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Year 8 Dance Course Program 2019

Year 8 Dance program brief: In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary. They choreograph dances using the elements of dance (BEST) and choreographic devices for a purpose. They further develop their dance skills to explore the technical aspects of different dance styles. Students are given opportunities to present dance to an audience, further developing their performance skills of retention and clarity of movement, projection, focus and expression. They discuss how dance can communicate meaning and how dance genres/styles differ.

Students study both Hip Hop Technique and Cultural Dance, both styles will be assessed. Students also learn two dances in the above genres, both of which will be performed at Dance Night during Term Three. Students also have the opportunity to participate in a variety of choreography and improvisation workshops throughout the year to improve their choreographic abilities. During Term One, students will form groups and create their own dances using a ‘stimulus’ to inspire their movement choices. There will be a large focus on motif and choreographic devices and elements. As Dance is a Performing Arts subject, students will be required to perform at Dance Night. Students will also study Indigenous dance and its place within its traditional culture, as well as current, contemporary society.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

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TERM ONE

Weeks Teaching Focus Content Addressed Assessment

Week 1 Introduction to course. Hand out Year 8 dance policy/agreement. Discuss expectations and explain to students,

conditions outlined on the letter. Explain Scheme of Assessment. Talk through plan for this term. Dance Night expectations. Discuss extracurricular opportunities. Students are to write in their planners what they need for next lesson and when this terms

assessments are due. Importance of hydration during class – water bottles.

What is dance?WORKSHEET ONEDance changes with time and is driven by culture.

3 types of dance: Artistic- performed for an audience. Social- Basic steps are simple and it is for everyone. Audience is casual. Main function is

participation. Ritual-cultural meaning, all present are generally involved. Not generally shared with

outsiders.

Explain that people engage in dance for a range of purposes: Brainstorm with the class what these purposes may be (fitness, creative expression, relaxation, career, cultural expression, social dance, gain confidence, get attention, to confirm values or promote social change).

Warm-up and cool down as part of a dance class (ACADAM015)

Dance in Context: Differences in dance genres/styles and eras of dance (ACADAR019)

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Then make it ‘Australia specific’: (e.g. artistic theatre performances, social dance classes, cultural group gatherings).

Explain that over time, the beliefs and values of other times and places have affected the way in which dance works have been created e.g. the change in partner holds over time as social values change – the formal hold of the waltz through to the more relaxed hold of the jive)

Warm upDiscuss:

Importance of warm up What it includes. Why we participate in it. What a good warm up looks like. Safe dance practices. Complete warm up worksheet.

Week 2 Choreography workshops: BESTWORKSHEET TWO: Choreographic terms for test.

Introduction/Roll Warm up (recapping information from first lesson)

BEST The elements of dance are the building blocks for all choreography. The different ways we

use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes.

The four elements of dance are: BEST (Body, Energy, Space, Time).

BODY


Improvisation skills to explore new movement ideas (ACADAM013)

Choreographic devices: (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates meaning (ACADAM016)

Group work practices (sharing

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Is used to make shapes which create interesting movement. To continually change the shape of the body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each).

Activity Students spread out in the space with a partner. Students will be asked to make a certain type of shape individually or with their partner.

Students have 20 seconds to come up with their shape before they show the teacher. Teacher will give feedback if incorrect and will point out correct shapes and creative shapes. Shapes students are asked to make:

- Closed and open shapes- Symmetrical and asymmetrical shapes. - Counter balance.- Partner balance

Students should choose their favourite 2 shapes and show them to another partner/group and explain which type of shape each is.

Gestures Using gesture is another aspect of ‘Body’ that is used in dance, especially contemporary

dance. Usually described as a movement or position of the hand, arm, body, head, or face that is

expressive of an idea, opinion, emotion. Examples: first 40 seconds of this video: https://www.youtube.com/watch?v=-CfdYcKY9sU

- What emotions/ideas/mood are shown through these gestures? Examples: first 40 seconds of this video: https://www.youtube.com/watch?

v=MC_YSnXwUGY- What emotions/ideas/mood are shown through these gestures?

Examples: first 1minute40 seconds of this video: https://www.youtube.com/watch?v=9M9xvESndf8

- What story/emotions are shown through these gestures?

ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)

Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)

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Choreography workshops: BEST

Warm up

ENERGY Write the following in their dance booklet- Energy can be used to describe the way

movement is performed. It is important in dance to use different energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used.

Some energy states include: Freeze, shake, vibrating, attack, heavy, explosive, light, smooth, bouncy, sudden, flowing, tight, swinging, collapse [fall to the floor or a collapsing body part downward], fall or rebound.

Brainstorm as a class, which energy states fit certain emotions?

Examples-

'Shock' might fit- freeze, tight and shake

Sad - collapsing, heavy, soft

Excited- sudden, explosive, swinging

Activity Students learn a short dance phrase that the teacher has created. Once good movement retention is achieved, students then split into small groups. From the list of emotions given to them, students are to manipulate (slightly change the

quality) the phrase learnt to reflect a certain emotion. They need to think about what energy states will best fit this emotion.

Students then show another group and the other group are to guess which emotion was chosen.

Repeat activity but this time perform for the class. Which emotions were the clearest/easiest to guess? What energies fit well with what emotions?

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Why do you think this is?

Week 3 Choreography Workshops: SPACE

Space as a Choreographic Element Using introduction to dance worksheet- students take notes on space. The notes from

energy will also help them today. Most dancers don’t remain in the same place for an entire dance but use as much space as

they can to create interesting visual images. Use of space:

- Levels (High Medium Low)- Formations dancers stand in (lines [windows or straight behind each other],

circle, shape, groups).- Direction faced. - Size (small/large)

ActivitySTEP 1:

They need to be standing in a position that is not a straight line. Students must create a phrase (minimum of 8 steps but can be longer) that is inspired by

energy states (brainstormed last lesson) they cannot use movements that the teacher choreographed last lesson, they need to be original.

They also need to think about SIZE when creating the moves. There should be a range of small/tiny and big/large moves to make the phrase interesting.

After this has been created, students need to manipulate their phrase in the following ways:

- LEVELS: Incorporate the use of LEVELS (low medium high). When incorporating levels- the expectation is that at least one movement would be on the ground (or more) and they would have at least one jump (high level) in their phrase.

- DIRECTION: Students also need to make sure that at least two of their moves change direction (do not face the front)




Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)


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*** Students film their phrase so they can use it next lesson

EXTENSION TASK

As discussed,- space manipulation also includes the size of movements., Students are to add 3 small gestural movements to their phrase. These can be moves that

were created in their gesture lesson, or new moves they think of. They are then to repeat the movements but manipulate them to be large/exaggerated

movements. Revise/rehearse dance phrases.

PerformWhat did the group do that was interesting or made their phrase successful?Was it hard to incorporate levels?Did the use of direction make the dance more interesting? Or was it too much/not aesthetic? Recap all information at end of the lesson.

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TIME Using time in dance can help the audience understand the story or idea behind the dance

and also helps to make the dance more interesting. We use time in dance in the form of tempo (fast, slow and stillness) as well as other ways

such as ‘Cannon.’ Also working with the accents of the beat.

Cannon: A choreographic device or structure in which movements introduced by one dancer are repeated exactly by subsequent dancers in turn. https://www.youtube.com/watch?v=9pAU6j8LZ2U (ONLY SHOW THE FIRST TWO EXAMPLES IN THIS VIDEO)

Cannon Activity 1 Using the energy phrase from the day before, students use Cannon and apply it to the

phrase.

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Cannon Activity 2 Students create a phrase that travels across the space in any direction. Students put this into a cannon with each student starting 2 or 4 counts after the one

before. Teacher can either have the whole class perform their phrase, or, choose a group/groups

that has completed the task successfully. ASK: What made the phrases look successful/interesting? What other elements or devices

did students apply to the phrase apart from the use of Cannon?

Week 4 Choreography workshops: Accumulation

Introduction/Roll Warm up

Exercise One:Students learn the definition of accumulation in regard to individual movement. They then create 4 moves and apply accumulation to the phrase.

Exercise Two: EXAMPLE: https://www.youtube.com/watch?v=9pAU6j8LZ2U 1m15seconds Students learn the definition of accumulation in regard to ‘accumulating people.’ They

create a new, original phrase and apply accumulation to the bodies in the space.

Performance and reflection

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Choreography workshops: Abstraction

Introduction/Roll Warm up Students learn the definition of abstraction. They are given a poem and using a brainstorm, they are to create a list of






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words/emotions/ideas that relate to the feeling of the words and also the overall feeling of poem.

They are then to create a phrase that uses these words as inspiration. They should apply a range of choreographic elements and devices.

The aim is to be as non-literal as possible. Students will perform for the class. Students will give feedback about what made the performances successful.

Week 5-10 Choreography Task Task 4A and 4BStudents are to create a dance in groups of 4-5 that uses a stimulus to give inspiration to a theme for the dance. Students are given 4 stimuli to choose from. You must choose one of the stimuli from this booklet, to give you the inspiration to create your dance

Length: 1 – 2.5 minutes. Music: You can choose your own music however it must be appropriate to your age, your

theme and the culture of the school. Choreographic structure: You must choose a structure: narrative, binary (AB), ternary or

abstract, as taught in class. Time frame: You will have approximately 9 lessons to complete this task. You will perform

the dance during Week 9. At the end of each lesson make sure you record your choreography on a group member’s

device. Your teacher will remind you to do this 5 minutes before the end of each lesson. Your dance must have a CLEAR start and end. Choreographic Devices and Elements: Your routine must include a motif and a range of

the following. These should be chosen specifically, to support your theme Choreographic structure: You must choose a structure: narrative, binary (AB) or abstract as

taught in class. Students will be marked on:

- Your ability to work with others and in a group.- Your commitment and focus to the task. - Your creativity to include the above criteria in a way that supports a particular

theme. - How you use choreographic elements and devices. - Your performance skills.






Task 4ADue Week 9

Task 4BWeek 10

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Students are also given a Choreography booklet which they must complete. This is also due in Week 10. Students must complete a small part each and every lesson. This will be directed by the teacher. Students are required to record their choreography on a group members’ device EVERY LESSON.

During this lesson, students should create their groups and compete appropriate pages in their Choreographic Booklet. This includes:

Read the task outline with the students allowing time for questions. Explain and give practical examples for each choreographic device that has to be included.

Remind them of lessons where we have covered this content. Students must choose a stimulus out of the 4 provided. Students then explore this theme further and come up with other words or ideas that

associate with the theme. Students will choose the choreographic structure used in their dance and begin to and plan

their dance using allocated time slots. HOMEWORK: Students are to come back to the following lesson with 3 song ideas to share

with their group.

Students will be assessed on the following criteria: Your ability to work with others and in a group. Your commitment and focus to the task. Your creativity to include the choreographic devices required. Your performance qualities. Creativity of motif Clarity of choreographic intent.

Students should demonstrate correct audience etiquette whilst watching their peers dance.

Interview (Task 4B)All students will be interviewed -response to dance/performance reflection.

Students will be asked to comment on specific, effective parts of their peers' choreography in regard to how it conveyed their intention.

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APRIL SCHOOL HOLIDAYS

TERM TWO

Week 1-10 Cultural Dance Begin by reading through Task 1 outline and marking key. Students will be learning a style of cultural dance. During these lessons there will be a focus on:

- Warm up (including general whole body warm up, isolations specific to genre, coordination skills, and major muscle group stretches).

- Progression skills (correct body position for style of dance whilst moving or on the spot, weight transference, musicality, ability to travel through space and ability to apply corrections).

- Dance choreography (completing skills and dance steps in a way that is correct to the style of cultural dance chosen, ways to remember movement, muscle memory, importance of practice/rehearsal and performance qualities)

Students will also be exposed to the history and function of this cultural dance, as well as appropriate music and costuming depending on the culture chosen.

Each week these skills will be recapped and extended on taking into account differing student ability. Some students may be given solo’s or put into groups with students of similar ability- and taught harder or easier sequenced movement which can be performed at different times throughout the dance.

Skills and Techniques: Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)

Safe dance practice of style-specific techniques (ACADAM015)


Techniques that focus on developing retention of movement (ACADAM017)


Week 7Task 1A

Cultural Dance Progress

Assessment

Week 10Task 1B Cultural

Dance FinalAssessment

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JULY SCHOOL HOLIDAYS

TERM THREE

Weeks 1-9 Hip Hop Dance Begin by reading through the Task 2-unit outline and marking key. Provide each student

with a copy. Explain the way classes will run and expectations of the class Students will take part in Hip Hop Technique lessons each week which include a focus on:

- Warm up (including general whole body warm up, isolations, coordination skills, core strength development and major muscle group stretches).

- Travelling skills (correct body position for dance whilst moving, weight transference)- Dance choreography (ways to remember movement, muscle memory, importance of

practice/rehearsal, adding in personal style and performance qualities) Each week these skills will be recapped and extended on depending on student ability. The

main aims of these classes are to improve strength and flexibility, improve coordination and allow students to discover their own style whilst learning someone else’s choreography.

Students will learn a Hip-Hop dance which will be performed at the 2018 Dance Night in October.

Students will be assessed on their technique however there will be an informal assessment as well where students will receive individual, verbal feedback in regard to their Hip Hop technique.






Week 5Task 2A

Hip Hop Dance Progress

Assessment

Week 8Task 1B

Hip Hop Dance Final

Assessment

Weeks 9-10

Dance Night RehearsalThe lessons during these weeks, students will focus on completing the two routines in preparation

Skills and Techniques: Dance skills that develop technical competence in relation to body

Week 10Task 3

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for Dance Night. Students will also be reminded of performance qualities during this time as well as correct ways to stand and finish dances, enter and exit the stage, backstage behaviour and stage makeup/costuming requirements.

Students will be practicing muscle memory as well as learning about musicality and accented dance.

Students will perform at the 201 Dance Night and be assessed on their technique and performance abilities. Students will be given a marking key and as a class, we will go through each criterion, so students understand fully, what they are aiming for. Students will practise using performance qualities in class as a rehearsal for Dance Night. This will include a dress rehearsal at the venue before the show.

control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)





Dance NightAssessment

OCTOBER SCHOOL HOLIDAYS

TERM FOUR

Weeks 1-3 Weeks 1-3Aboriginal Dance

Over the first four weeks of this term, students will study Aboriginal and Torres Strait Islander dance.

Dance in Context: Differences in dance genres/styles and eras of dance (ACADAR019)

WEEK 3Task 5

Indigenous Dance Test

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Aboriginal Dance Students will learn about both traditional AND contemporary aboriginal styles (e.g.

ceremonial dance by local communities or a full-length contemporary program by Bangarra Dance Theatre).

Students will learn what place Aboriginal dance has, in the traditional Indigenous culture including the functions of the dance and the main characteristics.

Students will also learn about how artistic Indigenous dance fits into today’s contemporary society and how it has adapted to do so. Students will watch a dance work performed by Bangarra Dance Theatre and respond to the performance by answering a structured worksheet that discusses what cultural elements Artistic Director, Stephen Page, includes in his choreography, as well as the chosen design elements which feature within his contemporary dance creations. The students will also be able to identify the theme of the chosen work.

Torres Strait Islander Dance Students will learn what place Indigenous Torres Strait Islander dance has, in the

traditional Torres Strait culture, including the functions of the dance and the main characteristics.

Students will view videos of this traditional dance style.

Students will complete an in class short answer test that will assess their knowledge of Indigenous dance, traditional to the Aboriginal and Torres Strait Islander people.

Weeks 4-7 Contemporary Dance:Students will partake in 4 classes focusing on Contemporary Dance technique, this is in preparation for Year 9 dance.

Students will learn movement such as: Floor work including backward rolls, leg swings and commando rolls. Torso movements including drop swings and c curves Leg coordination: tendu’s kicks and extension exercises.



Choreographic devices: (unison, canon, repetition, abstraction)

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Jumps: technique into and out of the floor, extended legs and toes, travelling sequences, stationary sequences.

Each lesson will recap and build on skills from the previous lessons.

Choreography WorkshopsStudents will have the opportunity to participate in a variety of workshops aimed at teaching the elements and choreographic devices of dance.

BEST Cannon Accumulation Unison Binary structure Fragmentation

Workshops will include solo, duo and group tasks where student will create their own movement and play with styles they enjoy.

Students may also be asked to improvise movement (make it up on the spot) and will be taught and supported through this process. Tasks will be level appropriate and will extend students self confidence in creating movement

and choreographic structures (narrative, binary) to create dance that communicates meaning (ACADAM016)







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YEAR 8 EXAMS

Year 8 Study Skills for SuccessThe following five strategies can help you understand the strengths and weaknesses of your study skills, and how you can get the most out of you study time.

1. Use Dropbox and videos as a tool for practical rehearsal

2. Use planner to record homework each week and to plan your time wisely.

3. Use a specific ‘dance folder’ to organise hand outs and assessments.

4. Ask for feedback from your teacher and peers.

5. Time Management

Do you use your time well? The key to time management is planning. Map out study sessions in writing, so that you can see how much needs to be accomplished in an allotted study time.

To manage your time successfully, you need to see the study plan – much like a builder needs to see the blueprints for a building. Using a calendar or a day planner can be helpful for this purpose. In addition, schedule study sessions in time slots that fit your study habits; for example, every day after school, or every evening after dinner.

6. Organize Assignments

Are you the organized type? If not, you could try using a color-coded folder for each area to be studied (e.g., a red folder for English, a green folder for social studies, etc.). All loose notes and materials related to that subject area should be placed in the folder regularly, so that when it's time to study, you'll be prepared.

7. Take Notes

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Do you have trouble taking notes? Trying to write down a teacher's speech word-for-word is nearly impossible and infinitely frustrating. Instead, pick out key words and phrases; this will help you learn to summarize your thoughts. Think of each note-taking session as if you are creating the skeleton or the frame of the area covered. The skeleton still needs to be "fleshed out", however, in order to provide a full picture. You can do this by going back and adding more details to your notes after each session.

8. Review material

Do you avoid reviewing material until right before the test? This is a bad idea. No other study skills more important than reviewing, which you should do at least three times before a test.

First, review as soon as possible after your first contact with the subject matter – immediately after class or after school, for example. This session will reinforce the material that is still fresh in your mind. At regular intervals, afterward – weekly, monthly, or whenever your schedule permits – review the material again. Then, immediately before a test, review the material once more. Repeated contact with the material will help you know it inside and out.

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