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Safe dance practice unit of work

Safe dance practice unit of work
By Ashley Jones and Hannah Sherwood
EDST4093

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    Edst 4093 unit of work slideshare Edst 4093 unit of work slideshare Presentation Transcript

    • Unit of Study Safe Dance Practice Stage Five Dance Ashley Jones and Hannah Sherwood EDST 4093 Special Education: Inclusive strategies
    • CONTENTS - Safe dance practice photo 1. Inclusive strategies unit - Skeleton diagram - Life skills content - Muscles of the body diagram - Focus: Let’s look at dance - Safe dance practice poster - Focus: How can my body move 5. 2nd Layer - Focus: Lets move together - Muscles research task - Demonstrating safe dance - Focus: Performing dance together practice from an exercise 2. Layered Curriculum Lesson Plan Form - Demonstrating safe dance 3. Student contract practice from a locomotor 4. 1st Layer exercise - Vocabulary sheet - Writing about safe dance practice - Review questions 6. 3rd Layer - Writing an injuries report - Observing and helping one another 7. Safe Dance Practice Rubric
    • Unit title: Safe Dance Practice Description: This unit is an introduction to safe dance practices and allows students to experiment with body movements. Students perform and create movement/dance sequences relative to their own bodies skeletal and muscular limitations and capabilities, engaging in activities individually, in pairs and as part of a group. Life Skills Outcomes Resources A student: Safe Dance DVD LS.1.1 demonstrates a range of movement skills Safe Dance Booklet LS.1.3 demonstrates an awareness of safe dance Music of different genres; classical, jazz, popular, practices country, alternative/contemporary. LS.3.1 experiences a variety of dance performances LS.3.2 responds to the elements of dance in performance LS.4.1 engages in dance activities. Links A student: A student: English Mathematics LS.1 responds to auditory cues in a range of contexts NLS.1recognises language that is descriptive of number LS.12 communicates for a variety of purposes NLS.3recognises and responds to ordinal terms LS.14 communicates with a range of audiences PALS.1 recognises repeating patterns LS.15 draws on background and experiences to respond SCLS.4 responds to the language of position to texts in ways that are imaginative, interpretive Music or critical LS.1 uses movement, vocalisation or instruments to respond to a range of music PDHPE LS.8 demonstrates a range of movement skills across environments LS.9 participates in a range of physical activities
    • Life Life Skills Content Skills Outcom es Students learn to: Students learn about: Performance LS.1.1 prepare their body for dance through movement using movement in controlled ways to participate in dance move all or part of their body to change their positioning in space move all or part of their body in different ways, taking account of body position, direction, patterns and relationships move all or part of their body in the context of participating in various dance activities both as an individual and cooperatively as part of a group LS.1.3 recognise the capabilities and limitation of their own body safe dance practices and safely extend these limits where possible use safe practices during dance and movement Appreciation LS.3.1 display appropriate audience behaviour in different appreciating dance performances situations LS.3.2 communicate responses to dance performances appreciating dance as an audience member actively participate in dance performance when invited Study of dance as an artform LS.4.1 participate in dance activities valuing and appreciating dance cooperate with others in dance activities
    • Focus: Let’s look at dance Outcom Integrated learning experiences and instruction P C A Evidence of learning Feedback es (words in italics refer to Life Skills outcomes) LS.3.1 Students watch a safe dance DVD and appreciate it in 3 Viewing dance Oral, visual and tangible LS.3.2 terms of its education value. performances may feedback prompting by - students watch the film and can see, with assistance, involve experiencing a the teacher to guide and the application of safe dance elements they have been variety of dance affirm students’: learning in class. performances and/or responses to a variety of responding to the dance performances elements of dance in and identification of performance. some of the features of dance performances LS.3.2 Students demonstrate their appreciation of the dance by 3 Expression of demonstration of applauding at appropriate times appreciation of dance appropriate responses performances may to a variety of dance involve responding to performances the elements of dance in performance. LS.3.2 Teacher assists students to recognise the elements of the 3 Sharing their responses sharing of their dance (space, time, dynamics) by helping them to describe to the elements of the responses to the the shapes of the dancers, the speed of the music and the dance may indicate elements of dance in quality of the movement. responding to the the dance elements of dance in performances performance. LS.3.2 Students record their responses to the dance performances in 3 Recording responses to recording of their a journal, using photographs of performers, images, dance performances in a responses to the drawings and/or written description to focus on the journal may involve elements of dance in elements of dance. Students can also recognise the safe responding to the performance in an dance principles in photographs. elements of dance in appropriate format. performance.
    • Focus: How can my body move? Outco Integrated learning experiences and instruction P C A Evidence of learning Feedback mes (words in italics refer to Life Skills outcomes) LS.1.1 Teacher assists students individually through instruction 3 Exploring ways in Use of physical LS.1.3 and modelling of safe dance practices to explore the which their bodies can demonstration to parts of their body that can move in similar ways to move may involve support, assist and those observed in the video excerpts, eg fingers, hands demonstrating a range encourage students and arms can wave, stretch, curve and make shapes; legs of movement skills. in a range of can bend, stretch, kick; whole body can sway, curve, movement skills. arch, crouch and make shapes Teacher assists students to: 3 Engaging in personal Oral, visual and experiment with and extend variations of a movement movement may tangible feedback using safe dance practices involve demonstrating prompting by the develop the vocabulary related to movements, eg arch, a range of movement teacher to guide and curve, sway, shapes skills and/or affirm students’: perform single familiar movements, eg raising an arm demonstrating an demonstration of a complete a sequence of familiar movements such as awareness of safe range of movement walking, marching, running incorporating movement dance practices. skills variations
    • Focus: Let’s move together LS.1.3 Students work in pairs to combine previously practised or 3 3 Working in pairs to Oral, visual and new movements/shapes using safe dance practices. It may combine or create new tangible feedback involve activities such as: movements/ prompting by the changing spatial aspects of movement such as direction, shapes using safe dance teacher to guide and level, size, plane in consultation with partners to practices may involve affirm students explore other dimensions exploring the elements working in pairs to performing individual movements in unison of dance to create combine movements (concurrently), as prompted by the teacher movement and and demonstration of performing individual movements in canon communicate ideas safe dance practices. (consecutively) and/or exploring, performing movements which involve interaction between selecting and partners sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices.
    • Focus: Performing dance together Outcom Integrated learning experiences and instruction P C A Evidence of learning Feedback es (words in italics refer to Life Skills outcomes) LS.1.3 Students perform a range of exercises in class to 3 3 3 Exploring, selecting exploration, selection LS.4.1 demonstrate safe dance practice. This includes: and sequencing and sequence of - non locomotor phrases movements gives movements - locomotor phrases students the - floor sequences opportunity to refine - jumping sequences their dance skills. LS.1.2 Students perform a set movement phrase with the class. This 3 3 Using dance performance of the safe LS.1.3 will include; movements to perform dance principles LS.4.1 - performing movement with the safe dance principles helps students in in mind exploring, selecting - executing movement safely and sequencing - performing movement confidently movement to express feelings and ideas and/or using dance technique to communicate and/or engaging in dance activities and/or demonstrating an awareness of safe dance practices.
    • Focus: Performing dance together (cont) Outcom Integrated learning experiences and instruction P C A Evidence of learning Feedback es (words in italics refer to Life Skills outcomes) LS.3.1 Students view and respond appropriately to the dances 3 Viewing and responding Oral, visual and LS.3.2 performed by others to dances performed by tangible feedback others may involve prompting by the experiencing a variety teacher to guide and of dance performances affirm students’ focus and/or responding to the and positive response elements of dance in to dance performed performance. by others. LS.3.2 Teacher assists students to maintain their journal to reflect 3 Maintenance of the Oral, visual and their activities throughout their learning experiences. journal may involve tangible feedback Entries may include: responding to the prompting by the photographs that the teacher takes of them during the elements of dance in teacher to guide and activity performance. affirm students’ images from magazines and brochures etc related to the journal entries. activity free hand drawings personal reflections on the activity descriptions of the activity Students use their journal to share their experiences of dance with others
    • Layered Curriculum Lesson Plan Form - Name_______________________________________________________ Teacher: Miss Jones and Miss Sherwood Subject Dance – Stage 5 Unit of Instruction: Safe Dance Practice Implementation Dates: Term 2 Outcomes: LS.1.1 demonstrates an awareness of safe dance practices LS.1.3 demonstrates a range of movement skills LS.2.1 explores the elements of dance to create movement and communicate ideas LS.3.1 experiences a variety of dance performances LS.3.2 responds to the elements of dance in performance LS.4.1 engages in dance activities. Curriculum Layers Student Unit Learning Activities Pts Ern EVERYONE MUST DO ALL OF THESE 1. Complete the daily journal entries answering the “question of the day” CHOOSE ENOUGH OF THE FOLLOWING 2. Complete the SMART dance booklet 50 TO SHOW YOU ARE 50 PROFICIENT/ADVANCED 1st Layer : Basic knowledge, 1. Complete a colouring diagram of the skeleton 10 understanding. The student builds on 2. Complete a colouring diagram of the muscles 10 his/her current level of core information. 3. Complete a vocabulary sheet. 10 Proficient = 50 points 4. Complete a worksheet on safe dance practice 10 Advanced = 70 points including one 5. Complete “Review Questions” on safe dance practice 10 assignment from 3rd layer. 6. Make a poster about one safe dance aspect. 10 Bloom’s Taxonomy: Knowledge 7. Using a photo from a magazine, locate one safe dance aspect 10 Rate your understanding of these tasks 1 – 8. Demonstrate safe dance aspects using shapes 10 10. 2nd Layer : Application or manipulation 1. Write a letter explaining why we use safe dance practice 20 of the information learned in the 1st layer. 2. Describe the importance of each aspect of safe dance practice, using 20 Problem solving or other higher level movement examples. Write 2-3 paragraphs 20 thinking tasks. 3. Demonstrate safe dance practice using exercises learnt in class 20 Proficient = 60 points 4. Demonstrate the safe dance principles in a locomotor exercise 20 Advanced = 90 points including one 5. Research a muscle group and write a one page report on how it is used in 20 assignment from 3rd layer. dance Bloom’s Taxonomy: 6. Discuss with a friend safe dance practice and together apply this knowledge to Application & Analysis your dance practice and analyse each others performance. Write your analysis Rate your understanding of these tasks 1 – in your dance journal. 10.
    • Layered Curriculum Lesson Plan Form CONT. 3rd Layer : Critical Thinking and 1. Watch a friend perform the movement sequence and identify the 30 Analysis. This layer requires the highest aspects of safe dance practice they are using, or should be using. 30 and most complex thought. Write a page on your evaluation of their performance. 30 Bloom’s Taxonomy: 2. Create a movement phrase that highlights the safe dance practice 30 Synthesis & Evaluation elements 3. Select an injury and write a report on it; outline the cause of the injury, the symptoms and the rehabilitation process. 4. Film yourself performing a set movement sequence that demonstrates safe dance practice and alignment. Write a one page report evaluating your performance in terms of safe dance practice and alignment. Rate your understanding of these tasks 1 – 10.
    • STUDENT CONTRACT Over the next two weeks year 9 will be studying Safe Dance Practice, using the layered curriculum. In using the layered curriculum you will have freedom of choice in your assessment tasks and learning activities. There are, however, some tasks that are compulsory. What is compulsory: * You must complete at least one performance task * You must complete the journal task (50 points) * You must complete the SMART dance booklet (50 points) * You must attempt a minimum of 100 points worth of tasks (not including the compulsory parts) * Tick the activities you are choosing to complete and show them to me when you have finished each task. I will sign this and mark it on the progress form. * Fill in the comment section of your layered curriculum, I am interested in how you are going. * After the completion of the unit I will give you feedback and your final mark. Something to remember: Keep your goals high and always try your hardest! If you would like to discuss any of this with me, feel free to do so. I ______________________________________________ (students name) have read and understood the above information and will complete the necessary tasks for the unit of work. Signed: _______________________________Parent/Guardian:____________________________ Date: ______________ Miss Jones and Miss Sherwood
    • 1st Layer- completing a vocabulary sheet Muscles and Bones Crossword Puzzle Hidden in this puzzle are names of muscles and bones. You will find them up, down, across and diagonal. Look carefully as some of the letters are used more than once to create a word. Make sure you highlight the whole word. G L U T E A L S A S Muscles A L T U L N A L H Q Bones Hamstrings L E R Y F J A A M U •Femur •Triceps U B I C E P S N E A •Radius •Biceps P R C A M A H I S D •Ulna •Quadriceps A A E L U T A M R R •Tibia •Gluteals C D P V R E T O Y I •Patella •Abdominals S I S E E L T D P C •Humerus •Calves U U R S G L O B T E •Scapula R S V T M A F A A P •Spine E T R A P E Z I U S M W S R X Z B R S D U Q G N U I P T E T H A M S T R I N G B
    • 1st Layer- Completing review questions on safe dance practise Proper Alignment Read the following information and answer the question sheet below. Correct alignment is one of the best ways to prevent injury and improve performance. Proper body alignment allows the body to move in harmony with muscles, bones, joints, ligaments and tendons. When you are correctly aligned, your muscles work effectively and there is less wear and tear on them. The body is correctly aligned when its weight is transferred through the centre of each joint. So a correctly aligned body, when viewed from the side, should have a straight line from the head to the shoulders, to the hips to the knees, to the ankles. When alignment is incorrect, the weight of the body is not transferred through the centre of the joints. This puts strain on the bones, tendons and ligaments. If misalignment continues, the unnatural wear and tear will result in chronic pain and injury. Muscles can be affected by bad alignment as they can be overstretched causing injury and pain. Muscles that are shortened due to incorrect alignment can become tight and cause further injuries. For example; sway back, slouched shoulders, hips tilted forwards or backwards. Question Sheet •What parts of the body need to be in line for correct alignment? ___________________________________________________________________________________________________ _______________________________________________________________________________________ •What does proper body alignment allow the body to do? ____________________________________________________________________________________________________ ______________________________________________________________________________________ •What are some injuries that poor alignment can do? _____________________________________________________________________________________________________ _________________________________________________________________________________ •Where is strain placed when the body is incorrectly aligned? _____________________________________________________________________________________________________ _____________________________________________________________________________________ •Looking at this picture, can you identify whether the dancer is presenting proper or poor alignment. _____________________________________________________________________________________________________ ______________________________________________________________________________________________________
    • 1st Layer- Using a photo from a magazine, locate one safe dance aspect S A Locating Safe F Dance Practice in a E Photograph D Make sure you pick a A photo that you can easily see the safe dance N practice aspects in. C E P R Stepa 1 Step 2 Look for A Step 3 photograph from a dance magazine, Select an image that you C google images or can see aspects of safe Located the safe dance practice in. dance principles we T ask your teacher. have been working I on in class. Make sure you notate C these on your E photograph.
    • 1st Layer- Complete a colouring diagram of the skeleton COLOURING IN THE SKELETON Using the diagram, colour in the following bones according to the appropriate colour. •Femur -red •Radius -purple •Ulna - blue •Tibia - yellow •Patella - green •Humerus - black •Scapula - orange •Spine - grey Quick Question: Why is it important to have a knowledge and understanding of bones and their function within the body?
    • 1st Layer- Complete a colouring diagram of the muscles COLOURING IN THE MUSCLES Using the diagram, colour in the following bones according to the appropriate colour. Muscles Hamstrings - grey •Triceps - blue •Biceps - black •Quadriceps – green •Gluteals - yellow •Abdominals - orange •Calves - purple Quick Question: What is the function of muscles? Why is it important to warm up our muscles in relation to safe dance practise?
    • 1st Layer- make a poster about safe dance practice Make a poster about safe dance practise •Create an A4 poster about safe dance practise •Consider the most important elements of safe dance practise •Think about colour, choice of text, the use of materials eg. Drawings, diagrams, photos, fabric •Make it eye catching and BE CREATIVE! TASK •Once completing your poster, divide into pairs and ask each other: -Why they have chose to include particular elements of safe dance practise And -Why it is eye catching?
    • 2nd Layer- Research a muscle group and write a one page report on how it is used in dance + Safe Dance MUSCLES Research Task Research a muscle or a muscle group and write a one page report on it. Include in your report; What the muscle’s name is What the muscle’s use is to a dancer How the muscle works What bones it attaches to.
    • 2nd Layer- Demonstrate safe dance practice using exercises learnt in class Teacher: Miss Jones and Miss Sherwood School: Class: Year 9 Elective Dance Subject: Dance Performance The relevant Syllabus: Aim: The aim of the Dance Years 7 – 10 Syllabus is for students to experience, understand, value and enjoy dance as an art form, through the interrelated study of the performance, composition and appreciation of dance. Objective(s): Students will develop knowledge, understanding and skills about dance as an art form through: Dance performance as a means of developing dance technique and performance quality to communicate ideas. Value and appreciate their engagement in the study of dance as an artform Outcomes (Learn to/Learn about): A student LS.1.1: demonstrates a range of movement skills LS.1.3: demonstrates an awareness of safe dance practices LS.4.1: engages in dance activities Students Learn To Students Learn About Prepare their body for dance through movement, eg Using movement in controlled ways to participate in relax their body, warm-up exercise (LS.1.1) dance (LS.1.1) Move all or part of their body in the context of Safe dance practices (LS.1.3) participating in various dance activities both as an Valuing and appreciating dance (LS.4.1) individual and cooperatively as part of a group (LS.1.1) Cool down their body after engaging in dance activities (LS.1.1) Recognise the importance of preparation for dance and movement, eg warming up and cooling down, stretching (LS.1.3) Participate in dance activities (LS.4.1)
    • Lesson Specific Aim: the aim of this lesson is to introduce students with life skills to dance performance. Giving them the opportunity to develop their gross motor skills and co-ordination in regards to the performance of dance as an artform and the safe execution of dance. Students will also begin to understand the mechanics of safe dance practice. Objective(s): Students participate in activities which seek to develop their understanding of safe dance practice. Outcomes (Learn to/Learn about); a student demonstrates implementation of classroom rules an execution of a warm-up and cool-down relevant to safe dance practice an understanding of safe dance practice a range of movement skills with support engagement in dance activities Students Learn To Students Learn About perform a basic warm up and cool down process the rules and expectations of the dance classroom identify some safe dance practices a basic understanding of the role of warm up and cool down isolate different body parts safe dance practice in relation to dance coordinate body parts dance terminology What do you want the students to learn by the end of this lesson? By the end of this lesson students will have begun to understand dance as an artform through an understanding of the process of a dance lesson. Students will have an understanding of the alignment of the hips, knees and ankles in parallel position and will be striving towards maintaining this throughout their work. They will also have looked at the alignment of the spine, however this will be developed further through classes so that students are able to understand this to a greater level. Students will have learnt, with support, movements which will be used to solidify their dance experience and dance technique throughout the entirety of the course. Students will also have access to a wide range of musical excerpts which will have assisted them to enjoy dance as an artform. What prior knowledge must the students meet? Students will have had one theory lesson on the safe dance principles at a year 9 level. In this lesson this student will have made an understanding of the risk of injury placed on the body when movement is performed incorrectly and with poor alignment. Students will also have watched a short excerpt of dance film with the intent of safe dance practice. Assessment: What do you want the students to present at the end of the lesson? Students will be assessed on their ability to sustain the exercises, which were instructed in class. Students will also participate in a group discussion at the end of the class where they have the opportunity to participate in the vocalisation of the dance technique learnt or actively listen to their peers and agree or disagree with the views on safe dance practice. Students will also be assessed on their general understanding of the alignment principles and if this is not achieved successfully the teacher will need to re-assess the delivery of the material.
    • What do you want the students to learn by the end of this lesson? By the end of this lesson students will have begun to understand dance as an artform through an understanding of the process of a dance lesson. Students will have an understanding of the alignment of the hips, knees and ankles in parallel position and will be striving towards maintaining this throughout their work. They will also have looked at the alignment of the spine, however this will be developed further through classes so that students are able to understand this to a greater level. Students will have learnt, with support, movements which will be used to solidify their dance experience and dance technique throughout the entirety of the course. Students will also have access to a wide range of musical excerpts which will have assisted them to enjoy dance as an artform. What prior knowledge must the students meet? Students will have had one theory lesson on the safe dance principles at a year 9 level. In this lesson this student will have made an understanding of the risk of injury placed on the body when movement is performed incorrectly and with poor alignment. Students will also have watched a short excerpt of dance film with the intent of safe dance practice. Assessment: What do you want the students to present at the end of the lesson? Students will be assessed on their ability to sustain the exercises, which were instructed in class. Students will also participate in a group discussion at the end of the class where they have the opportunity to participate in the vocalisation of the dance technique learnt or actively listen to their peers and agree or disagree with the views on safe dance practice. Students will also be assessed on their general understanding of the alignment principles and if this is not achieved successfully the teacher will need to re-assess the delivery of the material. Time Stage 0-10min INTRODUCTION Student’s get changed and settle into the classroom. Class structure is explained. Warm-up, centre practice, progressions. Students must complete a warm-up before commencing centre practice and progressions as it prepares the body for more strenuous work. This can be related to the first lesson of Smart dance, where students learnt about the safe dance principles. Teacher asks student to refer to their SMART dance workbook for the information on the warm up procedure. 10-20min WARM UP – Student can join in on this activity, however the teacher must make sure that they are in close proximity to them when performing the stretches so that they have a better understanding of the movement. The teacher must also make sure to explain each movement in detail. Describing each shape of the limbs and the direction of the body. The teacher can also modify any stretches which appear to be too difficult for the student by performing them standing, instead of sitting on the floor.
    • The teacher leads the class through the warm-up procedure. Students begin walking around the classroom and when the teacher claps their hands the students perform small stretches. As the stretches are performed the teacher talks the students through them. This gradually builds into a jog. When the teacher stops to instruct the stretches, they stop directly in view of the student on life skills so that they are able to see the teacher perform the movement clearly. 20 – 45min CENTRE PRACTICE Foot articulation – Teacher explains to the student that in dance the feet are stretched 90% of the time, so it is important to fully extend the toes to create a nice long line with the feet. Student can pick up their socks with their toes to reinforce this and activate the muscles. Sitting on the floor - Student articulates the ankle by gently moving it in various directions. Firstly circulating the ankle (both clockwise and anti-clockwise) and using plantar and dorsi flexion (stretching the feet and flexing the feet). Working in parallel and turnout – Teacher explains that in dance, dancers work in different leg positions. In classical ballet it is mainly turn out while modern/contemporary dance is mostly in parallel. Sitting on the floor – Student uses the rotator muscles of the leg to work in parallel and turnout. Firstly beginning with one foot and alternating legs, gradually moving to two feet. Students will be asked to articulate which is parallel and which is turnout. Plie` Exercise – whilst this is introduced the teacher explains the safe dance principle of the alignment of the hips, knees and ankles. The teacher asks students what alignment they think is best for standing and running. Demonstrating exaggerated poor alignment and good alignment. Ask students what could happen to their body if they perform the incorrect alignment and dramatise this (teacher would make students aware that they are going to dramatise it). Teacher then asks students to practice in pairs and see if their partner is performing good alignment or poor alignment. Students perform small bends in a parallel position. When students feel comfortable working in this position students begin to take one leg forward to perform a small lunge. Student repeats this on both legs. Centre Balance – When introducing this the teacher explains the safe dance principle of back alignment. The teacher explains the natural curve of the spine and introduces the students to a ‘supine’ spine position by asking them to lay on the floor in a neutral position with their knees raised. The teacher then asks the students to rock their pelvis back and forward to demonstrate exaggerated poor alignment. Teacher explains the principles of the balance. Have a strong a supportive standing leg, making sure that the muscles are pulled up and activated. Can demonstrate this by performing ‘smiley’ knees (knee cap move when pulled up into a smiley face). The back must also be straight in the neutral spine position and it is important to engage the abdominals and squeeze tight, so that the balance is increased. Student must also focus their gaze on one spot. Student stands with both feet on the ground in parallel position. Student begins to take one leg off the floor and balance for a few seconds. Repeat this with the other leg. Students can test how long they can balance like this for and teacher could time how long they can stay so that students increase their motivation for it and challenge themselves to improve their time. PROGRESSIONS Leg swings – Teacher reiterates the safe dance principles of knees over toes and back alignment and questions student on these principles. Lying on their back. Student bends one leg up and slowly raises the other leg to the roof and takes it down again. Students repeat this alternating legs Triplets – Teacher reminds student about the first exercise they did where they articulated their ankles. In this exercise the student must place the toe on the ground first when marching. This is to ensure that when students begin jumping they are landing through their feet, another aspect of safe dance practice.
    • • Student performs a march sequence of three marches and then a pause, travelling down the room, alternating legs. 46 – 50min COOL-DOWN & REITERATION OF CLASS Stretches, cooling down the body slowly, repeated from the beginning of the lesson. Class discusses what happened during the lesson, what they learnt, what they think is important etc. Students write this in their dance log books. Teacher gives a sheet to the student that has these questions on it, so that they are able to write the answers down, if needed the student is able to type these answers. 50 – 55min ASK STUDENTS TO GET CHANGED AND DISMISS CLASS Resources Stereo Ipod – mix between different genres of music. Jazz Classical Meditative Contemporary If the class is behaving the teacher can ask for request for songs, or use songs from the student ipods
    • 2nd Layer- Demonstrate safe dance practice in a locomotor exercise Dance Practice Demonstrating Safe Dance Practice Students are to Safe Dancing! wear their Using the exercises learnt in class, demonstrate to the teacher a dance uniform sequence using safe dance practice. You will be marked on; for this * Strength exercise. * Balance * Co-ordination * Alignment Tips! One: Two: Three: Practice your Get feedback off Have confidence in exercises. your teachers and yourself! your friends.
    • 2nd Layer- Describe the importance of each aspect of safe dance practice, using movement examples. Write 2-3 paragraphs S A •Describe the importance of the F following aspects and how they are E significant to preventing injury: -Alignment D -Warm up A -Cool down N C Provide examples from class work in E composition and performance classes and write about them in your dance P journals. R A C T I S E
    • 3rd Layer - Select an injury and write a report on it; outline the cause of the injury, the symptoms and the rehabilitation process. Safe Dance Practice Documenting safe dance practice Select a dance related injury and write a one page report documenting: 1. The cause of the injury 2. The symptoms of the injury 3. The rehabilitation of the injury 4. How using safe dance practice can this injury be avoided Helpful hints: - The broader the research tools you use, the easier it will be to collate information - Try to pick an injury which interests you and challenge yourself!
    • 3rd Layer - Watch a friend perform the movement sequence and identify the aspects of safe dance practice they are using , or should be using. Write a page on your evaluation of their performance. Safe Dance Practise Observing and Helping one another Step One: Students are taught a minute of a performance dance. Step Two: In pairs students watch one another and provide feedback including three positive comments and three areas to improve in relation to safe dance practice. Step Three: Students then write an evaluation of their partners and their own performance in their dance journals
    • Safe dance practice rubric Beginning Satisfactory Proficient Excellent MARK Effort and  Participates only with  Participates in dance.  Participates in dance  Participates in dance participation strong encouragement.  Frequent reminders with a positive with enthusiasm, and  Is easily distracted and are needed to maintain attitude. encourages others to finds it difficult to focus on the dance.  Needs to be reminded participate. maintain focus. May to focus at times.  Is consistently focused distract others.  Can stay focused and and on task and follows instruction encourages others to well. remain focussed. Understandin  Had little  Had a satisfactory  Proficient  Excellent g of safe understanding of safe understanding of safe understanding of safe understanding of safe dance dance practice dance practice dance practice dance practice practice  Student movements  Students movements  Showed proficient  Showed excellent and did not always reflect sometimes reflected an understanding of safe consistent an understanding of understanding of safe dance practice understanding in safe dance practice dance practice moving the body Creativity  Uses common and  Adapts some options  Explores a variety of  Explores numerous and stereotypical patterns from others in their creative options. creative options. interpretation borrowed from others. movement  Takes some risks in  Willing to take risks in when dancing  Uses familiar patterns  Goes beyond the their exploration. their exploration. safely and movements. familiar to take a small  Movements show  Movements are highly  Re-uses a simple risk. unusual patterns and original and carried pattern borrowed from  Movements repeat fair variety. out well. others or media. limited common  Student danced  Movements highlight  Danced in an unsafe patterns and themes. showing an the music in an way  Often danced in an understanding of safe interesting way. unsafe way dance practice  Excellent creativity in dancing in a safe way COMMENTS TOTAL :