DANCE
Dance Performance Based on Dance Style from Indian Culture – Two Lessons
Lesson 1.
We are going to watch some YouTube clips to learn a bit about the dance moves used in Indian cultural dance.
First, we need to think about safety. Can anyone give me some suggestions?
- Hydration
- Stretching
- Avoiding injury, yourself and others, have plenty of space.
- Listening to instructions.
We are about to watch two YouTube clips. Half way through we will be learning the dance moves. Let’s stretch first.
- Who knows what Bollywood is?!
We are about to watch another YouTube clip about Bollywood dancing. Half way through we will be joining to learn the dance moves. Then we will be breaking into pairs to start working on a dance we will perform using the lanterns we are making in art in the dance.
Show a lantern that was prepared earlier.
- Show the battery operated flickering tea light.
- Explain to children you will be turning lights off.
- Now place candle inside lantern.
- What do you think class?! We are going to use these in a dance we are going to design or choreograph.
Lights on.
- Can we think about how the flame on a candle moves?
- Let’s all stand up and have a go at moving like a flame on a candle.
- How can we incorporate that into a dance?
Now we are going to break into groups of four and I want you to each show your group your favourite dance move from the You Tube clips. Then I want you to work out a sequence using those four moves. You have 10 minutes.
Now we are going to work collaboratively. Who knows what collaborate means?
We are each going to perform our sequence of four to the group.
Record sequences for revision next lesson.
Now I want you to break into the same groups and consider four different dance moves but this time with a lantern. You can use these blown up balloons to practice with until you have your lanterns. There is 10minutes allowed for this.
We are each going to perform our sequence of four to the group.
Record sequences for revision next lesson.
Whole group on the floor.
This is what will happen at the performance:
- The room we will be performing in will be in darkness.
- The drummers will be in position in the room with their drums.
- The audience will enter and sit down. The drumming will start.
- The students who are not dancing will perform their floating lanterns section.
- The drumming will fade out as dance music starts, they will overlap.
- The students dancing enter performance space with their lanterns.
- Dancing performance will start...
We will finalise the dance in the next lesson.
PLEASE NOTE:This Dance performance will need to be learnt by a teacher that can perform in front of the student dancers to guide them.
DIFFERENTIATION
Streamlining – by this point it might be apparent that some students are feeling uncomfortable about participating in the performance. These students can be included by working on a routine to go with the drumming music that will be the introduction to the performance. The lanterns of these children will be suspended on string and be hanging from a long stick giving the impression of the lanterns floating. The lanterns will be illuminated at intervals during the drumming, slowly revealing light. When they are all illuminated they will move around in a gentle sequence.
Extension – Students that show great proficiency with dance could work on a sequence that is more complex to be performed somewhere within the larger group dance performance.
ASSESSMENT
Diagnostic assessment is done while students are participating in the dance instruction on the You Tube clips. Teacher stands at back of class and observes students ability.
Lesson 2.
We are going to finish choreographing our dance performance today. But first what do we need to remember to dance safely?
- Hydration
- Stretching
- Avoiding injury, yourself and others, have plenty of space.
- Listening to instruction.
Stretching as a group.
Let’s revise what we designed last week. Review video of students sort sequences with and without lantern.
Give students time to practice sequence with lantern and without lantern.
Get students lined up in the groups, side by side. All groups to form an arch so everyone can see everyone else and their short sequence when performed. Students facilitated by teacher to order sequence of dance moves into an integrated dance routine. Teacher discusses repetition, bases and zones of dance with students. Consider also flame like dance moves for incorporation. Smaller groups join with larger groups to make two groups that work toward reconciling sequence.
Students given time to refine their half dance and decision made about which goes first.
Group on floor.
Now we need to think about how we are going to enter the stage with our lanterns.
We also need to think about how we are going to arrange them when we are not dancing with them as this is still an important part of the performance. I want you to discuss with your friend ideas for the lanterns arrangement and how to enter stage. 10minutes allowed.
A few students to share their ideas with the group.
Time for practice of the dance with entry to stage with lanterns and lantern arrangement included.
DIFFERENTIATION
Streamlining – These students continue working on a routine to go with the drumming music that will be the introduction to the performance. The lanterns of these children will be suspended on string and be hanging from a long stick giving the impression of the lanterns floating. The lanterns will be illuminated at intervals during the drumming, slowly revealing light. When they are all illuminated they will move around in a gentle sequence.
Extension – Students that show great proficiency with dance could work on a sequence that is more complex to be performed somewhere within the larger group dance performance.
ASSESSMENT
Summative assessment is achieved by observation of the dancers’ final rehearsal and their commitment to do a good job of their part, regardless of their expertise level.
Follow these links to:
© Copyright Ingrid Schmidt