Sei sulla pagina 1di 13

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Area of Study Performance/Composition/Appreciation

Target group: Year 7

Unit of work: Street Dance

Estimated duration: Term 1 - 11 Weeks

1. CONTEXT The unit focuses on Street Dance. Students are introduced to the origins of the style, its emergence, the various techniques, nd the new ways in which Street Dance continues to evolve. Students take part in performance technique classes, in which their understanding of and skills in the styles are developed. Students are taught a sequence of movement which implores various skills and techniques relevant to various street dance vocabularies and which excplicitly expose the stage four syllabus areas of study. Students are shown excerpts from Step up, Rize and various other street dance films, as well as other relevant stimuli such as hip hop music and beats. From this original phrase students students will devise and perform their own compositions based on the style of street dance and the stimulus of a battle. 2. OUTCOMES- A student: 4.1.1 A student demonstrates an understanding of safe dance practice and appropriate dance technique in the performance of combinations, sequences and dances 4.1.2 A student demonstrates aspects of the elements of dance in dance performance 4.1.3 A student demonstrates an understanding of aspects of performance quality through the performance of locomotor and non-locomotor combinations, sequences and dances. 4.2.1 A student identifies and explores aspects of the elements of dance in response to a range of stimuli 4.2.2 A student composes dance movement, using the elements of dance, that communicates ideas 4.3.1 A student describes dance performances through the elements of dance 4.3.2 A student identifies that dance works of art express ideas

CONTEXT: Students learn about: Their own bodies and how to dance within their own capabilities
Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

CONTEXT: Students learn to: Identify and perform a warm-up and cool-down
Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Preparing themselves physically for movement and safeguarding the body Performing dance movement consistently relative to anatomical structure Individual strength, flexibility and endurance How combinations of dance movement can be varied using the elements of dance Projection, focus and confidence The elements of dance as the tools employed by the dance composer to communicate ideas and feelings through dance Improvisation as a means to explore ideas Link movements to create a sequence Describe how the body is used in space, time and dynamics in dance performance and composition Use word processing Acquire, develop and apply an appropriate dance vocabulary Describe their personal impressions of dance works

Relate and apply understanding of safe dance practice while acquiring movement skill Move with greater body awareness Identify and describe the use of the elements of space, time and dynamics in combinations of movement Apply the elements of space, time and dynamics to dance movement Perform a range of dance skills Apply the elements of space, time and dynamics to personalise dance movement Explore the elements of space, time and dynamics in relation to a stimulus Transitions and sequencing movement How the elements of dance are employed by the composer/choreographer to communicate ideas Appropriate and effective movement content to communicate ideas Using ICT in the preparation of reports and assignments The language of dance to describe movements in space, time and dynamics

Describe connections between dance works of art and their own dance performances and compositions The basics of dance analysis and its application to performance and composition The elements of dance as the common link between dance performance and composition

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

3. REGISTER
REGISTER & SEQUENCE CHART: Unit 1 Dance/Street Dance Class: 9 Teacher: Victoria Vargas P-PERFORMANCE C- COMPOSITION A-APPRECIATION Classroom expectations and rules/consequences Register Signature & Date

Students receive Street Dance Workbook Look at overview and development of street dance/different styles Discuss main street dance styles we will be focusing on- popping, locking, Krumping, break dance and electric boogaloo Warm Up- Create a structured warm up- cardio/stretch/strength. Build on the warm up every lesson. Explain to students that we will perform a warm up each lesson. Explain that the warm up is relevant to the movement we will be performing Drawing on prior knowledge- Worksheet What do I know about Street Dance. Students will work in pairs listing and describing and illustrating all they know about Street Dance. (So you think you can dance, Step up- answering questions in workbooks

View Excerpts from step up- Viewing Sheets Teacher choreographs a phrase within the street dance style- Combination #1 (Skill development Street Dance Style) Locking/popping Hand out- What is locking movement Characteristics Watch a you tube clip-discuss as a class- students will be exploring the elements of dance within their answers (shapes, levels, tempo, dynamics)

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Students learn locking and popping combination #2 (Skill development popping, locking) Visual Stimulus- Image of a dance group boys against girls sparking the idea of a dance battle between two groups. (Linked to the characteristics of street dance) Basis of composition Task Complete worksheet initial impressions of visual stimulus Teacher devises small groups - manipulation of phrases taught to create a dance battle like scenario though the elements of dance, Space, Time and Dynamics) Introduction to SPACE- Students create combination #3 using the space task (worksheet) Teacher monitors progress at end of each lesson- Class Performance Warm up- building upon last weeks warm up Students are introduced to the style of clowning and krumping What is Clowning, Krumping, Movement Characteristics Handouts to complete on style Introduced to the five-krumping techniques- flashy, goofy, jerky, rugged and technical. You tube Viewing of Krumping Clip/handout and fllm excerpt rize SYTYCD (So you think you can dance) Continue building on class dance piece combination #3- (Skill development Krumping) incorporating clowning/krumping techniques Introduction to TIME- Students manipulate combination #3 working with (Cannon, Unison, double time, stillness) This becomes combination #4 Teacher monitors progress at end of each lesson- Class Performance Homework Task- Krumping Students are quizzed on the styles learnt so far, as well as the origins of street dance
Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Structured Warm up building upon last weeks warm up Students are introduced to new style. What is B-boying/Breaking Dancing/electric boogaloo, Movement Characteristics Students watch YouTube excerpts and complete viewing sheets Students are taught a B-boying combination #5 ICT- Street Dance Web Quest Students are introduced to DYNAMICS and vary combination #5 Teacher monitors progress at end of each lesson- Class Performance Complete choreography and continue rehearsal of composition Group showings of final piece before assessment in order to rehearse using the whole space Performance/Composition Assessment- Students perform their piece in groups Workbook Assessment- Students submit their Street Dace Workbooks completed Students are provided with both oral and written feedback along with their group and personal marks Students take on the role of being an audience member- Discussions of etiquette whilst watching

others perform

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

5. ASSESSMENT

Formal Assessment:
Composition Task 22% Workbook Task 10%

Informal Assessment:
Monitor students progress and development ongoing throughout the term in regards to their performance, composition development and workbook development

Resources Videos of appropriate dance works of art Street Dance DVD You clips of rize, honey, etc Resources created by me: Street Dance Booklet /Street Dance DVD
Dance Studio, Street Dance Workbook/Worksheets, CD Player, ICT Access (In order to watch You Tube Clips) Clip 1: The Electric Boogaloo http://www.youtube.com/watch?v=ivGnvAu1KS8 Clip 2: Popping, locking and Breakdance http://www.youtube.com/watch?v=NJN8r1YamY Clip 3: Krumping and clowning http://wwww.youtube.com/watch?v=iSa09Z7TBt0 Clip 5: Merging the styles http://www.youtube.com/watch?v=fa1B5_w0xoM

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

5. FEEDBACK
Before the assessment/During the Unit: Students will be given support and oral feedback during rehearsal lessons and preparation lessons leading up to the assessment task. Comments will inform them about how to improve the way to safely execute/demonstrate and choreograph movement in reponse to their visual stimlus.

After the assessment The teacher provides oral feedback during the warm-up activity as appropriate. On completion of the activity, the teacher engages the student in oral discussion and self-reflection specific to the criteria for assessing learning, as they watch performances back. Written feedback is also provided as annotations. Comments inform students about their approach to the composition process. Teacher Videos each groups performance Studentd watch back their performances Evaluation of their performances, what they liked/disliked which group portrayed the intent of a battle and why?

Future Directions At the completion of this activiity, students would have explored dance from a cultural and social perspective. Students gain a develping knowledge surrounding the elements of dance through the study of a popular dance style whilst developing a range of skills in the style. Students use their knowledge of the origins of the style, the various techniques, and the new ways in which street dance continues to evolve in the study of other dance styles and forms.

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Evaluation and variation Modifications required in program, e.g. duration, difficulty, resources, teaching and/or assessment strategies: _______________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________

DATE COMPLETED: _______________________________________________ TEACHERS SIGNATURE: ____________________________________________ HEAD TEACHERS SIGNATURE: _______________________________________

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

YEAR 7 DANCE

Fairvale High School -DANCE Register & Sequence Chart Stage 4 Year 7 Dance

UNIT STREET DANCE

Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication

Quality learning environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction

Significance

Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative