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Part Two: Respect for Others

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Writer: Julie Cadzow

Years 11-13 Level 6-8 Duration 12-16 lessons (approximately)

This unit, written by Julie Cadzow, builds on the skills developed in Part One: Respect For Yourself. Students will have the opportunity to participate in class discussions and practical dance activities that identify and explore respectful and disrespectful behaviours. They will create and perform safe counter-balances and weight-taking movements to represent the sharing of problems and being responsible for others. They will also create dance sequences for a duet or a trio and will discover facts about two highly respected New Zealanders who have made huge contributions to the development of dance in Aotearoa/New Zealand.


  • To treat with consideration
  • To treat with esteem, or high regard
  • To recognise
  • To honour
  • To look up to

Empathy is the ability to recognise and understand another person's perceptions and feelings, and to accurately convey that understanding through an accepting response Haynes and Avery (1979)

Moral imagination is the capacity to empathise with others - that is, not just to feel for oneself, but to feel with and for others. This is something that education ought to cultivate and that citizens ought to bring into politics McCollough, 1992

Included in this unit are two possibilities for NCEA assessment. Dance 1.1 Part 2 (AS90001) - Compose Movement Sequences Dance 2.1 (AS90294) - Compose a Section of a Dance for a Group

There are also several possibilities to use the work as a contribution to: Dance 1.4 (AS90004) - View, Interpret and Respond to a Dance Performance Dance 2.5 (AS90297) - Analyse and Discuss a Dance Performance Dance 1.5 (AS90005) - Demonstrate Knowledge of a Dance Genre or Style Dance 2.6 (AS90298) - Demonstrate Knowledge of Influences on a Selected Dance Genre or Style Dance 3.4 (AS90597) - Critically Analyse Dance Performance Dance 3.5 (AS90598) - Discuss the features and development of dance in Aotearoa/New Zealand

This work could also be extended to performance pieces: Dance 1.2 (AS90002) - Perform dance sequences (Waiata-a-ringa and Ballet) Dance 1.3 (AS90003) - Perform a dance as a member of a group (Waiata-a-ringa or Ballet) Dance 2.3 (AS90295) - Perform an ethnic or social dance (Waiata-a-ringa) The achievement standards for these are not included.

Key Competency

Relating to Others The students will interact with others, listen to others, recognise different points of view with respect, share ideas and show consideration for the protocols and practices of different cultures and Dance genres.

Key Words
  • Movement Motif: a movement or gesture that can be elaborated on or developed in a variety of ways in the process of dance choreography.
  • Choreographic Device: a specific way of manipulating movement to develop dance choreography
  • Augmentation: A choreographic device where movements are made larger in space or time.
  • Embellishment: A choreographic device where detail is added to a move, such as a hand gesture or an arm movement.
  • Insertion: New movement is added to the motif
  • Counter Balance: A balance for more than one person, where each person relies on the others to maintain their shape.
  • Range: The distance apart of the dancers from near to far
  • Unison: Dancers moving at the same time doing the same movements
Music Suggestions

A wide range of music is listed below. Select as appropriate for the students.

  • Chillout Sessions 10 Disc 1: Idlewild Blues: Outkast (12)
  • Chillout Sessions 10 Disc 2: Cowboys: Dusty Kid (14) - instrumental
  • Chillout Sessions 10 Disc 2: Karma Car: Brooka Shade (15) - instrumental
  • Deep Forest - Pacifique: La Legende Part 2 (2) Night Village (3), La Baiser (6), L'ile Invisible (8)
  • Electronomicon: Pitch Black - Reptile Room (1), Electric Earth Part 2 (3)
  • Moods: Ian Anderson - In a Stone Circle (4)
  • Oceania: Oceania - Kotahitanga (Union), 11
  • Te Vaka: Lakilua - Tutuki, 3
  • The Black Seeds - On the Sun Tuk Tuk (1), Shazzy Dub (8)
  • The Corrs - Erin Shore (instrumental), Moods 3
  • Watermark:v Enya - River (9)
  • Waves: The Southern Drop - Dan Sperber & Luke Casey: 'Relaxomatic' (4)
  • Whale Rider: Lisa Gerrard - Biking Home (4)
Achievement Objectives
  • Developing Practical Knowledge in Dance (Level 6) Develop and demonstrate their dance skills in at least one selected dance genre/style and explore the use of a variety of dance technologies.
  • Developing Ideas in Dance Select and use choreographic devices, structures, processes and technologies to develop and give form to dance ideas. (Level 6) Choreograph solo and group dance works, using choreographic processes, devices, structures and technologies to communicate choreographic intentions (Level 7) Generate, plan, and record choreographic ideas and processes (Level 7)
  • Communicating and Interpreting in Dance (Level 6) Describe, explain and respond to the ways in which dance uses elements, devices, structures, the performers, and production technologies to communicate ideas, feelings and experiences
  • Understanding Dance in Context (Level 8) Investigate, analyse, and discuss the features and development of dance in New Zealand, including the contribution of selected individuals and groups
Specific Learning Outcomes

LO1: Students can identify behaviours showing respect and disrespect LO2: Students can create and perform dance movements about emotional situations. LO3: Students can create and perform safe counter-balances LO4: Students can create and perform safe static or moving weight-taking movements LO5: Students can identify key features about the life of Sir Apirana Ngata and his contribution to the development of waiata-a-ringa LO6: Students can identify key features about the life of Sir Jon Trimmer and his contribution to the Royal New Zealand Ballet LO7: Students can identify and compare respectful behaviour when dancing in a kapa haka or ballet performance

Suggested Learning Sequence
Printing this unit

Part Two: 'Respect for Others' (Word 31 KB)

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