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Bound and Free

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Writer: Julie Cadzow

Years 9-10 Level 5 Duration 8 lessons

Where did Jazz dancing come from? Students will be taken back 500 years to discover how Jazz Dancing began, the people involved, and some of the many reasons for its development. They will perform Jazz movements and create a dance contrasting restriction and freedom.

Key Competency

Thinking Students will begin to develop an understanding of the concepts of restriction and freedom and will relate this to the lives of African people during the years of the Slave Trade . They will research dance, learn new dance techniques, select and organise dance movement and communicate new understandings through dance choreography.

Achievement Objectives
  • Understanding Dance in Context (UC): Level 5 Students will compare and contrast dances from a variety of past and present cultures and contexts
  • Developing Practical Knowledge in Dance (PK): Level 5 Students will develop a variety of skills, dance techniques, vocabularies and movement practices
  • Developing Ideas in Dance (DI): Level 5 Students will manipulate the elements and explore the use of choreographic devices and structures to organise dance movement
  • Communicating and Interpreting in Dance (CI): Level 5 Students will reflect on and describe how choreography communicates ideas, feelings, moods and experiences.
Specific Learning Outcomes
  • The student can perform selected Jazz dance movements (PK)
  • The student can describe the origins of Jazz dancing (UC)
  • The student can identify 2 influences on the development of Jazz dancing (UC)
  • The student can create movement with and without restrictions in Energy (DI)
  • The student can compose movement in a contrasting AB structure (DI)
  • The student can present and reflect on dances based on the ideas of restriction and freedom (CI)

Suggested Learning Sequence

Assessing the Learning
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