Unit of Study
Safe Dance Practice
Stage Five Dance
Ashley Jones and
Hannah Sherwood
EDST 4093 Special Education: Inclusive...
CONTENTS
1. Inclusive strategies unit
- Life skills content
- Focus: Let’s look at dance
- Focus: How can my body move
- F...
Unit title: Safe Dance Practice
Description: This unit is an introduction to safe dance practices and allows students to e...
Life
Skills
Outcom
es
Life Skills Content
Students learn to:
Performance
Students learn about:
LS.1.1 prepare their body f...
Focus: Let’s look at dance
Outcom
es
Integrated learning experiences and instruction P C A Evidence of learning
(words in ...
Focus: How can my body move?
Outco
mes
Integrated learning experiences and instruction P C A Evidence of learning
(words i...
Focus: Let’s move together
LS.1.3 Students work in pairs to combine previously practised or
new movements/shapes using saf...
Focus: Performing dance together
Outcom
es
Integrated learning experiences and instruction P C A Evidence of learning
(wor...
Focus: Performing dance together (cont)
Outcom
es
Integrated learning experiences and instruction P C A Evidence of learni...
Teacher: Miss Jones and Miss Sherwood
Subject Dance – Stage 5
Unit of Instruction: Safe Dance Practice
Implementation Date...
3rd Layer : Critical Thinking and
Analysis. This layer requires the highest
and most complex thought.
Bloom’s Taxonomy:
Sy...
STUDENT CONTRACT
Over the next two weeks year 9 will be studying Safe Dance Practice, using the layered curriculum.
In usi...
G L U T E A L S A S
A L T U L N A L H Q
L E R Y F J A A M U
U B I C E P S N E A
P R C A M A H I S D
A A E L U T A M R R
C ...
Proper Alignment
Read the following information and answer the question sheet below.
Correct alignment is one of the best ...
S
A
F
E
D
A
N
C
E
P
R
A
C
T
I
C
E
Step 1Look for a
photograph from a
dance magazine,
google images or
ask your teacher.
St...
COLOURING IN
THE SKELETONUsing the diagram, colour in the following bones according
to the appropriate colour.
•Femur -red...
Muscles
Hamstrings - grey
•Triceps - blue
•Biceps - black
•Quadriceps – green
•Gluteals - yellow
•Abdominals - orange
•Cal...
Make a poster about safe
dance practise
•Create an A4 poster about safe dance
practise
•Consider the most important
elemen...
MUSCLESResearch Task
Research a muscle or a muscle group and write a one page report on it.
Include in your report;
What ...
Teacher: Miss Jones and Miss Sherwood School:
Class: Year 9 Elective Dance Subject: Dance Performance
The relevant Syllabu...
Lesson Specific
Aim: the aim of this lesson is to introduce students with life skills to dance performance. Giving them th...
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 un...
20 – 45min
The teacher leads the class through the warm-up procedure.
Students begin walking around the classroom and when...
46 – 50min
50 – 55min
• Student performs a march sequence of three marches and then a pause, travelling down the
room, alt...
Tips!
Safe Dancing!
Using the exercises learnt in class, demonstrate to the teacher a
sequence using safe dance practice. ...
2nd Layer- Describe the importance of each aspect of safe dance practice, using movement examples. Write 2-3 paragraphs
S
...
3rd Layer - Select an injury and write a report on it; outline the cause of the injury, the symptoms and the rehabilitatio...
3rd Layer - Watch a friend perform the movement sequence and identify the aspects of safe dance practice they are using , ...
Beginning Satisfactory Proficient Excellent MARK
Effort and
participation
 Participates only with
strong encouragement.
...
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Safe dance practice
Unit of work
By Ashley Jones and Hannah Sherwood
EDST4093

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Edst 4093 unit of work slideshare

  1. 1. Unit of Study Safe Dance Practice Stage Five Dance Ashley Jones and Hannah Sherwood EDST 4093 Special Education: Inclusive strategies
  2. 2. CONTENTS 1. Inclusive strategies unit - Life skills content - Focus: Let’s look at dance - Focus: How can my body move - Focus: Lets move together - Focus: Performing dance together 2. Layered Curriculum Lesson Plan Form 3. Student contract 4. 1st Layer - Vocabulary sheet - Review questions - Safe dance practice photo - Skeleton diagram - Muscles of the body diagram - Safe dance practice poster 5. 2nd Layer - Muscles research task - Demonstrating safe dance practice from an exercise - Demonstrating safe dance practice from a locomotor exercise - Writing about safe dance practice 6. 3rd Layer - Writing an injuries report - Observing and helping one another 7. Safe Dance Practice Rubric
  3. 3. 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: LS.1.1 demonstrates a range of movement skills LS.1.3 demonstrates an awareness of safe dance practices 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.  Safe Dance DVD  Safe Dance Booklet  Music of different genres; classical, jazz, popular, country, alternative/contemporary. Links A student: English LS.1 responds to auditory cues in a range of contexts LS.12 communicates for a variety of purposes LS.14 communicates with a range of audiences LS.15 draws on background and experiences to respond to texts in ways that are imaginative, interpretive or critical A student: Mathematics NLS.1recognises language that is descriptive of number NLS.3recognises and responds to ordinal terms PALS.1 recognises repeating patterns SCLS.4 responds to the language of position Music 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
  4. 4. Life Skills Outcom es Life Skills Content Students learn to: Performance Students learn about: LS.1.1 prepare their body for dance through movement 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 using movement in controlled ways to participate in dance LS.1.3 recognise the capabilities and limitation of their own body and safely extend these limits where possible use safe practices during dance and movement safe dance practices LS.3.1 Appreciation display appropriate audience behaviour in different situations appreciating dance performances LS.3.2 communicate responses to dance performances actively participate in dance performance when invited appreciating dance as an audience member LS.4.1 Study of dance as an artform participate in dance activities cooperate with others in dance activities valuing and appreciating dance
  5. 5. Focus: Let’s look at dance Outcom es Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.3.1 LS.3.2  Students watch a safe dance DVD and appreciate it in terms of its education value. - students watch the film and can see, with assistance, the application of safe dance elements they have been learning in class. 3 Viewing dance performances may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance. Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: responses to a variety of dance performances and identification of some of the features of dance performances LS.3.2 Students demonstrate their appreciation of the dance by applauding at appropriate times 3 Expression of appreciation of dance performances may involve responding to the elements of dance in performance. demonstration of appropriate responses to a variety of dance performances LS.3.2 Teacher assists students to recognise the elements of the dance (space, time, dynamics) by helping them to describe the shapes of the dancers, the speed of the music and the quality of the movement. 3 Sharing their responses to the elements of the dance may indicate responding to the elements of dance in performance. sharing of their responses to the elements of dance in the dance performances LS.3.2 Students record their responses to the dance performances in a journal, using photographs of performers, images, drawings and/or written description to focus on the elements of dance. Students can also recognise the safe dance principles in photographs. 3 Recording responses to dance performances in a journal may involve responding to the elements of dance in performance. recording of their responses to the elements of dance in performance in an appropriate format.
  6. 6. Focus: How can my body move? Outco mes Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.1.1 LS.1.3 Teacher assists students individually through instruction and modelling of safe dance practices to explore the parts of their body that can move in similar ways to those observed in the video excerpts, eg fingers, hands and arms can wave, stretch, curve and make shapes; legs can bend, stretch, kick; whole body can sway, curve, arch, crouch and make shapes 3 Exploring ways in which their bodies can move may involve demonstrating a range of movement skills. Use of physical demonstration to support, assist and encourage students in a range of movement skills. Teacher assists students to: experiment with and extend variations of a movement using safe dance practices develop the vocabulary related to movements, eg arch, curve, sway, shapes perform single familiar movements, eg raising an arm complete a sequence of familiar movements such as walking, marching, running incorporating movement variations 3 Engaging in personal movement may involve demonstrating a range of movement skills and/or demonstrating an awareness of safe dance practices. Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: demonstration of a range of movement skills
  7. 7. Focus: Let’s move together LS.1.3 Students work in pairs to combine previously practised or new movements/shapes using safe dance practices. It may involve activities such as: changing spatial aspects of movement such as direction, level, size, plane in consultation with partners to explore other dimensions performing individual movements in unison (concurrently), as prompted by the teacher performing individual movements in canon (consecutively) performing movements which involve interaction between partners 3 3 Working in pairs to combine or create new movements/ shapes using safe dance practices may involve exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices. Oral, visual and tangible feedback prompting by the teacher to guide and affirm students working in pairs to combine movements and demonstration of safe dance practices.
  8. 8. Focus: Performing dance together Outcom es Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.1.3 LS.4.1  Students perform a range of exercises in class to demonstrate safe dance practice. This includes: - non locomotor phrases - locomotor phrases - floor sequences - jumping sequences 3 3 3 Exploring, selecting and sequencing movements gives students the opportunity to refine their dance skills. exploration, selection and sequence of movements LS.1.2 LS.1.3 LS.4.1 Students perform a set movement phrase with the class. This will include; - performing movement with the safe dance principles in mind - executing movement safely - performing movement confidently 3 3 Using dance movements to perform helps students in exploring, selecting and sequencing 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. performance of the safe dance principles
  9. 9. Focus: Performing dance together (cont) Outcom es Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.3.1 LS.3.2 Students view and respond appropriately to the dances performed by others 3 Viewing and responding to dances performed by others may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance. Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ focus and positive response to dance performed by others. LS.3.2 Teacher assists students to maintain their journal to reflect their activities throughout their learning experiences. Entries may include: photographs that the teacher takes of them during the activity images from magazines and brochures etc related to the 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 3 Maintenance of the journal may involve responding to the elements of dance in performance. Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries.
  10. 10. Teacher: Miss Jones and Miss Sherwood Subject Dance – Stage 5 Unit of Instruction: Safe Dance Practice Implementation Dates: Term 2 Outcomes: LS.1.1 LS.1.3 LS.2.1 LS.3.1 LS.3.2 LS.4.1 demonstrates an awareness of safe dance practices demonstrates a range of movement skills explores the elements of dance to create movement and communicate ideas experiences a variety of dance performances responds to the elements of dance in performance engages in dance activities. Curriculum Layers Student Unit Learning Activities Pts Ern EVERYONE MUST DO ALL OF THESE CHOOSE ENOUGH OF THE FOLLOWING TO SHOW YOU ARE PROFICIENT/ADVANCED 1. Complete the daily journal entries answering the “question of the day” 2. Complete the SMART dance booklet 50 50 1st Layer : Basic knowledge, understanding. The student builds on his/her current level of core information. Proficient = 50 points Advanced = 70 points including one assignment from 3rd layer. Bloom’s Taxonomy: Knowledge 1. Complete a colouring diagram of the skeleton 2. Complete a colouring diagram of the muscles 3. Complete a vocabulary sheet. 4. Complete a worksheet on safe dance practice 5. Complete “Review Questions” on safe dance practice 6. Make a poster about one safe dance aspect. 7. Using a photo from a magazine, locate one safe dance aspect 8. Demonstrate safe dance aspects using shapes 10 10 10 10 10 10 10 10Rate your understanding of these tasks 1 – 10. 2nd Layer : Application or manipulation of the information learned in the 1st layer. Problem solving or other higher level thinking tasks. Proficient = 60 points Advanced = 90 points including one assignment from 3rd layer. Bloom’s Taxonomy: Application & Analysis 1. Write a letter explaining why we use safe dance practice 2. Describe the importance of each aspect of safe dance practice, using movement examples. Write 2-3 paragraphs 3. Demonstrate safe dance practice using exercises learnt in class 4. Demonstrate the safe dance principles in a locomotor exercise 5. Research a muscle group and write a one page report on how it is used in dance 6. Discuss with a friend safe dance practice and together apply this knowledge to your dance practice and analyse each others performance. Write your analysis in your dance journal. 20 20 20 20 20 20 Rate your understanding of these tasks 1 – 10. Layered Curriculum Lesson Plan Form - Name_______________________________________________________
  11. 11. 3rd Layer : Critical Thinking and Analysis. This layer requires the highest and most complex thought. Bloom’s Taxonomy: Synthesis & Evaluation 1. 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. 2. Create a movement phrase that highlights the safe dance practice 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. 30 30 30 30 Rate your understanding of these tasks 1 – 10. Layered Curriculum Lesson Plan Form CONT.
  12. 12. 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
  13. 13. G L U T E A L S A S A L T U L N A L H Q L E R Y F J A A M U U B I C E P S N E A P R C A M A H I S D A A E L U T A M R R C D P V R E T O Y I S I S E E L T D P C U U R S G L O B T E R S V T M A F A A P 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 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. Muscles Hamstrings •Triceps •Biceps •Quadriceps •Gluteals •Abdominals •Calves Bones •Femur •Radius •Ulna •Tibia •Patella •Humerus •Scapula •Spine 1st Layer- completing a vocabulary sheet
  14. 14. 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- Completing review questions on safe dance practise
  15. 15. S A F E D A N C E P R A C T I C E Step 1Look for a photograph from a dance magazine, google images or ask your teacher. Step 2 Select an image that you can see aspects of safe dance practice in. Step 3Located the safe dance principles we have been working on in class. Make sure you notate these on your photograph. 1st Layer- Using a photo from a magazine, locate one safe dance aspect Locating Safe Dance Practice in a Photograph Make sure you pick a photo that you can easily see the safe dance practice aspects in.
  16. 16. COLOURING IN THE SKELETONUsing 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 skeleton
  17. 17. 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? Using the diagram, colour in the following bones according to the appropriate colour. COLOURING IN THE MUSCLES 1st Layer- Complete a colouring diagram of the muscles
  18. 18. 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? 1st Layer- make a poster about safe dance practice
  19. 19. MUSCLESResearch 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. + Safe Dance 2nd Layer- Research a muscle group and write a one page report on how it is used in dance
  20. 20. 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 relax their body, warm-up exercise (LS.1.1)  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.1.1)  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)  Using movement in controlled ways to participate in dance (LS.1.1)  Safe dance practices (LS.1.3)  Valuing and appreciating dance (LS.4.1) 2nd Layer- Demonstrate safe dance practice using exercises learnt in class
  21. 21. 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  identify some safe dance practices  isolate different body parts  coordinate body parts  the rules and expectations of the dance classroom  a basic understanding of the role of warm up and cool down  safe dance practice in relation to dance  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.
  22. 22. 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 10-20min 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. 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.
  23. 23. 20 – 45min 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. 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.
  24. 24. 46 – 50min 50 – 55min • Student performs a march sequence of three marches and then a pause, travelling down the room, alternating legs. 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. 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
  25. 25. Tips! Safe Dancing! Using the exercises learnt in class, demonstrate to the teacher a sequence using safe dance practice. You will be marked on; * Strength * Balance * Co-ordination * Alignment One: Practice your exercises. Two: Get feedback off your teachers and your friends. Three: Have confidence in yourself! Dance Practice Demonstrating Safe Dance Practice Students are to wear their dance uniform for this exercise. 2nd Layer- Demonstrate safe dance practice in a locomotor exercise
  26. 26. 2nd Layer- Describe the importance of each aspect of safe dance practice, using movement examples. Write 2-3 paragraphs S A F E D A N C E P R A C T I S E •Describe the importance of the following aspects and how they are significant to preventing injury: -Alignment -Warm up -Cool down Provide examples from class work in composition and performance classes and write about them in your dance journals.
  27. 27. 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 PracticeDocumenting 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!
  28. 28. 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
  29. 29. Beginning Satisfactory Proficient Excellent MARK Effort and participation  Participates only with strong encouragement.  Is easily distracted and finds it difficult to maintain focus. May distract others.  Participates in dance.  Frequent reminders are needed to maintain focus on the dance.  Participates in dance with a positive attitude.  Needs to be reminded to focus at times.  Can stay focused and follows instruction well.  Participates in dance with enthusiasm, and encourages others to participate.  Is consistently focused and on task and encourages others to remain focussed. Understandin g of safe dance practice  Had little understanding of safe dance practice  Student movements did not always reflect an understanding of safe dance practice  Had a satisfactory understanding of safe dance practice  Students movements sometimes reflected an understanding of safe dance practice  Proficient understanding of safe dance practice  Showed proficient understanding of safe dance practice  Excellent understanding of safe dance practice  Showed excellent and consistent understanding in moving the body Creativity and interpretation when dancing safely  Uses common and stereotypical patterns borrowed from others.  Uses familiar patterns and movements.  Re-uses a simple pattern borrowed from others or media.  Danced in an unsafe way  Adapts some options from others in their movement  Goes beyond the familiar to take a small risk.  Movements repeat limited common patterns and themes.  Often danced in an unsafe way  Explores a variety of creative options.  Takes some risks in their exploration.  Movements show unusual patterns and fair variety.  Student danced showing an understanding of safe dance practice  Explores numerous creative options.  Willing to take risks in their exploration.  Movements are highly original and carried out well.  Movements highlight the music in an interesting way.  Excellent creativity in dancing in a safe way COMMENTS : TOTAL Safe dance practice rubric
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