Module 2

1. Module 2 Introduction to Dance K-6 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

2. How does dance as an artform contribute to the curriculum? © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

3. Dance provides opportunities for personal expression and enjoyment Dance has many functions - artistic, theatrical, social, religious and ritual Students value dance as a form of cultural expression related to culture, tradition, location, gender, social and technological issues Dance provides opportunities for students to express their feelings,moods and ideas symbolically through movement Dance contributes to cultural understanding How does dance as an artform contribute to the curriculum? Dance has been an integral human activity in most cultures for thousands of years Dance provides opportunities for creative action Dance is a means of expressing cultural identity Dance is an artform that uses the body as a means of expression and communication Dance is a way of knowing about oneself, other people and the world Learning in dance involves technical skill, physical awareness and aesthetic and artistic understandings Dance is a unique medium for learning © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

4. Cognitive learning Dance contributes to the development of thinking skills - perception, creativity, logical thinking, metaphoric thinking, question formation, decision making, critical thinking, concept formation and memory Aesthetic learning Students learn to use aesthetic values to discriminate, select and respond to and through dance experiences How do students learn through dance? Physical learning Dance is active. Students develop physical skills and learn techniques which require practice & concentration Sensory learning Students focus on the use of their senses to develop their expression & imagination Social learning Students learn to work cooperatively in groups through dance and study the role of dance in different social and cultural contexts © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

5. How does dance as an artform contribute to the curriculum? The study of dance in the creative arts provides students with the opportunity to learn about and through the integrated practices of composing, performing and appreciating. © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

6. Activity: “Snowball” © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

7. Activity: “Snowball” variation © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

8. Activity: “Snowball” variation What locomotor patterns were used? How did the stamping and clapping pattern change? Which body parts did the groups use? How did they use them? How fast or slow were the movements performed? What sort of energy levels did the group use? What sort of mood did this create? Did groups use a particular formation or pattern in the way they changed partners? Did the dance express an idea or have an intent? © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

9. view a range of dance genres and styles • view live and videotaped performances • develop understanding of artistic, cultural and social meanings in dance • communicate about dance • develop a dance vocabulary • develop physical skills and techniques • apply safe dance practice to their own bodies • use interpretive skills to express movement quality • experience different kinds of dance What do students learn to do in dance: performing, composing, appreciating • understand intention in dance making • respond to stimulus through dance • use the elements of dance to structure movement and express ideas • create a structure for dance © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

10. Teachers provide the structure and ideas for dance making Teachers guide and support students’ dance making How do I teach dance? Activities in performing, composing and appreciating that draw on established dances © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

11. Sequencing learning activities? Getting ideas? Structuring my lessons? Assessing learning? How do I start? Addressing the outcomes? Using the elements of dance in units of work? Utilising teaching strategies? © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

12. Teaching and learning process • exploring, developing, reflecting • connecting and sequencing learning • activities within a unit of work • cyclic process • allows for consolidation, revision and • extension activities © Curriculum K-12 Directorate, NSW Department of Education and Training

13. Elements of dance action dynamics time space relationships structure © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

14. Kinaesthetic • words which evoke movement exploration such as melt, swing, tap • Tactile • piece of slate (cold, smooth, hard) pineapple head (rough, sharp, jagged) sponge (bouncy, textured, pliable) • Visual • Works from Enter Art such as: • Michael Johnson’s After Sirius is a work which refers to the subterranean seascape of Sirius Cove on Sydney and uses long horizontal lines and textured paint to build the layers of the seascape • Ken Thaiday’s Beizam (shark) dance mask, is an example of fusing performance rituals with visual arts • Ken Unsworth’s Suspended Stone Circle II could explore weight, suspension or swing • Ideational • A narrative (e.g. Jack & the beanstalk) A metaphor (e.g. as rough as the ocean) A cycle (e.g. birth, growth, death) • Auditory • body percussion (e.g. slap, click, thud, stomp, rub) Quantum leaps CD / Vocal-Ease CD / Musica Viva CDs a poem read aloud (e.g. hectic from contrast unit in Quantum leaps) © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

15. Where can I go for further support? Curriculum K-12 Directorate resources Board of Studies support material © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training