Professional Documents
Culture Documents
Specific Expectations
A1.1 incorporate the use of props and materials into dance pieces they create
A1.3 use guided improvisation in a variety of ways as a starting point for choreography
A2.2 analyse, using dance vocabulary, how the elements of dance are used in their own
and others dance pieces and explain how they help communicate messages and ideas
A3.1 describe, with teacher guidance, types of dances used among Aboriginal peoples in
the past and the present that express aspects of their cultural identity
Each of the three levels is a legitimate dance experience, and more or less emphasis will
be placed on each of them at different stages of learning, according to the focus of the
learning experience.
Unit Outline (According to my placement, the unit started on week 2 with two periods a
week)
Lesson Focus
Lesson 1:
Introduction to
Dance Unit (Inclass lesson)
-general
introduction of
what dance is;
analyzing
popular
Aboriginal
dances (Mens
Fancy Feather
Dance & Jingle
Dress Dance)
-how does
dance
contribute to
physical fitness
and what are
similarities
between a
dance and a
sport?
Instructional
Strategies
-word web
introduction on chalk
board of dance
(hook): what does
dance mean to you?
What words come to
mind when you see
the word dance?
dance as a girls
thing?
-chart for the unit is
handed out to record
different types of
dances analyzed
-Youtube clip: Jingle
Dress Dance
Aboriginal dance
-Youtube clip: Mens
Fancy Feather
Dance (record on
chart Aboriginal
dance)
-Venn Diagram
assignment in
partners to be
displayed at front:
how is the Aboriginal
Mens Fancy Feather
Dance similar to or
different than a sport
such as basketball?
-class discussion of
Venn Diagrams
Assessment
of/for/as Learning
Assessment for
lesson one will be
based on class
participation and
students ability to be
open to new ideas
about what is
considered to be
dance. The teacher
will evaluate, in this
first lesson, where
grade six students
are in their
knowledge about
dance. Students
should also be
assessing their
personal opinions or
stereotypes regarding
dance and decide
whether they need to
increase their amount
of respect shown.
The comparison
chart, filled out
throughout the unit
with each new dance,
will be evaluated for
completeness at the
completion of the
dance unit.
Possible similarities between the Aboriginal Mens Fancy Feather Dance & a
sport:
- Uniforms
- Playing field
- Judges
- Competition
- Highly physical
- Spectators
- Years of practice
- Part of culture
Lesson Focus
Learning Goals
and Success
Criteria
Instructional
Strategies
Assessment
of/for/as Learning
Lesson 2:
Popular Dances
Today (in gym)
Learning Goals
-students will
demonstrate a
beginning
-basic rules
understanding of the
about dance and importance of
about being in
learning dance
the gym for this -students will learn
dance unit
that dance is like a
sport in certain ways,
-why learn
and that there is a
dance?
wide range of values
typically expressed in
-values in
dance
dance? Is dance -students will work
like a sport?
together to analyze
and collaborate
-why are certain current popular
dances so
dances and why they
popular today?
are so popular
Lets try out
some of these
Success Criteria
dances.
-students will
participate in class
discussions and try
their best to dance,
as a class, according
to the two popular
dances selected
(following Youtube
clips)
-students will display
positive behaviour in
the dance lesson
even if they do not
feel like they have
experience with
dance
-individual warm-up:
five laps around gym
and sit in assigned
squads
-class discussion
while sitting in
squads (questioning
& prompting):
1. Basic rules about
the dance unit when
in gym
2. Why learn dance?
3. Values in dance?
Is dance like a sport
at all?
4. Why are certain
dances so popular
today?
-have Youtube clips
of Cha-cha slide
and Nae-Nae set
up on screen at front
of the gym, have
class spread out
around the gym and
go through these
dances as an
introduction
(encourage students
to participate and
remind them that
everyone will be
dancing and not
watching each
other)
-depending on time,
a short introduction
to a common line
dance elements:
Grapevine,
Charleston, Electric
Slide
-as a class,
determine what is
considered a line
dance
Why learn dance? Dance can increase sensitivity, respect and co-operation; dance
gives joy; dance improves concentration, responsibility, and self-discipline; dance is a
part of real life so it should be a part of school life; dance develops self-expression, selfconcept, confidence, and leadership; dance unites the physical, mental and spiritual;
dance helps us to be healthy; dance provides opportunities for experimentation, creative
problem-solving and imagination; dance is an alternative form of communication; dance
satisfies our need for beauty; and dance is an important means of understanding and
expressing culture (Lake, 2013).
Lesson Focus
Learning Goals
and Success
Criteria
Lesson 3:
Learning Goals
Introduction to
-students will begin
Flocking (in gym) to use guided
improvisation in a
What is flocking? variety of ways as a
starting point for
What does it
choreography
mean to mirror a
-students will learn
partner?
what it means,
through a warm up
How well can you exercise, to listen
listen to
to, repeat, and
directions and
follow directions,
complete them?
sometimes
accordingly and
sometimes the
opposite
-students will begin
Flocking
to explore what it
involves a group
means to mirror a
of dancers who
partner in dance
have alternate
using slow
leaders
movements and all
depending on
the space around
who is in the front them
as the group
changes facings
Success Criteria
and directions.
-students are able
to demonstrate an
introductory
Demonstration: understanding of
https://www.yout mirroring and then
ube.com/watch?
flocking with a
v=OvwBVbu_73o larger group of
students
-students complete
and participate in
the warm up
exercise with a
large amount of
Instructional
Strategies
Assessment
of/for/as Learning
-Youtube clip in
classroom before
entering gym of
flocking: What do
you notice? Who is
the leader of the
group? (The leaders
change according to
the direction)
Students will
continually be
assessed, on the
teachers checklist,
for class participation
and effort week by
week throughout the
dance unit.
They will be assessed
on their ability to
follow directions and
work independently
with a partner to
practice mirroring.
Students should be
able to understand
and generally
participate in flocking
by the end of the
lesson. In lessons to
come, students will
have to self-evaluate
and evaluate others
in their group for their
short flocking
presentation.
Assessment of
learning, for learning,
and as learning are all
evident throughout
this introductory
lesson to flocking.
-warm up exercise in
gym: Jump In, Jump
Out students will
repeat and follow
directions either
doing/saying exactly
what I say or the
opposite (involves
movement and
following directions)
-divide class into
partners to try
mirroring slowly with
a partner, through
the optional use of
objects (balls, cones,
etc.)
*focus on use of
space*
-have two groups of
partners
demonstrate quickly
in front of class,
comment on
movements being
slow and smooth
-divide class in half,
effort
-students
demonstrate
positive behaviour
and actively
participate in
learning about
flocking
Lesson Focus
Learning Goals
and Success
Criteria
Instructional
Strategies
Assessment
of/for/as Learning
Lesson 4:
Exploring
Flocking (in
gym)
A further
exploration of
flocking.
How can we use
dance warm up
games to move
our bodies?
How can simple,
everyday
gestures be
abstracted and
extended to
create dance
movements?
Learning Goals
-students will
continue to learn
how to use guided
improvisation in a
variety of ways as a
starting point for
choreography
-students will begin
to explain dance
techniques and use
them to convey
information and
feelings
-students will identify
the elements of
dance that are best
suited for conveying
a specific theme in
dance
Success Criteria
-students will
demonstrate
understanding of
some of the
principles (e.g.
contrast, harmony)
involved in the
structuring of works
in drama and dance
-students complete
and participate in the
warm up exercise
with a large amount
of effort
-students continue to
demonstrate positive
behaviour and
actively participate in
learning about
flocking
-warm up exercise in
gym: Jump In, Jump
Out- students will
know how this
exercise works from
the last lesson but
continue practicing
their listening and
movement skills
-divide class in half
and complete
exercise #2:
Number Dance.
Each student will
create their own
short dance
movement to go
along with their
number. The first
time, when their
number is called
they perform their
movement with their
number. As the
game moves
forward, everyone
needs to recognize
their own and each
others movements
without calling any
numbers
-remainder of class:
practice flocking this
time in assigned
squads of four with
music playing in the
background; have
two squads perform
a short
demonstration in
front of the class
Why is it important to be a good leader and a good follower? How do we take these
skills and characteristics of leading and following and apply them to how we work
together as a classroom of learners?
Lesson Focus
Lesson 5:
Introduction to
the Elements of
Dance & Folk
Dances (in-class
lesson)
What are the
elements of
dance? How can
we use the
elements of
dance to describe
dances of other
cultures
(specifically folk
dances)?
What are
characteristics of
folk dances in
general?
Elements of
Dance
Body body
awareness, body
parts, body
shapes,
symmetry vs.
asymmetry
Space
pathways,
directions,
positive vs.
negative space,
group formations
Time tempo,
rhythm, pause,
with music,
without music,
duration,
acceleration vs.
Learning Goals
and Success
Criteria
Learning Goals
-students will learn
how to apply the
critical analysis
process to
communicate their
feelings, ideas, and
understandings in
response to a
variety of dances
pieces and
experiences
-be able to use the
elements of dance
to analyze and
describe a folk
dance from the
country/region of
choice
Success Criteria
-students will
demonstrate an
understanding of
the five different
elements of dance,
and show their
ability to use them
in describing and
interpreting other
dances
-students will begin
their short research
project/presentation
on a folk dance from
a country of their
choice using the
elements of dance
-students will
analyze, as a class,
the Russian
Kalinka folk dance
and understand that
dances have the
Instructional
Strategies
Assessment of/for/as
Learning
-interactive
Powerpoint
presentation to
begin; have
students take notes
in their duotangs
-introduce the five
elements of dance
and what they each
consist of and the
importance of
learning the
elements of dance
-explain what a folk
dance is and
general
characteristics of a
folk dance
-Youtube clip of a
specific folk dance:
Russian Kalinka:
https://www.youtub
e.com/watch?
v=OANzLIuxhNo
-class discussion:
how are the
elements of dance
reflected in the
Russian Kalinka
folk dance?
Students will be
assessed of learning
and understanding of
the elements of dance
through their in-class
assignment
(Powerpoint
presentation). It will be
evident in their
presentations whether
groups understand
what each element of
dance means and how
to properly reflect upon
and analyze other
dancers through the
use of those elements.
Assessment for
learning will take place
as students will learn
the importance of
thoroughly knowing
and understanding the
elements of dance.
Through the
assessment of their
presentations, students
will be pushed to put
effort into the creation
of their presentations
as they are required to
speak about their folk
dance in front of the
class. This also
involves assessment as
learning, as students
and the teacher will
learn more through the
process of assessment
about themselves,
their knowledge of
dance, and how
accepting they are of
deceleration
Energy effort,
force, quality
(e.g. fold, flow
freely, etc.)
Relationship
dancers to
props/objects
(e.g. in front of,
inside, over,
around),
meet/part,
follow/lead,
emotional
connections
between dancers,
groupings
ability to express
aspects of a
regions cultural
identity
Your Task
In-Class Dance Assignment
Grade Six
Fessenden Elementary Public School
With a partner you will be creating a
small Powerpoint presentation
(around six slides) on a folk dance of your choice. Everyone in the class will
be choosing a particular country/region to cover and you will be selecting
your particular folk dance from that place. It is very important that you
include in your presentation how the elements of dance relate to your
particular folk dance. Go through each element of dance and explain how it
is displayed in the folk dance. Make sure to include a short clip of the
performance of the folk dance to show the class in your presentation.
You will be marked on the following:
The ability to complete and present a short Powerpoint presentation on a
folk dance
The creativity and organization of your presentation
The inclusion of the five elements of dance in your presentation and how
they each relate to your folk dance
Including a title, pictures, and short clip of the folk dance
Your ability to analyze the folk dance, what you particularly like about it
as a group, possible costumes used, and why it is considered a folk dance
*Please email me your presentation or share it with me on Google slides*
Lesson Focus
Learning Goals
and Success
Criteria
Instructional
Strategies
Assessment
of/for/as Learning
Lesson 6:
Teaching space
& movement
through drama
bags (in gym)
An exploration
of what it means
to use the space
around you
while flowing
freely in a
drama bag.
How can props,
such as drama
bags, be used to
enhance the
structure of a
dance as a
whole? Does it
make a
difference when
we cant see the
dancers faces
or clothing?
Learning Goals
-students will learn
to explore and think
about the concept of
space in their dances
-students will learn
how to properly work
with drama bags and
understand how they
may enhance the
unity or form of a
group of dancers
Success Criteria
-students will
demonstrate the
ability to incorporate
the use of props and
materials (drama
bags) into dance
pieces they create
-students will
successfully
participate in
mirroring exercises
as well as flocking as
a group while inside
the drama bags
-students will
demonstrate positive
behaviour and
participation and
follow all rules of
safety with the
drama bags
Continuing assessment
of learning will take
place as seem to
demonstrate an
understanding of the
important use of props
and materials into
dance creations:
How could you use a
drama bag as an
extension of your body
to make shapes,
pathways, and lines to
emphasize or extend
movement?
-students will have
opportunities to show
understanding of
flocking and mirroring
as they use drama
bags
-assessment for
learning will take place
as students are
continuing to learn
what concepts in
dance they need to
address more
individually, as well as
which elements of
dance they dont fully
understand
assignment (which
they are free to use
drama bags for)
Exceeds Expectations
Develops a dance sequence
that is creative, complete
and displays lots of effort
and practice.
clearly
demonstrates a high,
low, fast, and slow
movement in routine
each group
Fully Meets
Expectations
Develops a dance sequence
that is creative, complete
and displays some effort and
practice.
Demonstrates a high, low,
fast, and slow movement
in routine
Most group members
contributed a movement
Meets Expectations
(minimal level)
Group
Work
member contributed to
at least one movement
displays many
elements of body and
space awareness,
qualities and
relationships
sequence is
consistent all of the
time
Works very well with their
group all of the time.
contributes suggestions
for modification
listens to others
displays patience
Participation
and
Safety/Overall
Behavior in
Dance
Choreographed
Sequences /
Overall
Performance
always demonstrates
enthusiasm by showing
energy in movements
and giving their best
Comments:
sequence is often
inconsistent
unclearly demonstrates
some steps for washing a
car and uses less than 40
beats
no attention to elements
sequence is different each
time
contributes no ideas
listens to others
remains quiet
sometimes
refuses to practice
displays impatience
OR
more than once
contributes ideas
requires teacher
rarely demonstrates
memorization
sometimes demonstrates
enthusiasm by showing
always needs to follow
enthusiasm by showing
energy in movements and
the leader in the group
energy in movements and
giving their best
never demonstrates
giving their best
enthusiasm
Student Checklist
Introduction to Dance Unit Grade 6 (Fessenden Elementary)
P = Participation
B = Behaviour
Week 1
Week 2
Week 3
Week 4
Week 5
NAME
TOTAL
P
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
# of Checkmarks
Assessment
10
8-9
6-7
5 or less
Exceeds Expectations
Fully Meets Expectations
Meets Expectations (minimal level)
Not Yet Within Expectations
o
o
o
o
o
o
o
o
o
YES
NO
YES
NO
YES
NO
YES
NO
Rarely/Never
Sometimes
Mostly
Date: ___________________
Always
My Name: ____________________
PEER FEEDBACK
__________________________________________
_____________________________________________
__________________________________________
_____________________________________________
Wish:
________________________________________
_____________________________________________
-------------------------------------------------------------------------------------------------------PEER FEEDBACK
__________________________________________
_____________________________________________
__________________________________________
_____________________________________________
Wish:
________________________________________
_____________________________________________
-------------------------------------------------------------------------------------------------------PEER FEEDBACK
__________________________________________
_____________________________________________
__________________________________________
_____________________________________________
Wish:
________________________________________
_____________________________________________