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Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
Conference Group 2
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Conference Group 2

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Year 9 Dance Composition

Year 9 Dance Composition

Published in: Business, Technology
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  • 1. Year 9 Composition “Making Dance” 12 x 40 min lessons
  • 2. Unit Aims and Objectives Aim To develop knowledge, understanding and skills about dance as an artform through dance composition as a means of creating and structuring movement to express and communicate ideas. Objectives; 4.2.1   identifies and explores aspects of the elements of dance in response to a range of stimuli 4.2.2   composes dance movement, using the elements of dance, that communicates ideas
  • 3. Lesson One- Technique Class   CLASS OUTCOME- Students will participate in a performance class to revise the elements of dance.   Layer A - Analyse, using examples, the interrelationship of the elements of dance used in your phrase and how you manipulated them to contribute to the concept/intent.   Layer B - Describe how you have used at least two of the elements of dance in two of your exercises.   Layer C - What is meant by the term “elements of dance”? Describe how you used one of these in one of the exercises you have learnt.
  • 4. Lesson Two   CLASS OUTCOME- Students will explore Visual Stimulus through a variety of class work exercises.   Layer A - Using either the image of a tree or a bird, in groups of 4 or 5 work together to create a picture with your bodies. Find a way into the shape and then make the shape move.   Layer B - In pairs, use the image of a scarf as an incentive for creating 10 shapes using all three levels. Link these shapes together to create a short sequence with a focus on the way the scarf can move. For example, flowing in the wind, falling to the ground, etc.   Layer C - Individually, use the picture of an abstract artwork to create a phrase of movement. Look specifically at the lines, shapes, and colours in the artwork and how this might affect the use of the elements of dance.
  • 5. Lesson Three   CLASS OUTCOME- Students will explore Auditory Stimulus through a variety of class work exercises.   Layer A - Working individually, create an abstract phrase with consideration to the elements of dance. Consider the approach you are taking. For instance, where you are and how the busy city affects you as this will change the way you will be manipulating space, time and dynamics.   Layer B - In pairs, make 3 shapes each on each level using different directions. Link these together with consideration to the pathway you are using.   Layer C - In groups of 3 or 4, create a short sequence made up of gestures that you associate with the noises of busy city life.
  • 6. Lesson Four   CLASS OUTCOME- Students will explore Ideational Stimulus through a variety of class work exercises.   Layer A - The effect of rain on people, land, crops etc   Layer B - The action of a singular rain drop   Layer C - The movement/visual of rain
  • 7. Lesson Five   CLASS OUTCOME- Students will explore Tactile Stimulus through a variety of class work exercises.   Layer A - In partners students use the notion of cause and reaction to create specific movements   Layer B – Individually students use their surroundings (eg. wall, floor) to create a shape or movement based on the feeling of your surrounding.   Layer C - Students Use the feeling of an object to create a shape or movement.
  • 8. Lesson Six   CLASS OUTCOME- Students will participate in an improvisation workshop to develop movement generation skills.   Layer A - Students work individually to create an 8 count phrase based on their daily morning activity   Layer B - Students work in pairs to create movement and shapes based on an activity.   Layer C - As a group students work to create movement and shapes based on a game
  • 9. Lesson Seven   CLASS OUTCOME- Students will continue their exploration of improvisation, with this class focus on improvising using given stimulus.   Layer A - Students create a phrase of movement with shapes and transitions using a tactile stimulus.   Layer B - Students create a phrase of movement with shapes and transitions using an ideational stimulus.   Layer C - Students create a phrase of movement with shapes and transitions using a visual stimulus.
  • 10. Lesson Eight   CLASS OUTCOME- Students learn about Motifs, what they are and how they are created.   Layer A - Students interpret the stimulus as a tactile stimulus to create a motif.   Layer B - Students interpret the stimulus as an ideational stimulus to create a motif   Layer C - Students interpret the visual aspects of the stimulus to create a motif.
  • 11. Lesson Nine   CLASS OUTCOME- Students explore how to manipulate a motif.   Layer A - Students use 4 particular ways to manipulate motif (Quality, Background, Additive/Incorporative, Fragmentation).   Layer B - Students use 4 particular ways to manipulate motif (Retrograde, Inversion, Planes/Levels, Rhythm).   Layer C -- Students use 4 particular ways to manipulate motif (Repetition, Size, Tempo, Force)
  • 12. Lesson Ten   CLASS OUTCOME- Students will select a partner and begin experimenting with various stimulus items. From a selected item they are to begin to explore movement.   Layer A- Will select a tactile or kinesthetic stimulus.   Layer B- Will select a ideational or auditory stimulus.   Layer C- Will select a visual stimulus.
  • 13. Lessons Eleven and Twelve   CLASS OUTCOME- Students will develop a movement motif from the stimulus item chosen in lesson ten.   Layer A- Develop and abstract the motif in 5 ways.   Layer B- Attempt abstraction of motif.   Layer C- Movement that is representational of the chosen stimulus.

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