Examples of Dance Units for Levels 4-5 with Ideas for Relating to the 4 Dance Strands

Examples of Dance Units for Levels 4-5 with ideas for relating to the 4 Dance Strands

DESIGN AND ACTION DANCE PACIFIC PARTNERING

- explore making of symmetrical and - explore a variety of common gestures made - explore ways of moving with a partner using Developing Practical asymmetrical shapes using different body parts with various parts of the body that convey a different space relationships, without and with as a base, alone and with a partner recognized meaning in our culture e.g. rubbing contact – e.g. mirroring, leading/following, call Knowledge in Dance - make different shapes while traveling and cold arms; waving and response jumping/leaping in the air - practise a variety of common gestures in a - explore ways of supporting the weight of a - use continuous and broken flow to connect rhythmic sequence partner to make interesting shapes shapes and traveling movements - learn waiata-a-ringa actions - explore different and interesting ways to be - explore contrasts in Energy - learn a Cook Island dance from a guest linked to 1 or more people while changing - learn a ballet, jazz or hip hop dance sequence teacher shapes with shape changes - learn a Samoan SaSa - learn about safe dance practice in partnering - learn partnering folk and/or social dances

- create individual and partner shapes using - create a movement motif from 1-2 different - improvise with shapes and movements upon Developing Ideas in photographs as a stimulus gestures or movements explored the theme of sameness and difference i.e. - improvise traveling and stopping in different - learn the movement motifs of others and unison and contrasts Dance shapes, while relating to a partner - create combine them in a sequence - create a dance with a partner on the theme of sequences of shapes and traveling, on and off - create a class Sasa from the combined Alone and Together the floor sequences - create a dance with a partner that incorporates - create shapes and traveling movements in - use a Maori myth as the basis for an original movements and patterns from known folk response to images e.g. fancy flickering ‘gesture’ dance and/or social dances firelight - perform improvisations and creations to the - perform a waiata-a-ringa, Cook Island dance - view 2 different examples of dance duets on Communicating and rest of the class or the created class sasa for school assembly video and describe how they are similar and Interpreting in Dance - use drawing, symbols, words to notate own - view live or videoed examples of traditional different in the ways in which the dancers sequence waiata-a-ringa, Cook Island dance or Samoan interact with each other - observe and make supported comments about Sasa and discuss the characteristics of - reflect upon the process of creating and other class members’ shapes and sequences choreographic form and content dancing with a partner - identify and describe the shapes and - identify and describe the differences in the - perform dances with a partner movements in a dance example on video in movements of the men and the women - perform a class choreography that which design and action is a strong feature e.g. - describe/analyse the performance protocols or incorporates all duets with stage entrances and a hip hop music video clip; Ihi Frenzy expectations of different Pacific dances exits - learn about the dance maker(s), theme, - learn about/investigate the historical - investigate the history and purposes of social Understanding performers, and other relevant contextual development of waiata-a-ringa, Cook Island dancing Dance in Context details of the viewed dance example(s) dance or Sasa - research the history and costuming of a - learn about the history and background of a - discuss how these dances are a reflection of learned folk or social dance dance genre/style e.g. ballet, jazz or hip hop geography or location in the world - learn about specific partnerships e.g Fred - compare the emphases on dance shapes and Astaire and Ginger Rogers, and their th - learn about the purposes and occasions on motion in past and present contexts e.g. 19 which these dances are performed contribution to dance century ballet vs. 20th century ballet Suzanne Renner, Dunedin College of Education