Part Three: Respect for Human Rights
- DANCE 1.1 Compose Movement Sequences
- Suggested Learning Sequence
- Worksheet 2: My Perfect World - Justice, Freedom and Peace
- Worksheet 3: Picture Dictation
- Worksheet Four
- Worksheet One: What is FAIRNESS? What is JUSTICE? What is FREEDOM?
Writer: Julie Cadzow
Years 11-13 Level 6-8 Duration 10-12 lessons (approximately)
This unit, written by Julie Cadzow, builds on the skills developed in Part One: Respect For Yourself and Part Two: Respect for Others. Students will have the opportunity to gain knowledge about a human rights issue, study three famous speeches written by human rights advocates and create dance about making a positive difference to the lives of others.
Studying Famous Empathetic Persons
"Learning activities that focus students' attention on the lives and achievements of famous empathetic persons have been shown to increase children's desire to be like these people and to take on attitudes and behaviours associated with them." Dixon (1980)
"Every person has inherent dignity and value. Human rights recognise our freedom to make choices about our life and develop our potential as human beings. Human rights deal with how people relate to one another. They are about how we live together: about our responsibilities to each other. Respect for each other's rights helps diverse groups to share New Zealand in harmony. Human rights represent common values drawn from the world's diverse spiritual, religious, humanist, political and cultural beliefs. They underlie our expectations about life, education, health, work, our personal security, equal opportunity and fair treatment, and our systems of government."
NZ Human Rights Commission
Included in this unit is one opportunity for NCEA assessment:
AS 1.1 Part 3: Compose Movement Sequences
There are also several possibilities to use the work as a contribution to:
Dance 1.3 (AS90003) - Perform a Dance as a Member of a Group
Dance 2.1 (AS90293) - Choreograph a Section of a Dance for a Group
Dance 3.1 (AS90594) - Produce a Dance for Performance.
Level Three students could use this work to develop ideas for Dance 3.1, or work together to produce a sequence to be performed for Dance 3.2 (AS90595): Perform a Solo or Duet Dance Work.
(The achievement standards for these are not included).
Thinking, Relating to Others
The students will be challenged to consider human rights issues from the perspective of three significant advocates for human rights. They will develop their understanding of human rights through dance compositions alone and with others.
They will interact with others, listen to others, recognise different points of view with respect, share ideas and show consideration for others as they compose dance based on human rights.
- 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.
- Fragmentation: Breaking movement into separate parts, which are then used in a different place or order.
- Insertion: New movement is added to the motif
- Inversion: Turning a movement upside down
- Retrograde: Performing the movement backwards, like rewinding a video
- 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
A wide range of music is listed below. Select as appropriate for the students.
Chillout Sessions 10 Disc 1: Living: 'Mattafix' (7)
This piece contains very appropriate lyrics; a strong beat, contrasts and is conveniently structured in approximately one-minute sections.
This work could also be developed into Achievement Standard 1.3 Perform a Dance as a Member of a Group, where students could work together to choreograph the first 60 seconds before moving into their three pieces of choreography to complete the dance.
- 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)
- 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
LO1: Students can identify and discuss at least one human rights issue
LO2: Students can identify and discuss a speech by at least one advocate for human rights
LO3: Students can compose and perform imaginative movement by exploring the dance element of space
LO4: Students can perform safe moving support sequences with a partner
LO5: Students can develop a movement motif using selected choreographic devices LO6: Students can compose imaginative dance about a human rights issue
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