Subject DANCE MEDIA MUSIC VISUAL ARTS Unit Title: Finding My Place In the World Achievement Standard By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice. Learning Intention Learning Intention: Improvising playfully with the body to explore movement, they gain a basic understanding of the elements of dance and experience the connections between other art forms, especially music to dance. Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricular Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence
Reflection of lesson. Reflection time ‘What movements did you enjoy doing today?’ ‘What movements did you enjoy watching others do today?’ sooner than, faster than. 2 Revisit lesson one- Importance of safety, warming up, personal space and moving around with the rest of the class. Moving from stimulus- levels, time, direction. Creating feeling and expression. Being an audience. Warm up from lesson one and moving in space. Remind students about their bubbles. Students revisit movements that were devised in lesson one. Teacher “Who can remember some of the sea creatures we moved like last lesson?”. Have students have a go at movements again as teacher calls out the names (eg. Shark, sea snake, crab, etc). Teacher “Think about how they move - slowly, up and down, side to side?”etc. Read story “Smiley Shark”. After each page (of movement description) get the students to move in that way as the teacher reads. Example- “...the beautiful fish that dipped and dived and jiggled and jived, and darted and dashed with a splosh and a splash”. Speak about how ‘Smiley Shark’ may have felt throughout the story. Teacher ‘How can we show this in our dancing?’. ‘Show me how you would move if you were a happy shark,sad shark, scared shark, angry shark, etc.’ ‘Does it feel and look different?’ Have half the class sit down to be the audience and then swap over. Explain to them that the audience has a very important job too. They need to be respectful and sit very quietly and watch the performers so they don’t get distracted. Discuss what they saw.Teacher ‘What did you see?’ ‘What did you feel?’ What do you wonder?’ Partner work - Students find a partner and one at a time choose a sea creature to move like. They think about how this creature moves and how it might feel. Listen to and watch the clip of ‘Colours by Kirra Willey’ and explain that we all have different feelings on different days. One at a time they show their partner and the other student needs to guess what Kira Willey- Colours Levels, directions, space (personal space- time, feelings, expression, audience, performer. audience