ICT Sequence of Learning

The following sequence of learning is inspired by the subsequent link

(https://iq.intel.com.au/dancing-with-3d-technology/). This link was found through research
and accumulation of digital resources on using 3D technology within dance. This stimulus is
the basis for a 10 week Year 8 Dance Unit. Under the direction of the teacher, students may
work individually or collaboratively to create the technological dance task.

This creative-abstract dance unit task focuses on high end pedagogical thinking to provide
student-centred learning. It is also scaffolded in a way to provide support for students with
intellectual and learning needs. This sequence of learning transforms dance into a digital
learning area and redefines and modifies classroom teaching, bringing it into the
technological age of the 21st Century. The unit was designed to consider all seven General
Capabilities with the most emphasis on Creative and Critical Thinking, Literacy and
Personal and Social Capabilities. These forefront capabilities explore combining the elements
of dance (ACADAM014), developing choreographic intent/devices (ACADAM016),
practising and refining technical dance/expressive skills (ACADAM015, ACADAM017) and
analysing choreography and visual stimulus (ACADAR018) (ACARA, 2016c).
Additional important criteria for this unit task includes using the cross-curriculum
priorities (of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's
engagement with Asia and Sustainability) to further and include the General Capabilities of
Inter-cultural Understanding and Ethical Understanding (ACADAR019). These additional
Capabilities will depend upon a students dance motif, intent, visual stimulus and the
meaning behind choreography.

Phase 1 (Creating and Planning with ICTs)

The school likes to display the musical, dance and acting talents of their students to family,
friends, potential future students and the general public. They are hosting their upcoming
School Showcase and the year 8 dance class will use this as the perfect opportunity to
perform for their assessment.
In this phase, the teacher guides and assists student in the creating and planning of the
technological modified dance task through open classroom discussions. These discussions are
mainly student driven to find a dance theme that they wish to create. The teacher guides these
discussions through asking relatable questions about the elements of dance. Students will be
designing a background video of themselves to dance with or an animation character of some
kind. Students will source different types of visual, textual, musical, historical and/or
emotional stimulus as inspiration for their dance theme/choreography and inspiration for the
visual technology display backdrop/projection (VTD).
Stimulus would vary from student to student allowing them to express dance in a way
that is relatable to them and can be collected in an online digital learning portfolio. Collection
of stimulus and choreographic intent/devices is an ongoing part of the task as students
choreography/ideas can adapt and change via discussions through online forums. Once a
(teacher approved) theme is decided upon and an appropriate initial amount of stimulus is
sourced, students can begin choreographing and creating their VTD.
The teacher will explicitly model how to use the basic features of the presentation software.
The students will practice basic use of the features in class. Students will then also be given
access to information on more advanced features for those students who are looking to extend
themselves.

Phase 2 (Creating and Sharing with ICTs)

Students will rehearse their choreography alongside the created VTD to ensure all elements
fuse together in a way that dance and technology complement each other. Teachers (and
possibly fellow students) will give feedback throughout the rehearsal period to make sure that
the choreography and VTD are in sync. Teachers will ask questions and engage in
discussions with students about their choreography in relation to their motifs, intent, use of
expression and use of elements of dance to verify that students understand the classroom
material that relates to the Australian Curriculum and work unit. Students will also be asked
by teacher, how their choreography and digital visual stimulus evolved throughout the task,
the comparisons between their original ideas and the finished created product, and how the
technological aspect helped to aide and enhance their performance narrative.
Students will again use technology to record their final Showcase Performance. From
here, students will edit, trim and make adjustments to the recorded footage and save it as a
compatible user friendly video. Students will then upload their video file to an internal social
media website and share these videos with each other and (if comfortable with parents
permission) other classes/schools.

Phase 3 (Reflecting with ICTs)

Students will analyse and evaluate their own performance through a personal reflective blog
and add it to their digital learning portfolio. Students review the process they undertook to
reach the final product and the challenges they faced along the way. They will also review
other students performances and provide constructive critiques for future improvement.
Students can also comment, share views and make references to others performances in a
positive and constructive way in their blogs.

Students write about the possible improvements they would make to their performance and/or
VTD if they were to do the task again and even give suggestions on how to improve the task
for future learners.
During this phase the teacher acts as a facilitator, guiding students where necessary in
their postings. This student-centred approach allows the learner to make their own learning
through reflective practice. Teachers can then use these suggestions to constantly update,
modify and redefine this (or similar) technological tasks. Teacher themselves learn the
challenges and difficulties that students faced with this task and make adjustments
accordingly.

Legal, Ethical and Safety Considerations in this Learning Sequence

Within dance, at times it is difficult to tell the difference between using other people's
choreography as inspiration and direct plagiarism. Within their reflective blogs and digital
portfolio students must reference and cite all choreographic stimulus that they used for their
choreography and/or explain the reasoning behind all movements.
The recording of a minor for both the VTD and the Showcase performance must be
approved by a parent or adult guardian with the understanding that it will be upload to
internal school blog websites and shared between students and classrooms for educational or
marking purposes. All comments and online activities will be monitored by the teacher to
prevent cyberbullying, negative comments and other safety and legal considerations