year 6 dance unit 2017 traditions & customs...created by alice vigors - 2017 year 6 dance unit...

Created by Alice Vigors - 2017

Year 6 Dance Unit 2017 Traditions & Customs

Term: 1 2 3 4 Weeks: 1 2 3 4 5 6 7 8 9 10 11

OUTCOMES Dance Elements

Performing: DAS3.1– Performs and interprets dances from particular contexts, using a wide range of movement skills and appropriate expressive qualities. Composing: DAS3.2– Explores, selects, organises and refines movement, using the elements of dance to communicate intent. Appreciating: DAS3.3– Discusses and interprets the relationship between content, meaning and context of their own and others’ dances.

Action Space

Relationships Energy

Time Body

Unit Aims: Students make and respond to dance by exploring dances from Asian countries (characters, stories and production elements) as stimulus. Students will: ▪ explore movement and choreographic devices, using the elements of dance and production elements (props, costumes, space) to choreograph dances to represent characters,

stories or ideas about an Australian tradition or custom ▪ develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination ▪ perform dance using expressive skills to communicate a choreographer’s ideas about characters and stories ▪ explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts.

Learning Experience Overview: 1. Exploring cultural dances – Australia & the Asian region

▪ Using thinking routines to gauge what students know about dance

▪ Examine a range of cultural dances – Australia & the Asian region ▪ Explore similarities & differences

2. Experimenting with Elements of Dance ▪ Examine the different elements of art ▪ Experiment with using elements of art to represent the movement of an object

3. Choreographing, Performing & Explaining Dance ▪ Small groups choose a country within the Asia Pacific region and examine how they could portray an important celebration through dance ▪ Explain how their chosen movements communicate meaning of the chosen celebration

Unit Resources: □ Paper □ Pens □ Variety of cultural dance samples □ Drum □ Variety of musical instruments □ Elements of dance poster □ Celebrations sheet □ Music from different countries (linked to

celebrations) □ Etiquette guidelines □ Self-assessment sheet □ Peer assessment sheet



SESSION LEARNING EXPERIENCES RESOURCES

ONE:

Exploring cultural

dances – Australia & the Asian

Region

DAS3.1 DAS3.2 DAS3.3

KLA Links: Geography

PDHPE

Learning Intention: We are learning to explore a range of cultural dances Use the thinking routine Chalk Talk to examine what students know about dance. (https://sites.google.com/dbb.catholic.edu.au/thinkingpathways/routines-for-introducing-and-exploring-ideas/chalk-talk?authuser=0 )

□ What are some different types/ forms of dance? □ Why might people dance? □ How do people use dance to express themselves? □ Why is dance important to so many cultures around the world

Combine with the thinking routine Give One Get One to help students discuss and build an explanation for why dance is important. Examine a range of cultural dances – Australia and the Asian region

□ Bangara Indigenous storytelling through dance: https://www.bangarra.com.au/youth-outreach/education/resources/moth

□ The Kangaroo & Emu dance: https://www.youtube.com/watch?v=BVk5ptp80MY □ Asian Folk Dance: http://dance.lovetoknow.com/Asian_Folk_Dance

Examine similarities and differences between the cultural dances Reflection on Learning:

□ Paper □ Pens □ Variety of cultural dance

examples

https://sites.google.com/dbb.catholic.edu.au/thinkingpathways/routines-for-introducing-and-exploring-ideas/chalk-talk?authuser=0

https://www.bangarra.com.au/youth-outreach/education/resources/moth

https://www.bangarra.com.au/youth-outreach/education/resources/moth

https://www.youtube.com/watch?v=BVk5ptp80MY

http://dance.lovetoknow.com/Asian_Folk_Dance




TWO:

Experimenting with Elements

of Dance



PDHPE English (extension)

Learning Intention: We are learning to experiment with the elements of dance to express ourselves Display the elements of dance poster Pose the question: How can we use the elements of dance to express feelings and ideas? Experiment with the elements of dance through a series of movement experiences (NB: use a drum to help signal student movement

Body Action Space

▪ Glue your feet to the floor & move only the top ½ of your body

▪ Balance on 1, 2, 3, 4, 5 parts of the body ▪ Isolate different body parts, trying to only

move that part without involving any other body part

▪ Create shapes with different body parts ▪ Sculptor & clay- based on a shaping theme

(curved, angular etc.), sculptor dances around the clay lump, stopping to mould them into shapes that follows the same theme.

▪ Take a big giant stretch o Now hold that shape o Take a quick shape change (axial: on

the spot) o Hold that shape o Take a quick shape change (axial: on

the spot) o Now this time when you shape

change can you travel (locomote)

▪ Create a movement & hold that shape o Move about the space in a clockwise/

anticlockwise direction o Move about the space exploring the

3 different levels – low, middle, high o Move about the space creating small

movements/ large movements

Time Energy Relationships

▪ Create a movement & hold that shape o Move about the space slowly/ quickly

▪ Move to different beats (NB: use different instruments to create different beats)

▪ Create a repeating pattern of movements ▪ Experiment with the length of time a

particular movement lasts – short/ long

▪ Energy = FORCE ▪ Experiment with contrasting movements:

o Heavy vs. light o Sharp vs. smooth o Tense vs. relaxed

▪ Create movements and experiment with different relationships: o Solo o With a partner o Small group o Mirroring o Unison o Face to face o Canon o Distant o Call & response

Small groups (3-4 students) are given a colour. Groups need to use the elements of art to create a short sequence of movements to depict an emotion associated with that colour. Groups present sequence to peers. As a class, discuss how each groups movement sequence helped to portray a particular emotion. What elements of art were employed to help portray this emotion? Extension: Write a cinquain poem that describes the qualities and movements of a particular body part or emotion. For example: Legs Long, flexible Bending, leaping, stretching We jump with them Strong supporters

Reflection on Learning:

□ Elements of dance poster (see appendix)

□ Drum □ Assorted musical

instruments




THREE:

Choreographing, Performing &

Explaining Dance



PDHPE

Learning Intention: We are learning to create, perform and explain dance Ask: What are customs and traditions? (NB: Though both are not same. The explanation of the meaning of Custom and Tradition looks similar. A custom can be a practice or belief that has been practiced by an individual or a group for a long time. When a custom is transferred from generations to generation, it takes the form of tradition.) Ask: How might different countries in the Asia Pacific region celebrate differently? Divide students into small groups (3-4 students). Groups choose one celebration from a country. Groups use the elements of art to portray this celebration through dance.

▪ Read celebrations sheet to find out a little bit about this celebration and conduct any necessary further research ▪ Identify the key message of this celebration ▪ Brainstorm movements and ways the elements of dance will help to convey the message and feelings/emotions of the

groups celebration ▪ Choreograph a short 2-3-minute dance routine that conveys the message of the chosen celebration ▪ Perform the dance routine to an audience

Students examine and explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts.

Reflection on Learning:

□ Celebrations sheet (see appendix)

□ Music for each country’s celebration (instrumental)


Elements of

Dance

Action• travelling• axial (in

place)

Space• levels

• direction• size

• pathways

Time• beat• tempo• rhymic patterns

• durationEnergy• weight• flow

• quality• tension

Relationships

• solo• partner• groups

Body• shapes• parts


THAILAND

Loi Krathong

(pronounced loy krah-tohng) is an

ancient festival to honour and

thank the water spirits for all

the water provided during the

growing season. It is celebrated

(usually in November) on the first

full moon after the rice harvest.

At night, the people float

colourful, candlelit banana-leaf

bowls, baskets and lanterns on

the rivers. The act of floating

away a raft is symbolic of letting

go of one's grudges, anger and

defilements of the past year and

ushering good luck in the coming

year.

CHINA

Chinese New Year

Chinese New Year is a time for

families to be together.

Wherever they are, people come

home to celebrate the festival

with their families.

The New Year's Eve dinner is

called "reunion dinner", and is

believed to be the most

important meal of the year. Big

families of several generations sit

around round tables and enjoy the

food and time together.

INDONESIA

Kesodo Ceremony

In August, hundreds of thousands

Tenggerese gather at the active

crater of Mount Bromo in East

Java to present offerings of rice,

fruit, vegetables, flowers,

livestock and other local produce

to the God of the Mountain in a

ceremony called the Kesodo

Ceremony. They ask for blessings

and a year free of eruptions.

JAPAN

Hanami Festival

Hanami is a long-standing

Japanese tradition of welcoming

spring. Also known as the “cherry

blossom festival,” this annual

celebration is about appreciating

the temporal beauty of nature.

People gather under blooming

cherry blossoms for food, drink,

songs, companionship and the

beauty of sakura (cherry

blossoms).


AUSTRALIA

Remembrance Day

Originally called Armistice Day,

this day commemorated the end

of the hostilities for the Great

War (World War I), the signing

of the armistice, which occurred

on 11 November 1918—the 11th

hour of the 11th day of the 11th

month. Armistice Day was

observed by the Allies as a way

of remembering those who died,

especially soldiers with 'no known

grave'.

INDIA

Diwali

Diwali is a five-day festival that

honors the victory of good over

evil and brightness over darkness.

It celebrates Lord Ram and his

wife Sita returning to their

kingdom of Ayodhya, following

Ram and monkey god Hanuman's

defeat the demon King Ravana

and rescue of Sita from his evil

clutches. It's known as the

"Festival of Lights" for all the

fireworks, small clay lamps, and

candles that are lit. The

candlelight makes Diwali a very

warm and atmospheric festival,

and it's observed with much joy

and happiness.

year 6 dance unit 2017 traditions & customs...created by alice vigors - 2017 year 6 dance unit...

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