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Dance: Shape Dance


Grade Work Samples
End of Stage 3 (end of Year 6)
Grade B Reese   Drew  
Grade C Terry   Ali  

Foundation Statement strands

The following strands are covered in this activity:

Dance

Description of activity

Students work individually and in pairs to compose a brief dance sequence using shape cards as a basis. They complete a worksheet reflecting on the processes.

Teachers should make ongoing observations of the processes involved.

Suggested time 2 lessons

Suggested materials

Shape cards, music, tambourine or clap sticks, worksheet

Prior learning

Students have learnt about safe dance practice and the importance of warming up and cooling down. They have participated in activities involving mirroring, complementing and contrasting shapes. Students have worked in groups to compose dance sequences using the elements of space and relationships. They have selected and refined movement, and are able to recognise shapes and transitions.

Board of Studies, Creative Arts Units of Work, pp 168-171

Outcomes

Performing (DAS 3.1)
Performs and interprets dances from particular contexts, using a wide range of movement skills and appropriate expressive qualities.
Composing (DAS 3.2)
Explores, selects, organises and refines movement, using the elements of dance to communicate intent.
Appreciating (DAS 3.3)
Discusses and interprets the relationship between content, meaning and context of their own and others’ dances.

Criteria for assessing learning

Students will be assessed on their:

  • use of expressive and movement skills
  • engagement in and understanding of the process of composition
  • manipulation of the elements of dance to create and perform a movement sequence
  • reflection on the creative process and product.
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