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Part One: Respect for Yourself

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Writer: Julie Cadzow

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

This unit, written by Julie Cadzow, takes students on a movement journey towards respect for themselves. They will identify characteristics of selected emotions and explore ways to control their emotions through dance. They will compose movement sequences alone and with others, and will consider the idea of 'balance' as not only a still shape in dance but also as a sign of respect for themselves and something to be attained in their emotional lives.


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

In order for people to show respect towards others, it is necessary for them to have self-respect. In order for people to be able to respect themselves, they need to be aware of their own emotions.

Emotions determine the quality of our lives. They occur in every relationship we care about - in the work place, in our friendships, in dealing with family members, and in our most intimate relationships. They can save our lives, but they can also cause real damage. They may lead us to act in ways that we think are realistic and appropriate, but our emotions can also lead us to act in ways that we regret terribly afterward.
Paul Ekman, (2003) Emotions Revealed. London: Phoenix

Included in this unit are two possibilities for NCEA assessment. Many schools have multiple levels in their dance classes and for this reason the unit allows for all students to participate in every activity, with a specific NCEA assessment opportunity for Levels One Dance 1.1 (AS 90001), Part 1 and Level Two Dance 2.2 (AS 90294) at the end of the unit. Level Three students could use this work to develop ideas for Dance 3.1 (AS 90594): Produce a Dance for Performance, or work together to produce a sequence to be performed for Dance 3.2 (AS 90595): Perform a Solo or Duet Dance Work to an Audience. (The achievement standards for these are not included).

Key Competency

Thinking and Managing Self
Students will critically reflect upon and analyse the way they respond to a variety of situations. They will consider different points of view and explore different ways to react to emotions such as anger and sadness. They will create movement and still shapes to represent selected emotions.

Key Words

Respect: To treat with consideration, to recognise, admire or honour

Emotion: A feeling and its distinctive thoughts, psychological and biological states and a range of propensities to act. (Daniel Goleman)

Motif A repeated gesture or phrase that is developed in a variety of ways and is like a signature to a dance

Augmentation A dance device where a motif is developed by making the movements larger in space or time

Embellishment A dance device where a motif is developed by adding detail to a move, such as a hand gesture or an arm movement

Insertion A dance device where a motif is developed by including new movement material into the motif (e.g. a roll)


Emotions: Biological Reactions and facial expressions (Word 28 KB)

Photocopied to A3

Worksheet 1: What does an emotion look like? (Word 25 KB)

One per student

Families of Emotions: (Word 41 KB)

Photocopied, cut, laminated (if desired) and organised into packs for groups of three or four students

Worksheet 2: How we express our Emotions (Word 38 KB)

One per student

Pathway Cards (Word 22 KB)

AS 1.1 Compose Movement Sequences 'It's About Balance'

AS 2.2 Choreograph a Solo Dance 'It's About Balance' 

Photocopied and laminated

Post Box question sheets (Word 24 KB)

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: Enya - River (9)

Waves: The Southern Drop - Dan Sperber & Luke Casey: 'Relaxomatic' (4)

Whale Rider: Lisa Gerrard - Biking Home (4)

Achievement Objectives Level 6

Developing Practical Knowledge in Dance: 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.

Communicating and Interpreting in Dance:  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.

Specific Learning Outcomes

Assessment opportunities are suggested throughout this unit. Assess only those most appropriate for your students. It is not necessary to assess every Learning Outcome.

LO1: Students can identify selected emotions and situations in which these emotions may occur

LO2: Students can create group and solo still shapes based on emotions

LO3: Students can create movement along air and floor pathways to represent emotions

LO4: Students can develop a motif using the dance devices of augmentation and embellishment

LO5: Students can develop expression in their dancing by performing movement based on emotions, and reactions to emotions

LO6: Students can compose movement sequences based on balances and the idea of emotions

LO7: Students can participate in activities about self-respect

Suggested Learning Sequence
NCEA Assessment Opportunities

There are two opportunities for achievement standards to be gained. Select as appropriate for the level of the students.

Achievement Standards
Printing this unit:

Dancing Towards Respect - Part One: Respect for Yourself (Word 285 KB)

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