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Dance - Year 4 - Strike a Pose
 

Overview – Year 4 – Dance – Strike a Pose

Focus: The unit aims to encourage children to:
* explore and create characters and narratives in response to a range of stimuli;
* use simple choreographic principles to create motifs and narrative;
* perform more complex dance phrases and dances that communicate character and narrative;
* know and describe what you need to do to warm up and cool down for dance;
* describe, interpret and evaluate their own and others’ dances, taking account of character and narrative.

Literacy: Offer reasons and evidence for their views, considering alternative opinions; take different roles in groups and use the language appropriate to them; develop performances based on improvisation; comment constructively on performances, discussing effects and how they are achieved; use word-processing packages to present written work and continue to increase speed and accuracy in typing; show imagination through the language used to create emphasis and humour.
Numeracy: Angles, turns, rotation and degrees; shape and symmetry; know that angles are measured in degrees and that one whole turn is 360°.

Differentiation:  Through outcome and adult expectations and support.

Assessment: By observation in relation to the learning outcomes; look for imaginative responses to the stimulus; developing control and understanding.

Resources: Refer to each lesson plan.

Lesson 1

Lesson 2

Learning Outcomes:
* experiment with a range of actions when working with a partner;
* compose movement phrases with a partner;
* communicate meaning through their dances.
Warm up:  Musical Statues
Development:  Movement using photographs
Cool down:  Discussion and evaluation

Learning Outcomes:
* have a better understanding of how the dynamics of movement influence meaning;
* create, remember and refine sequences;
* describe and interpret dance movements using appropriate vocabulary.
Warm up:  Musical Statues
Development:  Movement using comic strips
Cool down:  Discussion and evaluation

Lesson 3

Lesson 4

Learning Outcomes:
* experiment with a range of actions, when working with a partner;
* communicate meaning through their dances;
* suggest how dances and performances can be improved.
Warm up:  Musical Statues
Development:  Movement using Asian images
Cool down:  Relaxing, imagining movement

Learning Outcomes:
* have a better understanding of how the dynamics of
movement influence meaning;
* experiment with a range of actions when working with a partner;
* suggest how dances and performances can be improved.
Warm up:  Street style movement
Development:  Movement using Street style images
Cool down:  Discussion and evaluation

Lesson 5

Lesson 6

Learning Outcomes:
* compose movement phrases, working in groups;
* understand more about warming up and cooling down;
* describe and interpret dance movements using appropriate vocabulary.
Warm up:  Movement using a combination of the 4 dance styles.
Development:  Movement using the 4 dance styles
Cool down:  Gentle stretches

Learning Outcomes:
* compose movement phrases;
* perform a range of actions when working with a others;
* communicate meaning through their dances and perform with fluency and control;
Warm up:  Movement using a combination of the 4 dance styles
Development:  Whole class dance in 4 groups
Cool down:  Gentle stretches and evaluation

 
 

Year: 4

Lesson: 1/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* experiment with a range of actions when working with a partner;
* compose movement phrases working with a partner, using action and reaction;
* communicate meaning through their dances.

Success Criteria:
* I can explore a range of actions when working with a partner;
* I can use action and reaction with my partner;
* I can express different feelings and ideas through my dances.

Literacy: Offer reasons and evidence for their views, considering alternative opinions; develop performances based on improvisation; comment constructively on performances, discussing effects and how they are achieved.
Numeracy: Angles, turns, rotation and degrees; shape and symmetry; know that angles are measured in degrees and that one whole turn is 360°.

Resources: Images: Faces; 'Strike a Pose'; Famous People. Catalogues/magazines. Music/Video: Vogue by Madonna. 

In the Classroom:  
a. View images of Faces and encourage the children to talk about them [ideas for discussion accompany the images].  
b. View 'Strike a Pose' and discuss, relating it to some activities in this lesson.  
c. View images of Famous People and discuss. 
d. Look at different pictures of people in magazines.  Describe them?  What makes them different?  
e. Talk about how they will be using them during the dance lesson.  
f. Watch Vogue for movement ideas.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [10 mins]
1. Musical Statues
to Vogue music.
a. Begin with individual work.
b. Use teacher and children demonstrations to share movement ideas. 
c. When the music stops make a shape: e.g. tall shapes - hold a position of stillness. 

2. Using the pictures from magazines.
a.
When the music stops, freeze like a character in a picture  - play Vogue.

Development [25 - 30 mins]
3.
Individually, create a phrase - play Vogue.
a. Included travelling, turning and finishing with the magazine picture pose.
b. Encourage use of space, through exploring different pathways and changing levels, shape and speed.
c. Develop and practise the phrase - make the movements more flowing, though still finishing with the magazine character.

4. In pairs (A & B) - play Vogue
a. A teaches B their action phrase and then B teaches A.  
b. Perform both phrases in unison, copying and mirroring the still body shapes. 
c. Use action and reaction.

5. Explore different partner relationships. For example,
a. One behind the other, side-by-side and mirroring - Children need to be aware of partner’s movements.
b. Decide on a clear beginning for the dance.  For example, start with a pose.
c. Use clear shape, action, and rhythmic phrasing.

6. Share with another pair.
a. Encourage peer suggestions for the movement material. 
b. How could the motifs be improved to communicate the dance idea more clearly?
c. Using the suggestions combine both motifs into one phrase, A then B.
d. Practise and refine.

7. Demonstrations.
a. Half class perform, the others watch and then swap over.

Cool Down [5 mins]
8.
 Identify what you like best about your dance.
a. Ask groups to talk about their dance.
b. What will they focus on next time to improve it?


 

 

Year: 4

Lesson: 2/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* have a better understanding of how the dynamics of movement influence meaning;
* create, remember and refine sequences of movement;
* describe and interpret dance movements using appropriate vocabulary.

Success Criteria:
* I can make up, practise and improve sequences of movement;
* I can talk about and describe dance movements using the correct vocabulary.

Resources: Projector, large sheets of white fabric; laminated comic strips.
Images: Cartoon Characters 1 & 2Superheroes.  Music: Entry of the Gladiators. Images reflecting black and white films. A selection of old black and white movies. Video camera.

In the Classroom:
a.
Remind children of what they did in Lesson 1. 
b. Look at images of cartoon characters 1 & 2 and Superheroes. Describe them?  What makes them different?  
c. Talk about how they will be using comic strip characters in this lesson.
d. View images of black and white films.
e. Watch a selection of old black and white movies  and discuss the characters in them.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Play Musical Statues. 
a. Divide the class into 4 groups. 
b. Use the images of cartoon characters 1 & 2 and Superheroes.
c. Play music, Entry of the Gladiators  
d. When the music stops, make a shape. 
e. Teacher and children demonstrations as appropriate - observers to guess which comic strip character has been chosen.  
f. Increase the intensity of the movements and actions before stopping music [to increase the heart rate]. 

Development [25-30 mins]
2. With your group, use the poses to create a logical movement phrase,
a. Include travelling and turning and encourage use of space, through exploring different pathways, changing levels, shape and speed.
b. To Entry of the Gladiators, develop and practise the phrase and make movements more flowing [still finishing with the character].
c. Perform the phrase in unison, copying and mirroring the still body shapes. 
d. Use contrasting movements in body shapes and levels, to emphasise differences in characters/movements.
e. Use exaggerated movements to convey clear meaning.  
f. Demonstrate good quality work and encourage children to copy/use ideas.
g. Observers to suggest how motifs can be improved so that they communicate the dance idea more clealy.
h. Practise and refine.  

3. Demonstrations.  
a. If possible, use a projector and sheets of white fabric - children perform behind the fabric.
b. Insist on clarity of shape and exaggerated movements.
 
4. Evaluations. 
a. What did the children like about the performances?  How successful are different motifs are in expressing the dance ideas?
b. Video and view in the classroom before Lesson 3.

Cool down [3 –5 mins]
8. Whole class sharing ideas about they like best about the dances and how they can be improved.


 

 

 

Year: 4

Lesson: 3/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* experiment with a range of actions, varying and combining spatial patterns, speed, tension and continuity;
* communicate meaning through their dances and perform with fluency and control;
* suggest how dances and performances can be improved.

Success Criteria:
* I can explore different actions and movements.
* I can move freely, using changes of speed, direction and body tension;
* I can observe my friends dancing and talk to them about how they can improve.

Literacy: Offer reasons and evidence for their views, considering alternative opinions; develop performances based on improvisation; comment constructively on performances, discussing effects and how they are achieved.
Numeracy: Angles, turns, rotation and degrees; shape and symmetry; know that angles are measured in degrees and that one whole turn is 360°.

Resources:  Images of Asian dances/poses 1234 & 5.  Videos Asian Dance Video 1 and Asian Dance Video 2. Projector, large sheets of white fabric, scarves Asian music, by Punjabi MC; Ever so Lonely by Jakatta. Digital camera.

In the Classroom:
a.
Watch the video from Lesson 2 and evaluate.
b. Look at images of Asian poses [1234 & 5].  
c. View Asian Dance Video 1 and Asian Dance Video 2.  Ask children to describe them?  What makes them different? 
d. How will these differ from the previous dance sessions? 

Teaching Activities

Teaching Points/Management & Organisation

Warm up [10 mins]
1. Look at the Asian pictures/images.
a. Focus on the finer details, especially the hands wrists and feet. 
b. Teacher demonstrates by copying a picture.

2. Play Musical Statues….. Guess the pose?
a. Use music by Punjabi MC - when it stops strike a pose. 
b. Ask for precision. Are children copying the image effectively?  
c. Guess which picture has been chosen.

Development [25 - 30 mins]
3. Choose an image and animate it. 
a. With a partner, though performing individually, copy the image, change the level, add a turn and travel with it. 
b. Free use of space - explore different pathways, changing levels and shape. 
c. Use scarves to extend and aid softness to the movements. 

4. Demonstrations.
a. Look for positive role models to demonstrate.
b. Observers should comment constructively on performances, discussing effects and how they are achieved.

5. Teach your partner your motif.
a. Explore different relationships - one behind the other, side-by-side and mirroring.  
b. Use contrasting movements. 

6. Develop and practise the phrase.
a.
Make the movements more flowing. 
b. Have a clear finishing position.
c. Select actions that express the mood of the music and which can be practised and developed.

7. Share your motif with another pair.
a. Suggest to each other how the motifs could be improved, to communicate the dance idea more clearly.

8. Combine both motifs. 
a. Include a range of stepping patterns, with a leader and followers.
b. Show contrasting movements.
c. Vary dance phrases, e.g. use canon, unison, repetition, changes of direction, level, speed and pathway. 
d. Practise and refine.  

9. Whole class demonstrations. 
a. If possible use a projector and sheets of white fabric - children perform behind the sheet.
b. Focus observers on how are children working as a group. What can be done to improve performances? 

10. Video performances for self and peer evaluation.

Cool down [5 mins]
11. Lie down and relax.  
a. Individually in a space.
b. Imagine their motifs, though much slower in time to Ever so Lonely by Jakatta


 


 


 

Year: 4

Lesson: 4/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* have a better understanding of how the dynamics of movement influence meaning;
* experiment with a range of actions, varying and combining spatial patterns, speed, tension and continuity;
* suggest how dances and performances can be improved.

Success Criteria:
* I can explore different actions and movements.
* I can move freely, using changes of speed, direction and body tension;
* I can observe my friends dancing and talk to them about how they can improve.

Literacy: Offer reasons and evidence for their views, considering alternative opinions; take different roles in groups and use the language appropriate to them; develop performances based on improvisation; comment constructively on performances, discussing effects and how they are achieved.
Numeracy: Angles, turns, rotation and degrees; shape and symmetry; know that angles are measured in degrees and that one whole turn is 360°.

Resources: Projector, large sheets of white fabric, drum, dance sticks. Music: You’ve Come a Long Way Baby by FatBoy Slim.  Images of Street style dance. Videos - Street Style Dance Video 1 and Street Style Dance Video 2Video camera.


In the Classroom:  
a. View images of Street style dance.
b. In groups of 4, make a flick book using these images by drawing different pictures on each page - the flick the book will animate the characters. 
c. How do these images differ from images looked at in the previous dance lesson? Can you describe them?  What makes them different? 
d. View Street Style Dance Video 1 and Street Style Dance Video 2.  
e. Look at the different pictures and images. 
f. Mind shower action words and take to session along with the 4 flick books.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Warm up using words/movements from mind-shower.
a. Play You’ve Come a Long Way Baby by FatBoy Slim
b. Jump on 2 feet to the beat of the music.   
c. Travel around the space when teacher beats the drum.  
d. Teacher demonstrates movement by copying a picture.
e. Introduce arm actions. 

2. With a partner. 
a. What actions when they meet a friend?
b. explore different actions.
c. Meet them and crawl under their legs. 
d. High 5.
 

Development [25 - 30 mins]
3. In 4 groups with 1 flick book per group.
a. Create a phrase depicting the flick book.
b. Include travelling - strange leg shapes, unusual body shapes .....
c. Children to copy an image each.
d. Include variations in level, add a turn and travel with it.  
e. Use the space freely, exploring different pathways, changing levels and shape.  
f. Look for creative responses to demonstrate.

4. In groups, plan, rehearse and refine the actions.
a. Decide who performs first.
b. Use follow the leader style.
c. Explore different group relationships, e.g. one in front of the other, side-by-side, mirroring, below .....  
d. Use contrasting movements.
e. Introduce dance sticks for action/reaction work.
f. Practise and refine.


5. Demonstrations. 
a. Video performances for classroom evaluation.
b. Use a projector and sheets of white fabric - children perform behind the sheet.
c. For observers. Are the motifs communicating the dance idea?  Are performers working effectively as a group? What can be done to improve performances? 

6. Use feedback information to practise and refine.

Cool down [5 - 10 mins]
7.
As a class, identify what you like best about your dance .....

 

 

Year: 4

Lesson:5/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* compose movement phrases, working in groups;
* understand more about warming up and cooling down;
* describe and interpret dance movements using appropriate vocabulary.

Success Criteria:
* I can compose movement phrases with my group.
* I can observer

Literacy: Offer reasons and evidence for their views, considering alternative opinions; take different roles in groups and use the language appropriate to them; develop performances based on improvisation; comment constructively on performances, discussing effects and how they are achieved; use word-processing packages to present written work and continue to increase speed and accuracy in typing; show imagination through the language used to create emphasis and humour.
Numeracy: Angles, turns, rotation and degrees; shape and symmetry; know that angles are measured in degrees and that one whole turn is 360°.

Resources:  Projector, large sheets of white fabric; dance sticks. Music - VogueEntry of the GladiatorsPunjabi MCYou’ve Come a Long Way Baby.

In the Classroom:
a.
Watch the videos from previous lessons and discuss how children could link their different movement ideas.
b. Do they want to concentrate on one style or a combination of styles?  
c. For a combination, how will the transitions work from one genre to another? 
d. For example, you could base it on a black and white movie, with a word card to explain.
e. Create a programme to show the order of the performance. 

Teaching Activities

Teaching Points/Management & Organisation

Warm up [10 mins]
1. Organise the class into 4 groups.
a. Magazine poses using Vogue.
b. Comic strip using Entry of the Gladiators.
c. Asian pictures using Punjabi MC.
d. Street flicker group using You’ve Come a Long Way Baby.

2. Ask children which group they would prefer to be involved in and why

3. Warm up using movements from the different genres.
a.
The class can decide on the music.
b. Teacher leads. 
c. Free use of the space.
d. Energetic movements, include turns, jumps, gestures and varying levels, parthways and direction.

Development [25 - 30 mins]
4. In the 4 groups, develop a phrase depicting the character and music.
a.
Make the movement phrase longer. 
b. Develop group cohesion and relationships -  one in front of the other, side-by-side, mirroring, below .....
c. Select actions/reactions which can be practised and expressed to the mood of the music.
d. Do the movements show repetition?
e. Show a clear beginning, middle and end. 
f. Practise and improve.

5. Demonstrations and feedback
a. Observers give feedback re. 4a - e, above.

6. Groups discuss feedback
a. How well are we performing?
b.
What do we need to do to improve?
c. Set targets for improvement.

7. Practise and improve.

8. Whole class demonstrations
a.
Perform behind the projector and fabric.
b. Observers feedback.

9. Decide on the closing of the performance.
a. For example, stars of each act to take a bow and whole group take a final bow ......children should decide.

Cool down [5 mins]
10. Gentle stretches. 
a. Teacher leads.  
b. Gently shake arms, wrists, legs and ankles, and rotate wrists and ankle joints.  
c. Why do we need to stretch, relax and breathe slowly?  To gradually calm the body down after dancing.


 

 

Year: 4

Lesson:6/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* compose movement phrases, including action and reaction;
* perform a range of actions, varying and combining spatial patterns, speed, tension and continuity;
* communicate through their dances and perform with fluency and control.

Success Criteria:
* I can compose movement phrases that use action and reaction;
* I can move freely, using changes of speed, direction and body tension;
* I can communicate my ideas and feelings through movement.

Literacy: Offer reasons and evidence for their views, considering alternative opinions; take different roles in groups and use the language appropriate to them; develop performances based on improvisation; comment constructively on performances, discussing effects and how they are achieved; use word-processing packages to present written work and continue to increase speed and accuracy in typing; show imagination through the language used to create emphasis and humour.
Numeracy: Angles, turns, rotation and degrees; shape and symmetry; know that angles are measured in degrees and that one whole turn is 360°.

Resources: As lesson 5

In the Classroom:
a.
Discuss the order of the performance. 
b. Should music be playing before the show starts?
c. How are the acts being presented? 
d. Discuss the need for good timing and organisation, e.g. the first group’s finishing position, next group ready to start, and so on.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
 As lesson 5.

Development [25 - 30 mins]
2.
 In the same 4 groups
a. Remind them of what they did in Lesson 5.
b. Practise and develop - the movements should show repetition.

3. Groups refine their phrase 
a. Ask for flow of movements that are in time with music.
b. Show clarity of movement.
c. Use action and reaction to reflect and express the mood of the music. 
d. Use demonstrations of quality work.

4. Linking the motifs. 
a. Talk about the order of the whole class performance? First group, second group .....
b. How will Group 1 end their motif?
c. How will group 2 begin .....?
d. Rehearse the lkinking movements.
e. Rehearse the whole class ending.
f. Will there be a narrator?

5. Whole class performance. 
a. Video the performance.  

Cool down [5 mins]
6.
Gentle stretches. 
a. Teacher leads.
b. Congratulate children for what they have achieved.  
c. Each group to say what they think was most successful about their dance. 

7. Perform in a whole school assembly.

 

End of Unit Teacher Assessment:

Average Ability       Below Average Ability        Above Average Ability