Unit Outline

KLA : Creative & Performing Arts Year Level: 2 Semester: 1/2

Unit title: Dance and movement
Duration 2 weeks Periods per
week
4

Key Resources
Teacher, students, space, speakers, music.

Library Resources
Music


Unit Overview


Unit Content
This unit provides students with a variety of opportunities to play with the elements of dance by
creating movement
This unit covers:

Elements of movement and dance ( space, time, dynamics and relationships)
Safe dance practices
Body awareness activities
Creating movements and dances
Exploring other groups and discussing
Reflecting on different dances


Standards


Learning Outcome/s
-
Being able to design movement activities focusing on body awareness in creative dance forms

-
Combining movements and dances together

-
Identifying the elements of dance within their performance (space, time, dynamics and
relationships)

-
Conduct movements and dances with the use of safe dance practices.

- By the end of the course, students will be able to use the elements of dance to perform and


compose movement pieces.
VELS
In Foundation to Year 2, students make and respond to dance independently, with their classmates and their
teachers. They learn that the elements of dance (space, time, dynamics and relationships) are used to
communicate ideas.

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Objective


Rationale
This Dance and movement unit develops students skills and their confidence in actively engaging among their
peers. This unit focuses on the development of basic skills and understandings in dance, classroom performance
skills, and teaching strategies in the area of movement, listening to music and recognising the beat. In
examining the movement, elements of dance are widely explored and students are involved in various activities
to apply this learning
This unit of movement and dance is important to teach as it helps students:
-
Focus and engage in learning

-
Develop and apply their kinaesthetic intelligence

-
Understand different concepts and themes

-
Communicate in different ways and appreciate the creativeness of others

-
Cooperate and collaborate with each other.



Assessment

Formative Assessment Summative Assessment
Summaries and Reflections: Students will stop and
reflect, make sense of what they have learnt, using
content-specific language.
Visual Representations Students will use both words
and movements to make connections with this unit.
Collaborative Activities Students will have the
opportunity to move and communicate with others
as they develop and demonstrate their
understanding of concepts.
Students will be required to create a
number of specific dance moves of their
own, using the dance elements and
keeping time wit the music.
Students will be required to work in a
group developing movements together to
create a 2 minute dance.

Students will have two assessment pieces for this unit as outlined in the summative assessment. It will also be
noted down how individuals are engaged during class and their involvement in activities.

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Detailed Outline of Lessons


Lessons Learning Intention/s Activities
Assessment/
Feedback opportunities
1.

Understand the importance of team
work.



To cooperate and collaborate in teams.



To learn to cooperate to make a
dramatic image.


To understand the things that make a
good team member.

To have a knowledge of how to make a
tableaux.
Year 7 Drama is based on a

Digital and hard copy - Drama Journal
Course Outline Assessment Information
Classroom rules
What is the performer
Warm up games that incorporate the performers
tools.

As a whole class students will engage in warm-ups and related
workshops. They will break into working focus groups to
develop their craft practically.

TEACHING CONCEPT: Tableaus

Drama Vocab Focus: Collaborate, tableaux, rehearse,
refine, focus, reflect.




PRACTICAL TASKS SUGGESTED:
Perform group devised tableaus.
Major Common Assessment Task/s
Each unit of study will be based on the
following assessment tasks
Warm-up
Collaborations
Rehearsal
Performance
Self-assessment

The performance and the Self-assessment
tasks are included in assessment rubrics
that indicate the criteria that reflect the
process in which the student is leaning.
This is a requirement per Unit of Work











Major Common Assessment Task/s
Each unit of study will be based on the
following assessment tasks
Journal
Rehearsal
Performance
Written self-evaluation.

All assessment tasks are included in
assessment rubrics that indicate the criteria
and reflect the process in which the student
is learning the key assessment aspects.





A series of small work in progress showings,
leading up to the making and showing of a
group devised performance shown to an
outside audience - this may be another class
or parents etc.







Arts Practice
Making

Realising

Refinement

Production Processes












To be able to apply learned skills
techniques methods when making
performance

To understand techniques used in
making performance that support the
transfer of skills into a clear mode of
communication.

Understand how the tools of the
performer can enhance their mode of
communication.

To understand the perspective of the
audience.

To be creative in their collaboration and









Final pieces
Workshopping
Rehearsal
Performance based on The Lake.
Group reflection
Aesthetics
Critical self-reflection

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willing to listen and learn from fellow
classmates.

To be able to understand the depth of
the performers abilities to
communicate.



Arts Theory
Exploring Artists
Artworks

Responding
To be able to articulate the need for
team work.

To be able to articulate learned
vocabulary when speaking about this
importance.

To be able to discuss differing view-
points and experiences in relation to the
team building workshop.
Written Theory Tasks:
Writing down their experience.

LOOKING AT A PAST AND PRESENT CONTEXT
Looking at how they felt at the beginning of the unit
in comparison to the end.



Arts Theory
Reflecting

Responding

Evaluating




To be able to process and write about
students own learning.

To begin to make personal judgement
about students own performance work.



Written Theory Tasks
Process Writing : Students can write in hard copy or
digital journal or respond on prepared worksheets
available from teacher.

Self Evaluation : Can be articulated through written
reports and short speeches.

























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