GROUP 10

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Dance Differentiated 2 Week Unit Plan Presentation

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GROUP 10

  1. 1. DANCE  Performance  Composi'on  Apprecia2on 
  2. 2. COMPOSITION  Dance expresses ideas, feelings and experiences, and is developed through the crea2ve  methods of dance composi2on. Students engage in problem‐solving tasks and  manipulate the elements of dance as they explore, devise, select, refine and structure  movement in a personal response to various s2muli to communicate ideas.  • Processes: explora2on, improvisa2on, reflec2on, selec2on, refinement, analysis of a  variety of s2muli.  • Elements of construc'on: the elements a dance composer/choreographer would  consider as the founda2on for the communica2on of an intent or idea, including  sequence, transi2on, repe22on, varia2on, contrast to achieve unity or design.  • Choreographic forms: binary form, ternary form, rondo form, theme and varia2ons,  canon, narra2ve form, and others. 
  3. 3. ELEMENTS OF DANCE  The elements of dance are Space, Time and Dynamics. The elements of dance are central  to the study of dance. They are the tools that are employed by the dance composer to  communicate ideas and feelings through dance.  Space  Space refers to the personal, general and performance space used by the dancing body.  Movement of the body makes space visible.   Time  All movement encompasses 2me. Musical terminology is used to describe temporal  quali2es of dance.  Dynamics  Dynamics refers to the applica2on of force over 2me and the release of energy, which  produces certain quali2es. 
  4. 4. Unit Overview: “Shapes in Space”   Year 9 Dance Composi2on  The unit focuses on 2 specific outcomes:  5.2.1‐ explores the elements of dance as the basis of the communica2on of  ideas  5.2.2‐ composes and structures dance movement that communicates an idea  •  C layer  ‘Exploring Shapes in Space’        focuses on the basic knowledge and introduc2on to dance composi2on  that students need to know/learn.  •  B layer  ‘From Shapes to Transi5ons’        focuses on addi2onal informa2on in construc2ng dance composi2on  which can be applied to prior knowledge from the previous layer.   •  A layer  ‘Communica5ng an Idea’        focuses on the demonstra2on of higher‐order and refined skills acquired  from the previous layers in order to create a dance composi2on. 
  5. 5. CONTENT  Learning in dance is spiral in nature, incorpora2ng earlier stages and building on itself.  Teachers should sequence learning experiences that progress through the blocks of  content, con2nually revisi2ng the content from previous learning.   Essen.al Content          Addi.onal Content 
  6. 6. STIMULUS  The star2ng point or incen2ve for crea2ng movement. S2muli for dance composi2ons  can be auditory, visual, idea2onal, tac2le or kinaesthe2c.  Auditory  Visual  Kinaesthe.c  Tac.le  Idea.onal 
  7. 7. INTENT  Intent is the purpose behind the composi2on or movement. Inten2on is portrayed  through the use and manipula2on of the elements of dance in response to a specific  s2mulus.  
  8. 8. LOG BOOK  Collec2ng, analysing and organising informa2on is evident in composi2on ac2vi2es  where students collect s2mulus material as mo2va2on for their dance composi2ons,  analyse its relevance, then organise it into a composi2on. Students also research and  collect material that they analyse and organise into cri2cal, reflec2ve wriUen and oral  responses.  Purpose:   • Is an essen2al tool in developing literacy skills in dance  • Requires students to think cri2cally and reflec2vely  • Encourages analysis and reflec2ve evalua2on  Expecta'ons:  • Entry must be made for every class and must show your knowledge and  understanding of the process of each task and your understanding of the content  • The log book must be present at each class so that the teacher can site it if needed  •  A completed log book must be handed in at the end of each unit  
  9. 9. LOG BOOK  Cross‐curriculum content assists students to achieve the broad learning outcomes  defined in the Board of Studies K–10 Curriculum Framework. The log book encourages  and develops literacy skills.  Literacy skills are developed and enhanced in dance content by emphasising cri2cal  thinking through reading, wri2ng, listening, reflec2ng and speaking about dance, and  viewing and evalua2ng dance works (both student and professional). In doing so,  emphasis is placed on the use of an increasing general and dance‐specific vocabulary. 
  10. 10. C layer: Sec'on 1‐ Exploring Shapes in Space   LAYER OBJECTIVES ASSESSMENT C layer Learn to: Types of activities for Includes the basic •  identify and explore a range of stimuli assessment: knowledge and to create movement (visual, auditory, •  Quizzes introduction to dance tactile, kinaesthetic, ideational) •  Contribution to composition they •  explore the elements of space, time and discussions and need to know/learn? dynamics in relation to a stimulus questioning Focuses on Outcome •  select and refine movement to •  Observation of 5.2.1 communicate an idea participation in Learn about: physical •  stimulus as a starting point of dance improvisation composition activities •  the elements of dance as the tools •  Presentations of employed by the dance composer to composition tasks in communicate ideas and feelings front of the class through dance •  Introductory tasks •  improvisation as a means to explore with limited ideas boundaries
  11. 11. C layer: Sec'on 1‐ Exploring Shapes in Space   Learn the 4 examples of different types of shapes that the teacher demonstrates.  Prepare to demonstrate and iden2fy these shapes back to the teacher. (5pts)  CURVED  SYMMETRICAL  TWISTED  ANGULAR 
  12. 12. B layer: Sec'on 2‐ From Shapes to Transi5ons   B layer Learn to: Types of activities for Includes additional •  link movements to create a assessment: information on sequence •  Contribution to constructing dance •  explore, discuss, reflect, analyse discussions and composition which and refine movement sequences questioning can be applied to •  identify and develop movement •  Reflection and prior knowledge motifs to communicate an idea analysis of the from the previous •  organise movement into sequences composition process layer. Learn about: •  Completing tasks Focuses on •  transitions and sequencing with more Outcome 5.2.2 movement boundaries and •  how the movement can be specific criteria manipulated to create further •  Choreographic movement ideas devices for creating •  structuring dance compositions movement •  the elements of construction that •  Participation in contribute to the unity in a dance selecting and composition to communicate an refining activities idea
  13. 13. B layer: Sec'on 2‐ From Shapes to Transi5ons   Bring in a picture of your favourite work of art. Using this as your s2mulus, come up  with an intent. Then create 2 shapes and 1 movement that will join your shapes  together with considera2on of the elements of dance and different types of shapes.  Your shapes and movement must clearly convey your intent. (15pts)   STIMULUS      INTENT  An explora.on of the concept of  organised chaos. The pain.ng  displays shapes and paFerns that at  first glance appear random and  disconnected but on closer inspec.on  these shapes and paFerns have been  strategically placed to create a  unified whole.   
  14. 14.               SHAPE 1                                                       SHAPE 2  “ORGANISED  CHAOS”  SEQUENCE  EXAMPLE  TRANSITION           
  15. 15. A layer: Sec'on 3‐ Communica5ng an Idea   A layer Learn to: Types of activities for Includes the •  reflect, refine and analyse assessment: demonstration of movement selections •  Critical reflection higher-order and •  create and refine dance phrases, and analysis of refined skills sequences and compositions by dance works acquired from the exploring sequence, transition, •  Deconstruction of previous layers in repetition, variation and contrast deep knowledge order to create •  communicate physically, orally and and understanding dance composition. in written form intentions/ideas for •  Generating and Focuses on the dance compositions with increasing organising combination of clarity movement Outcomes 5.2.1 & Learn about: •  Articulation of how 5.2.2 in additional •  how a dance sequence the elements of content outcomes communicates an idea dance are •  the phrase as the link between the manipulated to idea and the movement convey meaning •  the distinctive ways in which they •  Physical, oral or can express their own ideas and written mediums experiences
  16. 16. A layer: Sec'on 3‐ Communica5ng an Idea   Create 3 shapes in space by choosing one of the following words as your s2mulus to  create an intent for the shapes: Frustra2on, Excitement, Scared, Disappointment, Hope.  You must consider the construc2on of your shapes and where they should be placed in  the stage space in rela2on to your idea.   Write a 3 minute viva voce (speech) which includes the following:  •  Iden2fy your chosen s2mulus and intent  •  Explain how you used the elements of space to convey your intent  •  Consider and suggest what dynamics you would use if you had to create transi2ons to  join your shapes that would support your intent   (You may use palm cards for your viva voce if necessary. You will show your 3 shapes  and perform your viva voce to the class.) (20pts)    
  17. 17. S'mulus:  Frustra'on  Intent: Indecision‐ Exploring the emo'ons of the process one must go  through when making decisions and focusing on the frustra'on one can  encounter with the repe''on involved.     Shape 1    Shape 2                 Shape 3  Downstage right                          Lef of centre                            Upstage lef  Viva Ques'on:   Explain and demonstrate how your knowledge of space has been used to portray  your intent.  
  18. 18. Handy Hints  • The NSW Dance syllabus can be found at www.boardofstudies.nsw.edu.au  • The Curriculum Support Website includes helpful informa2on and samples of Units of Work,  Assessment Tasks, ICT integra2on, quality teaching and student tutorials related to the dance  syllabus:  www.curriculumsupport.educa2on.nsw.gov.au/secondary/crea2vearts/dance/index.htm  • Dance Company Works, a wide range of DVDs are available for purchase from:  www.marcom.com.au  www.argilms.com.au  • For shorter excerpts ofen YouTube is a useful website  www.youtube.com  • Examples of an appropriate excerpt for class tasks:  Lucy Guerin Inc – excerpt from “Aether”  hUp://www.youtube.com/watch?v=hzPFFPPQQnc   Alvin Ailey – Revela2ons; Fix Me Jesus  hUp://www.youtube.com/watch?v=4CXk1mQVCgI&feature=related  

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