo, contact, lifts
    As new genres are identified, more notes could be added to the world map.

    A Dance Review (Word 33 KB)

    (Word) could be used to summarize a genre.
  5. 'Assume the Pose'Place

    Dance Vocabulary Cards (Word 128 KB)

    (Word) - Body Shape, Body Parts, Level, Focus, Energy and Orientation in a prominent place and discuss their meanings. Students stand in a space around the room. The teacher calls out the name of a previously discussed dance genre and the students 'assume the pose' of that genre, with reference to the previously discussed dance vocabulary. For example: Haka - Body Shape = squat, feet flat and apart; Body Parts = arms held in front of chest and bent at the elbows, knees bent, feet turned out; Energy = strong, fists clenched. Ballet - Body Shape = upright, extended; Body Parts = head held erect, arms gently curved, back straight, toes pointed; Level = high This activity could be extended to include groups of students moving quickly into the appropriate formation for some genre. It could also include short movement phrases of each genre.
  6. Give out the differentiated task sheet and discuss. The unit could be used in several ways.
    • A focus on one main genre study in the dance programme
    • A choice of genres and students could focus on a dance style that they are very interested in.
    • An individual assignment.
    • A group assignment where each group researches a different genre, with a presentation at the end.
    • A minimum number of activities could be completed.
    • Each column could be worth points - from 3-6 for example so that students are encouraged to try more of the higher value tasks.
    • Some activities could be compulsory for everyone to complete to allow for comparisons at the end.
    • Invited guests (especially family members) could be used as resource experts.
    • Some tasks could be given for homework, provided all students have the necessary information to work with.
    • The final presentation/teach activity could become a major focus, with emphasis placed on it from the beginning.
  7. Reading and understanding text There can be a temptation for some students to find information off the Internet, change the font style and hand it in as their own work. This can be because the text they are using is too difficult, or they do not have enough experience in summarizing text. These templates have been designed to encourage students to reorganize and present information in new ways.
  8. Presenting the results
    • Group presentations of posters and other research
    • Decorate the room with the results
    • Performance/teaching day
      • Throughout the unit, much emphasis can be placed on the present/teach activity from the task sheet.
      • Performance days can be ways to recognize the talents (both in dance performance and teaching ability) of students who may choose to stay in the background in other circumstances! Once one or two students can be persuaded to perform, others often join in as well.
      • Family members could be invited into the school to perform with the students.
      • Invite Senior Management to join in
      • Video for reference later
      • There is a possibility that a student may try and demonstrate or teach work that is inaccurate. In this situation the teacher could become the 'assistant' and demonstrate the correct movements/body positions and encourage the class to copy.
    • Include a lesson where the students are in groups and receive 10-15 minute 'snap shot' lessons from the student experts.
  9. Variations
    • The differentiated task sheet can be simplified for younger students.
    • It could be made more specific to be used for a class NCEA genre study.

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