Musical Theatre Reflective Practice

Rationale: In this unit students
appreciate and respond to dance
performance within the Musical
Theatre Genre. Students experiment
with body movements and create/
incorporate and perform movement/
dance sequences. Students use safe
dance practices to engage in dance
activities.
Worth: 25%
.

OBJECTIVES
STUDENTS WILL:
OUTCOMES
A STUDENT:
1. develop knowledge, understanding and skills
about dance as an artform through dance
performance as a means of developing dance
technique and performance quality to
communicate ideas
LS.1.1 demonstrates a range of movement skills
LS.1.3 demonstrates an awareness of safe dance
practices
2. developing 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
LS.2.1 explores the elements of dance to create
movement and communicate ideas
3. Develop knowledge, understanding and skills
dance as an artform through dance appreciation
as a means of describing and analysing dance as
an expression of ideas within a social, cultural and
historical
LS.3.2 responds to the elements of dance in
performance
4. Value and appreciate their engagement in the study
of dance as an artform
LS.5.5.1 Engage in dance activities

Students Learn to Students Learn About
Outcome: LS.1.1 demonstrates a range of movement skills
 prepare their body for dance through movement,
eg relax their body, warm up exercise
 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 a part of a group
 Cool down their body after engaging in dance
activities.
 Using movement in controlled ways to participate in
dance
Outcome: LS.1.3 A student demonstrates an awareness of safe dance practices
 extend their dance performance skills, eg energy,
interpretation, expression, movement quality
 using the elements of dance to communicate
through movement and dance
Outcome: LS.2.1 A student explore, selects and sequences movement to express feelings and
ideas
 with the elements of space, time and dynamics to
create and communicate meaning
 the elements of space, time and dynamics within
context of dance composition

Students Learn to Students Learn About
Outcome: LS.3.2 responds to the elements of dance in performance
 experience a range of live or recorded dance
performances, eg individual class performance
 Display appropriate behaviour in different situations,
eg engage in audience participation when
appropriate, express appreciation at appropriate
time
 recognise how meaning is conveyed through
movement, tempo, costumes, set , lighting and
sound
 recognise the main ideas conveyed through a
dance performance
 Appreciating dance performances
 Appreciate dance as an audience member
Outcome LS 5.1 A student engages in dance activities
 participate in dance activities
 Cooperate with others in dance activities
 valuing and appreciating dance

  In the first two weeks of the Musical Theatre Unit students
will be introduced to the Musical Theatre Style, through
the use of ICT Technologies (Youtube)
  Students will learn to describe and experience the style
through written work, discussions and performance of
movement sequences related to the style
  Students will view examples of famous choregrpahers
relevant to the study of Musical Theatre
  Students will also engage in compositional task that
reflect the Musical Theatre genre.

  Content Based reading and analysis of the Musical Theatre
Style
  The learning and performance of complex movement
sequences, focusing on safe dance and performance
quality.
  Students explored Musical Theatre genres from a wide
range of sources through research and critical analysis.
  Students worked to express and communicate meaning
through dance

  Reading analysis of content has been minimised and
replaced by the use visual learning where students
engage with ICT in order to learn about the Musical
Theatre Genre. Ie Music Clips, Youtube clips, videos.
  In order to cater toward students with poor motor skills,
performance tasks have been simplified through the
eliminating of complex concepts that require a deep
understanding ie: the application of performance quality
as it relates to the Musical Theatre Style. Rather students in
this area will only be focusing only on ‘Safe Dance
Practice’, as this is an area that students are already
familiar with.

  Students have poorer locomotor skills, therefore
movement sequences have been simplified. A focus has
been placed on students learning more gestural/
pedestrian movement as oppose to movement that
requires strength, balance and coordination.
  Where students had to explore Musical Theatre from a
number of sources and perspectives,content and
learning has been made more relevant and significant to
students and what they know.
  Within Compositional activities, the abstraction element
of composition has been replaced by a more literal
representation of movement.

LAYER A: ASSESSMENT TASKS
Choice 1
LS 3.2, 5.1
Appreciation Task: Students will write a reflective practice in relation to their choreographic
processes. Students will describe movements they have incorporated and be able to make
reference to choreographers/ musicals that they have used to draw upon. The assignment
should be 1 to 11/2 pages in length.
Choice 2
LS 3.2, 5.1,
Appreciation Task: Students are to write a review on the musical ‘Chicago’. Students will
describe their first impressions of the work, how the elements of dance are utilised within the
work using relevant movement examples, the choreographers background and its link to
themes, ideas and movement within the work, the successfulness of the work in
communicating ideas and themes.
Choice 3
LS, 1.1,
1.3,2.1, 5.1
Performance Task: Perform a sequence of of movement within the Musical Theatre Style.
Students will also analyse a peers performance of the movement in relation to safe dance
practices and performance quality. (promoting high order thinking)
Choice 4
LS 1.1, 1.3,
2.1, 5.1

LAYER B: ASSESSMENT TASKS
Choice 1
LS 1.1, 1.3,
5.1
Performance Task: Students will work in pairs and video their class performance
piece. Students will then view their performance and identify three safe dance
practices and corrections that students could work to improve on.
Choice 2
LS 1.1, !.3,
2.1
Composition/Performance Task: Students will individually create movement
sequence/phrase that explores the Musical Theatre Genre. Student's will need to
derive their movement from a Musical Theatre Work they have been exposed to
within class. Student's will perform the sequence in front of their peers.
Choice 3
LS 1.1, 1.3,
3.2, 5.1
Performance: Students are to learn a short phrase of movement from the Musical
Chorus Line. In groups students will need to manipulate the elements of dance to
change and vary the phrase they created. They will use ICT to detail what they
did as a group to change the movement and why.
Choice 4
LS 3.2, 5.1
Appreciation Task: Students will use ICT students will need to research famous
choreographers and Musicals and write a biography on a famous choreographer
for instance Jerome Robbins/Bob Fosse. Students will need to identify give a brief
overview of Musical Theatre including dates/places, choreographers time and
place of birth, choreographers background and training, an outline of their
achievements, an outline of their role within musical theatre. Students will also
need to include relevant images. 1-2 pages in length.

LAYER C: ASSESSMENT TASKS
Choice 1
LS3.2
LS5.1
Students will create a poster/flyer to advertise the class Musical Theatre Piece.
Students can use images and texts to show that they have learned something
in relation to the Musical Theatre Style.
Choice 2
LS 3.2, 5.1
Students will complete a quiz on Musical Theatre. This quiz will include cloze
passages, and sequencing tasks that aim to test students understanding of
Musical Theatre.
Choice 3
LS 3.2, 5.1
Students are to design their own stage setting for a Musical Theatre Production.
Students will need to create a name for their Musical and Students provide
illustrations and brief descriptions of the costumes, lighting, set and characters
within their musical.
Choice 4
L.S 1.1, LS
1.3
Develop 2 stretches for warm up purposes. These should encompass safe
dance practice.

  This assignment will be assessed at the end of the
unit.
  APPRECIATION TASK: Students will write a
reflective practice in relation to their
choreographic processes. Students will describe
movements they have incorporated and be
able to make reference to choreographers/
musicals that they have used to draw upon. The
assignment should be 1 to 11/2 pages in length.

Task Students are to write a reflective practice in relation to their own choreographic process
Should include:  Title of your piece
 Intent of your piece
 Describe how you created/incorporated movement
 Describe what Musical Theatre Pieces and/or Musical Theatre choreographers
your derived movement from
 How you have used the elements (space, time and dynamics) of dance to
communicate your intent
*** plagiarism will result in a mark of 0. Remember your reflective practice must be in
your own words**
Worth: 10% of total grade. Mark out of 10 for your Reflective Practice
Length : Must be typed using Word. Size 12 font. 1 - 1 1/2 Pages in length
Due: Term 3: Week 9
Outcomes: LS.3.2 responds to the elements of dance in performance
LS.5.1 Engages in dance activities
Marking Criteria : You will be marked on how well you:
- Present a response in a well structured reflective practice form
- Clearly outline the processes of your composition
- Identify what sources you derived your ideas and movement from
- How the use of the elements of dance has enhanced your intent
- Use of correct Terminology

Assessment Marking Criteria: Layer A: Marking Criteria
Marks
Assessment Students Name
8-10 A
 Demonstrates a highly developed knowledge and understanding of the choreographic process
 Accurately identiﬁes the intent of the piece
 Makes detailed and sophisticated connections between Musical Theatre Elements and their performance
piece
 Provides highly developed movement examples from the piece, with clear
 Demonstrates a highly developed understanding and consistent use of Dance Terminology
5-7 B
 Demonstrates sound knowledge and understanding of the choreographic process
 Soundly identiﬁes the intent of the piece
 Makes sound connections between Musical Theatre elements and their performance piece
 Provides sound and descriptive movement examples from the piece
 Demonstrates sound understanding of Dance Terminology
 Accurately details their choreographic process
3-4 C
 Demonstrates some general knowledge and understanding of the choreographic process
 Makes some attempt to identify the intent, with basic detail and limited use of terminology
 Provides general connections between Musical Theatre Elements and their performance piece
 Makes a sound attempt to detail their choreographic process
0-2 D
 Demonstrates basic knowledge and understanding of the choreographic process
 Makes some attempt to identify the intent of the piece with few or no relevant details
 Make minimal connections between Musical Theatre elements and their performance piece
 Makes some attempt to describe movement from the piece
 Makes some attempt to detail their Choreographic Process

Assessment Task:: Reﬂective Practice
Due: Term 3 Week 9
Student Name
Assessment Task Received
Assessment Task Handed in
(student sign and date)

  This assessment will be assessed within the middle
of the unit.
  PERFORMANCE ASSESSMENT: students will work in
pairs and video their class performance piece.
Students will then view their performance and
identify three safe dance practices and
corrections that students could work to improve
on.

Task Student are to work in pairs and video their class performance piece. Students will then view their
performance and identify 3 or more safe dance practices/corrections that students could work to
improve on.
Should include:  DVD recording of Performance Piece
 Word document identifying the three or more safe dance corrections
 Your answer should include relevant dance terminologies such as plumb lines, knees
over toes, strength, balance, co ordination etc
your own words**
Length : Must be typed using Word. Size 12 font. 1 - 1 1/2 Pages in length
Due: Term 3: Week 5
Outcomes: LS.1.1Demonstrates a range of movement skills
LS 1.3 Demonstrates an awareness of safe dance practices
- * Perform the assessment piece utilizing safe dance practices
- * Describe safe dance practices/corrections
- * Use appropriate dance terminology
- *

Assessment Rubric: Task 2 – Layer B
Marking Criteria Grade
• The students performs movement sequence and
reflects upon their performance using ICT.
• Student shows a deep understanding of safe dance
practices
•  Student is able to to identify 3 or more safe dance
corrections and or practices within their report.
• Student consistently uses a number of dance
terminologies
A ( 4-5 marks)
• The student performs movement sequences and
reflects upon their performance using ICT
• Students shows a sound understanding of safe dance
practices
• Student is able to identify 3 safe dance correction/
practices within their report
• * Student makes reference to a number of dance
terminologies.
B (3-4 marks)
• Student performs movement sequence and records it
using ICT.
• Student shows a general understanding of safe dance
practice
• Students is able to identify 2 safe dance corrections.
Practices within their report
• Student make reference to some dance terminologies.
C (2-3marks)
• Student performs movement sequence and records it
using ICT.
• Student shows a basic understanding of safe dance
practice
• Students is able to identify 1 safe dance corrections.
Practices within their report
• Student makes limited reference to some dance
terminologies
D ( 1-2 marks)
Student performs movement sequence and records its
using ICT.
Students shows little understanding of safe dance
practices.
Student is unable to identify any safe dance practices/
corrections
Students make little use of dance terminologies
E ( 0-1 marks)

  This will be assessed at the beginning of the unit
  Students will create a poster/flyer to advertise
the class Musical Theatre Piece. Students can
use images and texts to show that they have
learned something in relation to the Musical
Theatre Style.

Task Students are to create a poster/flyer to advertise to class musical theatre piece.
Should include:  Title of Musical Theatre piece
 Dates, times etc
 Relevant information regarding the musical ( ie description of the piece)
 Relevant Imagery
your own words**
Length : A4 size sheet of paper
Due: Term 3: Week 2
Outcomes: L.S 3.2 Responds to the elements of dance in performance
- * Create an engaging poster that advertises the musical theatre piece.
- * Use correct terminologies
- * Use relevant images and information

Marking Criteria Grade
• Students display a sound understanding of Musical
Theatre through the poster design.
• Students include 4 pieces of text which
communicate the musical theatre style.
• Students select appropriate imagery that
demonstrates their understanding of the genre.
A 4-5 marks
• Students display a substantial understanding of
musical theatre through the poster design.
• Students Include 3 piece of text which
• Student selects appropriate imager that
B 3-4 marks
• Students display a general understanding of
musical theatre through the poster design.
• Students Include 2 piece’s of text which
• Student selects appropriate imagery that
C 2-3 marks
• Students display a basic understanding of musical
theatre through the poster design.
• Students Include 1 piece of text which
• Student selects few images that demonstrate an
understanding of the genre.
D 1-2 marks
• Students display limited understanding of the
musical theatre style in the poster design
• Student include no text or imagery which
demonstrates an understanding of the genre.
E 0-1 marks

When providing a Life Skills student with feedback regarding an assessment
or task. One must ensure that the students gets the most out of their feedback
and Thus like other learning, methods of delivering feed back to students
must too be differentiated.
• Students are provided with a feedback form, however the template for the form
has been simplified to reduce confusion. Forms are divided into 3 separate
sections. These consist of…
• * What the students did well…
• * Areas that need improvement..
• * How can we improve our learning?
• However feedback in itself should be kept specific. Teacher should work to list a
few specific areas of need rather than generalizing about their performance within
a particular area. Students should provide examples where needed.

Feedback Form:
Subject: Dance
Assessment Task no: 3
What you did
well:
Well done Kayla! You have worked well
throughout this unit. !
Areas to Improve: • Need to be careful about improving your
spelling and grammar in writing tasks. Remember
to use capital letter and beginning of sentences
and full stops to end them.!
How can we
improve learning? Here the teacher and students work together to
develop some ideas about how to improve
specific areas of learning ( ie Punctuation).

The Feedback form is accompanied by
an oral discussion/ interview with the
student. Teachers guide students
through the feedback form and
engage in a task by which they
develop strategies to improve learning.
Providing feedback in a written and
verbal forms allows the student to
better understand their feedback. It
also provides the student with choice
and ownership over their learning.

  The Feedback form is accompanied by
an oral discussion/ interview with the
student. Teachers guide students through
the feedback form and engage in a task
by which they develop strategies to
improve learning. Providing feedback in
a written and verbal forms allows the
student to better understand their
feedback. It also provides the student
with choice and ownership over their
learning.

  Marking Criteria and Guidelines
  Formative and Summative Assessment
  Mock Assessments
  Discussions with Students
  Teacher/Parent liaison
  Student Contract
  Comment cards/Progress Charts

  Marking Criteria and Guidelines:
In order to assess students are learning and reaching desired
objectives, setting clear and reachable marking criteria and
guidelines is vital.
  Formative and Summative Assessment Tasks:
Incorporating Formative and Summative Assessment tasks within the
unit are beneficial in order to assist Life Skills in reaching desired
goals and objectives. Formative and Summative Assessments are
assessed throughout the unit in order for students to see what areas
they are achieving in and the areas that need improving.
  Mock Assessments:
Giving student’s prior feedback both verbal and written forms
allows students to improve before they are formally assessed.
Students are more likely to participate and engage in dance
activities.
  Discussions with Students
Verbal discussions with students enables open communication
between the teacher and student and guides further student
learning.

  Teacher/Parent Liaison
Maintaining open communication between teachers and
parents is important to ensure a continuity of learning
between schooling and home life, thus assisting students
in reaching objectives.
  Student Contract:
Student Contracts are an effective tool to follow students
progress in relation to achieving goals of the unit.
  Comment Cards/Progress Charts:
Comment cards allow student to communicate with the
teacher in relation to what is/is not working within the
classroom. Progress charts allow for a visual cue to see
where students are at in terms of reaching desired
objectives.

 Student Contracts are a useful way of
helping students to determine what
they learn and how they learn.
Contracts outline the duration of time
in which students learn, they also
include the methods that will be used
to evaluate students learning.

Students Name: Date assigned:
Student responsibilities:
• To complete work by due date
• To follow directions
• To attempt a high standard of work
Teacher Responsibilities:
• To allow students some choice in selecting and
completing assignments
• To provide assistance and feedback
• To provided necessary and useful resources
Final due Date for all Tasks: Student Signature
…………………….
Teacher Signature
……………………..
Assessment 1: Students goal Date for completion
……………………
Actual date of completion
…………………..
……………………
…………………..
……………………
…………………..

Musical Theatre Reflective Practice

Musical Theatre Reflective Practice

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