Unit 2 Dancing Flags

Years 8 � 10

Level 4

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Unit 2 Dancing Flags Years 8 � 10 Level 4 Duration 8-10 lessons

The students will study a range of flags from early New Zealand times. They will design their own flags with others and create a dance using the new flags. Access to the digital resources is through Digistore, Te Pätaka Matihiko http://www.tki.org.nz/r/digistore/

ID 41898: New Zealand Company Flag

Description This is an image of the flag of the New Zealand Company. It is made of wool bunting and linen, and measures 129.5 cm x 188 cm. (For notes on the significance of this resource go to 'metadata record' at the end of this description and see the 'educational value' section). It has the red St George Cross on a white background and, in the top-left corner, a smaller red St George Cross on a blue background with four white stars. Educational Value This asset is a significant historical artefact of the New Zealand Company � the New Zealand Company was formed in London, England in 1837 to promote the colonisation of New Zealand, according to the systematic colonisation theory of Edward Gibbon Wakefield, and to sell land to new settlers and speculators wishing to emigrate to New Zealand. It was raised as the official flag of New Zealand on 30 September 1839 at Petone, near Wellington, by New Zealand Company colonialists who had travelled to Petone on board the Company's ships 'Oriental', 'Aurora' and 'Adelaide' - the flying of the flag was considered to indicate land ownership in New Zealand in 1839, even though the British Government had already indicated that the New Zealand Company was operating illegally and any land title claims could not be guaranteed as legal. It shows that the design of the flag was based on the St George Cross, the official flag of England, as well as incorporating elements of the 1835 flag of the United Tribes of New Zealand. It was lowered on 30 June 1840, after the Treaty of Waitangi had been signed, and replaced by the Union Jack, the official flag of the United Kingdom. It is an example of a flag made by a ship's sail-maker - the sail-maker was on board the New Zealand Company vessel 'Tory' on its voyage to New Zealand in May 1839.

Access Digistore http://www.tki.org.nz/r/digistore/

Copyright Reproduced courtesy of the Museum of New Zealand Te Papa Tongarewa

Creator Unidentified

Identifiers Museum of New Zealand Te Papa Tongarewa number GH002925 TLF resource R2035

Source Museum of New Zealand Te Papa Tongarewa, http://www.tepapa.govt.nz

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ID 41845: Te Porere � the flag of Te Kooti Arikirangi Te Turiki, c1860s

Description This is the flag of Te Kooti Arikirangi Te Turuki (c1832-93), a Māori rebel leader and prophet from Ngati Maru, a hapu (subtribe) of the Rongowhakaata (tribal group) of Gisborne, in the Bay of Plenty area of New Zealand's North Island. (For notes on the significance of this resource go to 'metadata record' at the end of this description and see the 'educational value' section). The flag features a red-and-black crescent-shaped moon, a red cross and the red letters 'WI'. It is made of wool and cotton stitched to a cotton ground. The symbols are stitched onto the ground fabric using an inlay or appliqué technique, with the ground fabric cut away to reveal the symbols on the reverse. The flag measures 79.5 cm x 189 cm. Educational Value This asset is one of the flags of Te Kooti, an occasional supporter of the government, who took the side of the government in its battle with Ngati Maru in 1866 but was accused of collaborating with the enemy and was incarcerated, without trial, on the Chatham Islands with other prisoners - while there, he received what he called his 'divine revelation' in a series of visions and dreams of the Archangel Michael, which gave him the power to rally the prisoners and lead their escape in 1868; back in the North Island, he founded a religion called Ringatu (the upraised hand). It provides an example of symbolism used by Māori at the time - the crescent moon denotes the Old Testament, the red cross is the fighting cross of the Archangel Michael and the letters 'WI' are thought to represent the Holy Spirit, the Wairua Tapu of Te Kooti's Ringatu religion. It suggests that there was importance attached to flying a flag at the time - like the colonial powers, Te Kooti believed that the flag was a symbol of power and allegiance, and he constructed many over the years; other flags made by him were captured in various battles.

Access Digistore http://www.tki.org.nz/r/digistore/ Copyright Reproduced courtesy of the Museum of New Zealand Te Papa Tongarewa

Creator Unidentified

Identifiers Museum of New Zealand Te Papa Tongarewa number ME000805 TLF resource R2865

Source Museum of New Zealand Te Papa Tongarewa, http://www.tepapa.govt.nz

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ID 45706: Titi (dance skirt), 1920

Description This is an unusual dance skirt created in Samoa in 1920. (For notes on the significance of this resource go to 'metadata record' at the end of this description and see the 'educational value' section). It is made from hibiscus fibre (fau) and cloth. The cloth waistband comprises an appliquéd row of red, white and blue Union Jack designs. Fibre tassels, seedpods and small yellow shells also decorate the skirt. Part of the skirt is dyed red though it is unclear whether by commercial dye or a red dye (ele) made from red earth. It measures 84.5 cm x 52.0 cm. Educational Value The skirt was made to commemorate a Royal visit by the Prince of Wales to Samoa in 1920 on the HMS 'Renown' - it is an ingenious and respectful tribute to the representative of the British Crown; New Zealand, a British Colony at this time, controlled Samoa from the Second World War to until it gained independence in 1962.The design and choice of fabric for this titi is unusual, as dance skirts were usually made from ti leaves ('Cordyline' sp) and other forms of plant fibre suspended from waist cords - this type of garment was traditionally worn every day. In the 1880s, the colours of the Union Jack were popular in Samoa's main port of Apia - people wore the flags as lava lavas and shawls, probably showing support for the British who at that time were in dispute with America and Germany over control of Samoa. Missionary wives probably introduced sewing at some time in the 19th century. John Williams of the London Missionary Society began mission work in Samoa in late 1830.

Access Digistore http://www.tki.org.nz/r/digistore/

Copyright Reproduced courtesy of the Museum of New Zealand Te Papa Tongarewa

Creator Unidentified

Identifiers Museum of New Zealand Te Papa Tongarewa number FE003418 TLF resource R6109

Source Museum of New Zealand Te Papa Tongarewa, http://www.tepapa.govt.nz

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Key Competency Managing Self The students will use their bodies as instruments for artistic expression. They will develop their practical dance skills, create movement based on the idea of national identity and perform in a dance with others.

Resources Te Papa assets:

• ID 41898 New Zealand Company Flag c1839 • ID 41845 Te Porere � the flag of Te Kooti Arikirangi Te Turiki c1860s • ID 45706 Titi (dance skirt), 1920

A copy of the New Zealand flag Copies of different flags from around the world � particularly from the country of origin of the students in the class, such as Samoa, Tonga, Fiji, Australia, Korea, China. Plain A4 paper and felt pens/crayons Worksheet 1 (12 copies approximately) Worksheet 2 (12 copies approximately) Evaluation sheet (one per student) Discovering Dance DVD (A Ministry of Education resource) Websites: www.mch.govt.nz/nzflag/index.html Page three of this website shows a copy of the Flag of the United Tribes of New Zealand. TKI � Discovering Dance reference notes www.tki.org.nz/r/arts/dance/discover_dance TKI � Exploring Te Ao Kori www.tki.org.nz/r/hpe/exploring_te_ao_kori/music/stepping_e.php Music suggestions: Springsound: Michelle Scullion � Earlier Times (4), Plus Ten (12), Fast Rock (14) Waves: The Southern Drop � Dan Sperber & Luke Casey: �Relaxomatic� (4) Electronomicon: Pitch Black � Electric Earth Part 2

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Key Words Air pathway: a pattern made in the air by the use of body parts (e.g. arm, leg, head). Body Base: the part/s of the body supporting a dancer in a balanced position (such as two feet, or one hand and one foot). Counter Balance: a balance for more than one person, where each person relies on the others to maintain their shape. Floor Pathway: a direction taken across the floor (zigzag, curved, straight, diagonal). Level: the height in space at which a dancer is moving (e.g. high, medium, low) Leap: a jump from one foot to the other foot. Locomotor Movement: movement in which the body travels across space (e.g. running, creeping, rolling). Non-Locomotor Movement: movement in which the body remains anchored to one spot by a body part (e.g. bending, twisting, stretching). Symmetry: a shape made by a dancer or dancers that has a line of reflection (a mirror line). Tableau: a still shape created by a group of dancers. Unison: dancers moving at the same time doing the same movements. Achievement Objectives: Level 4 The student will: Understanding Dance in Context (UC) Explore and describe how dance is used for different purposes in a variety of cultures and contexts. Practical Knowledge (PK) Apply the dance elements to extend personal movement skills and vocabularies and to explore the vocabularies of others. Developing Ideas (DI) Combine and contrast the dance elements to express images, ideas and feelings in dance, using a variety of choreographic processes. Communicating Ideas (CI) Prepare and present dance with an awareness of the performance context. Describe and record how the purpose of selected dances is expressed through the movement.

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Specific Learning Outcomes The students can: LO1: Describe key points about selected early New Zealand flags. LO2: Perform balances, leaps and turns (PK) LO3: Create dance sequences along an angled floor pathway (DI) LO4: Perform counter balances in pairs or trios (PK & DI) LO5: Discuss and perform dance movements from different cultures (UC) LO6: Create movement sequences with others to represent geographical and cultural features of an island (DI) LO7: Perform in a group dance based on the features of a flag (CI) LO8: Create a PowerPoint slide of an image of a new flag (optional) (CI) LO9: Design a new flag with a group (not assessed) Assessment opportunities for the Learning Outcomes are mentioned at various stages throughout the unit. For new dance students, it may be appropriate to use each assessment opportunity as formative assessment only, and to ensure that the assessment time is brief and encouraging. It is suggested that the teacher selects only the most appropriate Learning Outcomes for the students. All the Learning Outcomes do not need to be assessed.

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Suggested Learning Sequence

1. What is a flag? The Concise English dictionary states that a flag is a square or rectangular piece of fabric attached by one edge to a staff or a halyard to be hoisted on a flagpole or mast. It is then displayed as a banner, ensign or signal.

2. What is the purpose of a flag? There are many: To signal; to commemorate; to celebrate; to pay respect; to show allegiance; to display cultural identity; to display geographical identity; to show governmental or political identity.

3. What features are put on a flag? The possibilities are endless: Stars, stripes, the sun, the moon, the Union Jack, coats of arms, birds, emblems, triangles, crosses.

4. Show the New Zealand flag and discuss its features. It has a royal blue background to represent the sea, the stars of the Southern Cross to represent New Zealand�s place in the Pacific Ocean and the Union Jack to recognise that New Zealand was once a British Colony.

5. Facts about the History of the first New Zealand Flag. A copy of this flag can be found on www.mch.govt.nz/nzflag/index.html

• The first New Zealand flag was the Flag of the United Tribes of New

Zealand. This flag was used from 1834 until 1840. • The need for a flag arose in 1830 when a trading ship from New Zealand was

seized by customs in Australia for not flying a flag that authorized it as a safely constructed ship. British maritime laws of the time stated that all ships must be properly certified, and had to fly a flag to prove this.

• James Busby arrived in the Bay of Islands in 1833 and he saw two reasons for creating a flag. The first was to solve the problem of trading ships being seized for not flying a flag. The second was to encourage Māori chiefs to work together as the first stage in a collective government.

• Three designs were created. • In 1834, 25 chiefs from the far north gathered in Waitangi to choose one

of the flags to represent New Zealand. 12 out of the 25 chiefs chose one flag, which was declared to be the national flag of New Zealand.

• The design of the new flag was sent to England to be approved by the king and it became known as the Flag of the United Tribes of New Zealand.

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• After the Treaty of Waitangi was signed in 1840, the Flag of the United Tribes of New Zealand was replaced by the Union Jack. The Lieutenant Governor, William Hobson removed the Flag of the United Tribes of New Zealand and the New Zealand Company flag, which was very similar. This was a very unpopular move.

• Between 1844 and 1846, many Maori believed that the Flag of the United Tribes of New Zealand should still be flown with the Union Jack and Hone Wiremu Heke Pokai (Hone Heke) repeatedly chopped down the flagpole at Kororareka in protest.

6. Show the Te Papa icon ID 41898 The New Zealand Company flag. This flag is almost identical to the Flag of the United Tribes of New Zealand. It was illegally raised as the official flag of New Zealand in 1839 and was used to advertise the company, which promoted the colonisation of New Zealand. Look at the features of the flag and encourage the students to describe it in as much detail as possible. The New Zealand Company flag has the red St George Cross on a white background (the official flag of England) and a smaller cross with four white stars in the top left corner. The differences between the New Zealand Company Flag and the Flag of the United Tribes of New Zealand are that the stars on the New Zealand Company Flag have six points instead of eight and there is no white border around the smaller St George Cross.

7. �Describe it� ID 41845 Te Porere � the flag of Te Kooti Arikirangi Te Turiki c1860s. ID 45706 Titi (dance skirt), 1920 Organise the students into groups of three or four. Give half of the groups a copy of ID 41845 plus the information, and give copies of ID 45706 and the information to the other half. Keep the groups separate so that they cannot see the other�s flag. Each group is to study their flag and decide how they would describe it in as much detail as possible. Pair the groups up � one who has studied ID 41845 and one who studied ID45706 - and encourage them to keep their flags hidden. Give each group a copy of Worksheet 1. The groups then take turns to describe their flag as accurately as possible to the other group, who then have to try and recreate the flag from the verbal information in the appropriate space on Worksheet 1.

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The groups show each other their flags and discuss what extra information may have been important in their descriptions so that the other group could have been more accurate in their drawing. The groups then complete the remainder of the worksheet. Assessment opportunity: LO1: Describe key points about selected early New Zealand flags.

8. Information Swap. Regroup the class so that they are with students who drew the same icon and compare drawings and notes.

9. Design a new flag. Organise the students into new groups of three or four, or keep those from the previous activity. Give each group a copy of Worksheet 2. Set the scene: It is 1860. You and your group left New Zealand in a sailing ship three months ago and you have just discovered a large and totally uninhabited island. Your job is to design a flag to fly from the top of the highest point so that other ships know that this new land is now inhabited. The only two requirements are:

• The flag must contain at least one symbol from the five flags looked at so far (ID 41898, ID 41845, ID 45706, the present New Zealand flag or the Flag of the United Tribes of New Zealand)

• The flag should be representative of the island in some way (perhaps showing a symbol for a geographical feature, a plant or tree, or an animal).

Allow some time for the groups to complete a sketch of their flag, including choice of colours. This activity could be completed on computer and the flags put on a PowerPoint slide show to be used in the final dance performance. One or two student experts may be interested in this task. Assessment Opportunity: LO8: Create a PowerPoint slide of an image of a new flag (optional) When all (or most) are completed, give time for the groups to share and describe their designs.

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Practical Dance Activities The following scaffolded activities will turn the flags the students have created into dances.

10. Warm up: Rectangles (or squares) Organise the class evenly around the edges of the dance space and allocate a different locomotor (travelling) movement to be performed on each of the four sides. Suggestions: Walking, walking with particular arm movements (such as lifting arms up and down), skipping, galloping, walking backwards

Side A: Galloping Side D: Walking and Side B: Walking clicking fingers

Side C: Skipping

• Change the locomotor movements after the students have completed two or three circuits of the dance space.

• Allow the students to choose the locomotor movements.

Music suggestions: Any music with a strong and steady beat • Jamiroquai: Canned Heat • Fat Freddy�s Drop: Wandering Eye • Las Ketchup: The Ketchup Song (instrumental version)

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11. Some Practical Knowledge activities

Organise the students to find their own space in the dance area. Balances Explore different types of balances using different body bases, such as:

• A balance on one leg (an arabesque). Explore different places to position the lifted leg � behind (straight or bent in �attitude�), forward, to the side, diagonally. What arm positions are possible? Is it possible to hold the lifted leg with one or two hands?

• One knee and one foot • Backside • Hands and feet combinations • Head (safety considerations are needed here) • Shoulder/elbow possibilities (there may be some Break Dancing experts

in the class who have very good upper body strength.)

Counter Balances with a partner. A counter balance is a position for more than one person, where each person depends on the other to remain balanced. Counter balances can be symmetrical or asymmetrical. Explore counter balances where:

• Each person is on a different level • Each person is taking up a different amount of space (such as a

wide and a narrow shape) • Each person is facing in a different direction • Link three counter balances into one short sequence with smooth

transitions between them

Turns Explore quarter, half and full turns on two feet, one foot, knees and backsides. Explore turning inwards and outwards. Some students may be able to demonstrate the correct �spotting� technique with a turn on one foot, where the eyes remain fixed as long as possible on one spot as the body turns and then the head is turned quickly around to fix back on the original spot to complete the turn. Leaps A leap is a jump from one foot to the other foot. Organise the students into two or three rows along one side of the dance space.

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Row by row, they make their way across the room completing small leaps, taking off from whatever foot is most comfortable. When they reach the other side, they line up and wait for the next group/s to finish, and prepare to leap their way back to the start when told by the teacher. Gradually the students can extend the distance they travel in the air as they leap. Explore other leaps � scissor leaps, side leaps, turning leaps (if they are careful). Putting balances, turns and leaps together Organise the students back into their groups from Activity 9 (Design a new flag) and give them time to compose a short movement sequence as follows: Balance � Turn/s � Leap/s � Counter Balance � and repeat Encourage the students to be as imaginative as possible, to make their movements clear and extended, and to link the different movements with smooth transitions. Assessment opportunity: LO2: Perform balances, leaps and turns

�Dancing Flags� is a dance in an ABA or rondo structure. Modify this plan to suit the students in the class. 12. Dancing Flags: Part A - Create a �Corner Pathway�

Explain to the students that they are going to create a dance based on the flag designs they made with their groups. The first part of this dance involves the students individually composing a short sequence of movement along two straight pathways joined by a right angle, to represent two outside edges of the flag. Adapt the length of the sequence and the suggested movements to suit the dance space and the ability of the students. (These will eventually be performed in Part A of the Dancing Flags dance). Organise the students in clear spaces around the room. Each student:

• Walk forwards for eight steps • Turn 90° to the right and walk forwards for another eight steps

(Encourage the students to alter their pathway if they interfere with others)

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• Repeat the pathway several times until it can be performed easily • Add an interesting balance into the pathway and hold it for 4 counts at

any point • Add an interesting turn at any point along the pathway • Add a fabulous movement on a low level • Add a dynamic leap • Add a new type of locomotor movement • Begin your sequence with a shape that tells us something about your

island • Finish your sequence with a shape from your flag • Rehearse your �Corner phrase so that you can remember it easily and

perform it well. Now organise the students back into their groups of three or four from Activity 9 and allocate them a rectangular space in the dance area. (There may have to be overlapping of some groups, and cones or markers may be useful to define the spaces.) The students each choose a corner of their group space and rehearse their individual �corner pathways� together so that everyone is moving in a clockwise direction around their allocated dance spaces. Some sequences may be shorter than others. The students then need to modify their sequence in some way so that everyone in the group finishes at the same time. Some suggestions: an extra balance; a different turn; a movement in the air; another shape to represent the island. Assessment opportunity: LO3: Create dance sequences along an angled floor pathway

Part B of Dancing Flags is in three sections: Counter Balances, A �National Dance� Phrase, and a tableau. Work through each section as appropriate for your students. Some groups may complete all three sections, while others may be sufficiently challenged by only one or two.

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13. Dancing Flags: Part B � Group sequence

Counter Balances Each group has a copy of their island flag. The students study the symbol they chose from the selection of New Zealand flags.

• How could the symbol be created using three or four people? • The students explore this idea. Encourage them to: use different levels;

to be connected in some way; to use different body bases. • Now explore a way that the symbol could be created as an interesting

counter balance • Put the ideas together so that three different shapes are created - 2

connected shapes and a counter balance (or three counter balances if they are enthusiastic)

• How can the shapes be linked into a smooth and flowing sequence? The students explore ways that they form and reform the shapes with continuous movement.

Assessment opportunity: LO4: Perform counter balances in pairs or trios

14. Dancing Flags: Part B - A tableau

The students study two shapes or objects they drew on their flag: • The geographical feature (what the island looks like) • The feature that makes the island special or important.

They select one of these and recreate it as a connected still shape using every group member. The students should consider their body bases, focus, level, and use of space.

15. Dancing Flags: Part B � Group sequence

A �National Dance� phrase Discuss with the class dance movements that are specific to different cultures. If appropriate, discuss the different cultures of the students in the class and some specific movements from dances of those cultures. Watch relevant tracks from the Discovering Dance DVD. Some suggested tracks are: DVD1 Track 2 - Polynesian Styles, Kapa haka conventions (Dr Pita Sharples speaking); DVD2 � Lotus Dragon Dance (Track 15); Korean Fan Dance (Track 18); Bharata Natyam (Track 19); Irish Reel (Track 23); Highland Fling (Track 25).

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Information about the history of these dance styles can be found on www.tki.org.nz/r/arts/dance/discover_dance Also, TKI � Exploring Te Ao Kori www.tki.org.nz/r/hpe/exploring_te_ao_kori/music/stepping_e.php

Explore dance movements from different cultures:

• Copy selected styles or movements from the DVD • Use student experts • Kapa haka movements

o Takahia � the keeping of the beat with the right foot. It is a regular and continuous shifting of some of the body weight from both feet to the left foot and back to both feet. As the weight goes on the left foot the right foot lifts off the ground a few centimetres and the left knee bends a little.

o Ringa Pakia = slap hands in a regular beat on the thighs o Arm movements in waiata a ringa � the head and eyes follow the

movement of the right hand o Wiri = hand quiver or tremble � this is a wrist action with the fingers

remaining relaxed but extended o Haka stance � knees bent, feet apart, feet flat on ground, strong

upper body position o Poi � figure 8 wrist action with arms close to body and extended away

from body. The groups now create a �National Dance phrase (of about 16 counts, or longer, if appropriate) using selected movements from those already explored, or their own creations. The phrase should be representative of their island in some way.

Assessment opportunity: LO5: Discuss and perform dance movements from different cultures.

16. Putting Part B together The groups now link the three sections of Part B together into one short dance: A counter balance phrase; a national dance phrase; a tableau They should be encouraged to move smoothly from one section to the other and to hold the tableau for at least 4 seconds. Assessment opportunity: LO6: Create movement sequences with others to represent geographical and cultural features of an island

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17. Putting the whole �Dancing Flags� dance together A- B � A

Dancing Flags Part A: The �corner pathways� Locomotor movement to bring the group together after they complete their �corner pathways� Part B

Counter balances: Three counter balances linked together with smooth transitions to represent their symbol from the selection of New Zealand flags A �National Dance� phrase in unison A tableau of a special feature of the island

Locomotor movement (perhaps from the �National Dance phrase�) to return to their three or four corners as at the beginning of the dance Part A: The �corner pathways� repeated, and finishing with a clear held shape.

Music suggestions: Springsound: Michelle Scullion � Earlier Times (4), Plus Ten (12), Fast Rock (14) Waves: The Southern Drop � Dan Sperber & Luke Casey: �Relaxomatic� (4) Electronomicon: Pitch Black � Electric Earth Part 2 18. Rehearse the dances for clarity and recall Assessment opportunity: LO7: Perform in a group dance based on the features of a flag.

19. Perform for the class or an invited audience If there was to be a performance for an audience, perhaps images of the flags could be projected on the back of the stage as the students dance.

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20. Reflection and evaluation

Discussion questions about group dances could include: • What locomotor movements were used? • What different body bases were used? • What made the dance interesting to watch? • Where was their focus when they performed the tableau? • What kinds of movements were performed in their �National Dance�

section? • How did they move from one section into the other? • Describe their most exciting counter balance.

Evaluation sheet

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Worksheet 1: �Describe it Accurately� Describing a Te Papa Asset

1. Listen carefully to the verbal description of a Te Papa icon. Draw what you think the icon looks like in the box below.

2. Read the information about the icon and answer these questions. How old is the icon? ___________________

Why is the icon important? ____________________________________________________________________________________________________________________________________

Find two new facts about our history from the information ________________________________________________________________________________________________________________________________________________________________________________

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Worksheet 2 Design a Flag Group name ________

You are to design a flag for an island you have discovered. • One symbol from the New Zealand flags you have already studied must be

included • Think about what the island may look like and design a shape or object to

represent this picture • What makes the island special? Draw one more shape or object you would

like to include • Decide what the colours of the flag will be and name your island • Put it all together as a new flag.

The new flag

Symbol from a New Zealand flag

Colours of our flag and the island�s nameA shape or object to represent what is important or special about the island

A shape or object to show what the island looks like

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Dancing Flags Evaluation Sheet Name: ___________

The people in my group were: _______________________________

A sketch of our flag:

A description of my �Corner� pathway� sequence ______________________________________________________________________________________________________________________________________________________________________________________ One Counter Balance we made The tableau shape

One of our �National Dance� steps was: _____________________________________________________________ _____________________________________________________________

How I managed myself: I was cooperative with my group Sometimes Mostly Always I shared my ideas I performed to my best We worked well together My opinion of our dance

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Assessment All of the Learning Outcomes have been included in this assessment sheet. It is not necessary to assess every Learning Outcome. Use only the ones that are most relevant for your students.

Dancing Flags Name: _________________

Learning Outcome Working

towards Achieved Achieved

with Merit

Achieved with

ExcellenceLO1: Describe key points about selected early New Zealand flags.

LO2: Perform balances, leaps and turns (PK)

LO3: Create dance sequences along straight floor pathways (DI)

LO4: Perform counter balances in pairs or trios (PK & DI)

LO5: Discuss and perform dance movements from different cultures (UC)

LO6: Create movement sequences with others to represent geographical and cultural features of an island (DI)

LO7: Perform in a group dance based on the features of a flag (CI)

LO8: Create a power point slide of an image of a new flag (CI) (optional)

Comment:

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