Rationale: In this unit students appreciate and respond to dance performance within the Musical

Theatre Genre. Students experiment with body movements and create/

incorporate and perform movement/dance sequences. Students use safe dance practices to engage in dance

activities.

Worth: 25%

.

OBJECTIVES STUDENTS WILL:

OUTCOMES A STUDENT:

1. develop knowledge, understanding and skills about dance as an artform through dance performance as a means of developing dance technique and performance quality to communicate ideas

LS.1.1 demonstrates a range of movement skills

LS.1.3 demonstrates an awareness of safe dance practices

2. developing knowledge, understanding and skills about dance as an artform through dance composition as a means of creating and structuring movement to express and communicate ideas

LS.2.1 explores the elements of dance to create movement and communicate ideas

3. Develop knowledge, understanding and skills dance as an artform through dance appreciation as a means of describing and analysing dance as an expression of ideas within a social, cultural and historical

LS.3.2 responds to the elements of dance in performance

4. Value and appreciate their engagement in the study of dance as an artform

LS.5.5.1 Engage in dance activities

Students Learn to Students Learn About

Outcome: LS.1.1 demonstrates a range of movement skills

  prepare their body for dance through movement, eg relax their body, warm up exercise   move all or part of their body in different ways, taking account of body position, direction, patterns and relationships  Move all or part of their body in the context of participating in various dance activities both as an individual and cooperatively as a part of a group  Cool down their body after engaging in dance activities.

 Using movement in controlled ways to participate in

dance

Outcome: LS.1.3 A student demonstrates an awareness of safe dance practices   extend their dance performance skills, eg energy, interpretation, expression, movement quality

  using the elements of dance to communicate through movement and dance

Outcome: LS.2.1 A student explore, selects and sequences movement to express feelings and ideas

  with the elements of space, time and dynamics to create and communicate meaning   the elements of space, time and dynamics within

context of dance composition

Students Learn to Students Learn About

Outcome: LS.3.2 responds to the elements of dance in performance

  experience a range of live or recorded dance performances, eg individual class performance  Display appropriate behaviour in different situations, eg engage in audience participation when appropriate, express appreciation at appropriate time   recognise how meaning is conveyed through movement, tempo, costumes, set , lighting and sound   recognise the main ideas conveyed through a dance performance

 Appreciating dance performances  Appreciate dance as an audience member

Outcome LS 5.1 A student engages in dance activities   participate in dance activities  Cooperate with others in dance activities

  valuing and appreciating dance

  In the first two weeks of the Musical Theatre Unit students will be introduced to the Musical Theatre Style, through the use of ICT Technologies (Youtube)

  Students will learn to describe and experience the style through written work, discussions and performance of movement sequences related to the style

  Students will view examples of famous choregrpahers

relevant to the study of Musical Theatre

  Students will also engage in compositional task that

reflect the Musical Theatre genre.

  Content Based reading and analysis of the Musical Theatre Style

  The learning and performance of complex movement sequences, focusing on safe dance and performance quality.

  Students explored Musical Theatre genres from a wide range of sources through research and critical analysis.

  Students worked to express and communicate meaning through dance

  Reading analysis of content has been minimised and replaced by the use visual learning where students engage with ICT in order to learn about the Musical Theatre Genre. Ie Music Clips, Youtube clips, videos.

  In order to cater toward students with poor motor skills, performance tasks have been simplified through the eliminating of complex concepts that require a deep understanding ie: the application of performance quality as it relates to the Musical Theatre Style. Rather students in this area will only be focusing only on ‘Safe Dance Practice’, as this is an area that students are already familiar with.

  Students have poorer locomotor skills, therefore movement sequences have been simplified. A focus has been placed on students learning more gestural/ pedestrian movement as oppose to movement that requires strength, balance and coordination.

  Where students had to explore Musical Theatre from a number of sources and perspectives,content and learning has been made more relevant and significant to students and what they know.

  Within Compositional activities, the abstraction element of composition has been replaced by a more literal

representation of movement.

LAYER A: ASSESSMENT TASKS Choice 1 LS 3.2, 5.1

Appreciation Task: Students will write a reflective practice in relation to their choreographic processes. Students will describe movements they have incorporated and be able to make reference to choreographers/ musicals that they have used to draw upon. The assignment should be 1 to 11/2 pages in length.

Choice 2 LS 3.2, 5.1,

Appreciation Task: Students are to write a review on the musical ‘Chicago’. Students will describe their first impressions of the work, how the elements of dance are utilised within the work using relevant movement examples, the choreographers background and its link to themes, ideas and movement within the work, the successfulness of the work in communicating ideas and themes.

Choice 3 LS, 1.1, 1.3,2.1, 5.1

Performance Task: Perform a sequence of of movement within the Musical Theatre Style. Students will also analyse a peers performance of the movement in relation to safe dance practices and performance quality. (promoting high order thinking)

Choice 4 LS 1.1, 1.3, 2.1, 5.1

LAYER B: ASSESSMENT TASKS

Choice 1 LS 1.1, 1.3, 5.1

Performance Task: Students will work in pairs and video their class performance piece. Students will then view their performance and identify three safe dance practices and corrections that students could work to improve on.

Choice 2

LS 1.1, !.3, 2.1

Composition/Performance Task: Students will individually create movement sequence/phrase that explores the Musical Theatre Genre. Student's will need to derive their movement from a Musical Theatre Work they have been exposed to within class. Student's will perform the sequence in front of their peers.

Choice 3 LS 1.1, 1.3, 3.2, 5.1

Performance: Students are to learn a short phrase of movement from the Musical Chorus Line. In groups students will need to manipulate the elements of dance to change and vary the phrase they created. They will use ICT to detail what they did as a group to change the movement and why.

Choice 4

LS 3.2, 5.1

Appreciation Task: Students will use ICT students will need to research famous choreographers and Musicals and write a biography on a famous choreographer for instance Jerome Robbins/Bob Fosse. Students will need to identify give a brief overview of Musical Theatre including dates/places, choreographers time and place of birth, choreographers background and training, an outline of their achievements, an outline of their role within musical theatre. Students will also need to include relevant images. 1-2 pages in length.

LAYER C: ASSESSMENT TASKS

Choice 1 LS3.2 LS5.1

Students will create a poster/flyer to advertise the class Musical Theatre Piece. Students can use images and texts to show that they have learned something in relation to the Musical Theatre Style.

Choice 2

LS 3.2, 5.1

Students will complete a quiz on Musical Theatre. This quiz will include cloze passages, and sequencing tasks that aim to test students understanding of Musical Theatre.

Choice 3

LS 3.2, 5.1

Students are to design their own stage setting for a Musical Theatre Production. Students will need to create a name for their Musical and Students provide illustrations and brief descriptions of the costumes, lighting, set and characters within their musical.

Choice 4 L.S 1.1, LS 1.3

Develop 2 stretches for warm up purposes. These should encompass safe dance practice.

  This assignment will be assessed at the end of the unit.

  APPRECIATION TASK: Students will write a reflective practice in relation to their choreographic processes. Students will describe movements they have incorporated and be able to make reference to choreographers/ musicals that they have used to draw upon. The assignment should be 1 to 11/2 pages in length.

Task Students are to write a reflective practice in relation to their own choreographic process

Should include:   Title of your piece   Intent of your piece

  Describe how you created/incorporated movement   Describe what Musical Theatre Pieces and/or Musical Theatre choreographers your derived movement from

  How you have used the elements (space, time and dynamics) of dance to communicate your intent *** plagiarism will result in a mark of 0. Remember your reflective practice must be in your own words**

Worth: 10% of total grade. Mark out of 10 for your Reflective Practice

Length : Must be typed using Word. Size 12 font. 1 - 1 1/2 Pages in length

Due: Term 3: Week 9

Outcomes: LS.3.2 responds to the elements of dance in performance LS.5.1 Engages in dance activities

Marking Criteria : You will be marked on how well you: -  Present a response in a well structured reflective practice form

-  Clearly outline the processes of your composition -  Identify what sources you derived your ideas and movement from -  How the use of the elements of dance has enhanced your intent

-  Use of correct Terminology

Assessment Marking Criteria: Layer A: Marking Criteria

Marks Assessment Students Name

8-10 A   Demonstrates a highly developed knowledge and understanding of the choreographic process   Accurately identifies the intent of the piece   Makes detailed and sophisticated connections between Musical Theatre Elements and their performance piece   Provides highly developed movement examples from the piece, with clear   Demonstrates a highly developed understanding and consistent use of Dance Terminology

5-7 B   Demonstrates sound knowledge and understanding of the choreographic process   Soundly identifies the intent of the piece   Makes sound connections between Musical Theatre elements and their performance piece   Provides sound and descriptive movement examples from the piece   Demonstrates sound understanding of Dance Terminology   Accurately details their choreographic process

3-4 C   Demonstrates some general knowledge and understanding of the choreographic process   Makes some attempt to identify the intent, with basic detail and limited use of terminology   Provides general connections between Musical Theatre Elements and their performance piece   Makes a sound attempt to detail their choreographic process

0-2 D   Demonstrates basic knowledge and understanding of the choreographic process   Makes some attempt to identify the intent of the piece with few or no relevant details  Make minimal connections between Musical Theatre elements and their performance piece   Makes some attempt to describe movement from the piece   Makes some attempt to detail their Choreographic Process

Assessment Task:: Reflective Practice Due: Term 3 Week 9

Student Name Assessment Task Received Assessment Task Handed in

(student sign and date)

  This assessment will be assessed within the middle of the unit.

  PERFORMANCE ASSESSMENT: students will work in pairs and video their class performance piece. Students will then view their performance and identify three safe dance practices and corrections that students could work to improve on.

Task Student are to work in pairs and video their class performance piece. Students will then view their performance and identify 3 or more safe dance practices/corrections that students could work to

improve on.

Should include:   DVD recording of Performance Piece   Word document identifying the three or more safe dance corrections

  Your answer should include relevant dance terminologies such as plumb lines, knees over toes, strength, balance, co ordination etc

*** plagiarism will result in a mark of 0. Remember your reflective practice must be in your own words**

Worth: 10% of total grade. Mark out of 5 for your Reflective Practice

Length : Must be typed using Word. Size 12 font. 1 - 1 1/2 Pages in length

Due: Term 3: Week 5

Outcomes: LS.1.1Demonstrates a range of movement skills LS 1.3 Demonstrates an awareness of safe dance practices

LS.5.1 Engages in dance activities

Marking Criteria : You will be marked on how well you: - * Perform the assessment piece utilizing safe dance practices

- * Describe safe dance practices/corrections - * Use appropriate dance terminology - *

Assessment Rubric: Task 2 – Layer B

Marking Criteria Grade • The students performs movement sequence and reflects upon their performance using ICT. • Student shows a deep understanding of safe dance practices •  Student is able to to identify 3 or more safe dance corrections and or practices within their report. • Student consistently uses a number of dance terminologies

A ( 4-5 marks)

• The student performs movement sequences and reflects upon their performance using ICT • Students shows a sound understanding of safe dance practices • Student is able to identify 3 safe dance correction/practices within their report • * Student makes reference to a number of dance terminologies.

B (3-4 marks)

• Student performs movement sequence and records it using ICT. • Student shows a general understanding of safe dance practice • Students is able to identify 2 safe dance corrections. Practices within their report • Student make reference to some dance terminologies.

C (2-3marks)

• Student performs movement sequence and records it using ICT. • Student shows a basic understanding of safe dance practice • Students is able to identify 1 safe dance corrections. Practices within their report • Student makes limited reference to some dance terminologies

D ( 1-2 marks)

Student performs movement sequence and records its using ICT. Students shows little understanding of safe dance practices. Student is unable to identify any safe dance practices/corrections Students make little use of dance terminologies

E ( 0-1 marks)

  This will be assessed at the beginning of the unit

  Students will create a poster/flyer to advertise the class Musical Theatre Piece. Students can use images and texts to show that they have learned something in relation to the Musical Theatre Style.

Task Students are to create a poster/flyer to advertise to class musical theatre piece.

Should include:   Title of Musical Theatre piece   Dates, times etc

  Relevant information regarding the musical ( ie description of the piece)   Relevant Imagery

*** plagiarism will result in a mark of 0. Remember your reflective practice must be in your own words**

Worth: 5% of total grade. Mark out of 5 for your Reflective Practice

Length : A4 size sheet of paper

Due: Term 3: Week 2

Outcomes: L.S 3.2 Responds to the elements of dance in performance LS.5.1 Engages in dance activities

Marking Criteria : You will be marked on how well you: - * Create an engaging poster that advertises the musical theatre piece.

- * Use correct terminologies - * Use relevant images and information

Marking Criteria Grade • Students display a sound understanding of Musical Theatre through the poster design. • Students include 4 pieces of text which communicate the musical theatre style. • Students select appropriate imagery that demonstrates their understanding of the genre.

A 4-5 marks

• Students display a substantial understanding of musical theatre through the poster design. • Students Include 3 piece of text which communicate the musical theatre style. • Student selects appropriate imager that demonstrates their understanding of the genre.

B 3-4 marks

• Students display a general understanding of musical theatre through the poster design. • Students Include 2 piece’s of text which communicate the musical theatre style. • Student selects appropriate imagery that demonstrates their understanding of the genre.

C 2-3 marks

• Students display a basic understanding of musical theatre through the poster design. • Students Include 1 piece of text which communicate the musical theatre style. • Student selects few images that demonstrate an understanding of the genre.

D 1-2 marks

• Students display limited understanding of the musical theatre style in the poster design • Student include no text or imagery which demonstrates an understanding of the genre.

E 0-1 marks

When providing a Life Skills student with feedback regarding an assessment or task. One must ensure that the students gets the most out of their feedback and Thus like other learning, methods of delivering feed back to students must too be differentiated.

• Students are provided with a feedback form, however the template for the form has been simplified to reduce confusion. Forms are divided into 3 separate sections. These consist of… • * What the students did well…

• * Areas that need improvement..

• * How can we improve our learning?

• However feedback in itself should be kept specific. Teacher should work to list a few specific areas of need rather than generalizing about their performance within a particular area. Students should provide examples where needed.

Feedback Form:

Subject: Dance

Assessment Task no: 3

What you did well:

Well done Kayla! You have worked well throughout this unit. !

Areas to Improve: • Need to be careful about improving your spelling and grammar in writing tasks. Remember to use capital letter and beginning of sentences and full stops to end them.!

How can we improve learning? Here the teacher and students work together to

develop some ideas about how to improve specific areas of learning ( ie Punctuation).

The Feedback form is accompanied by an oral discussion/ interview with the student. Teachers guide students through the feedback form and engage in a task by which they develop strategies to improve learning. Providing feedback in a written and verbal forms allows the student to better understand their feedback. It also provides the student with choice and ownership over their learning.

  The Feedback form is accompanied by an oral discussion/ interview with the student. Teachers guide students through the feedback form and engage in a task by which they develop strategies to improve learning. Providing feedback in a written and verbal forms allows the student to better understand their feedback. It also provides the student with choice and ownership over their learning.

  Marking Criteria and Guidelines   Formative and Summative Assessment   Mock Assessments   Discussions with Students   Teacher/Parent liaison   Student Contract   Comment cards/Progress Charts

  Marking Criteria and Guidelines: In order to assess students are learning and reaching desired

objectives, setting clear and reachable marking criteria and guidelines is vital.

  Formative and Summative Assessment Tasks: Incorporating Formative and Summative Assessment tasks within the

unit are beneficial in order to assist Life Skills in reaching desired goals and objectives. Formative and Summative Assessments are assessed throughout the unit in order for students to see what areas they are achieving in and the areas that need improving.

  Mock Assessments: Giving student’s prior feedback both verbal and written forms

allows students to improve before they are formally assessed. Students are more likely to participate and engage in dance activities.

  Discussions with Students Verbal discussions with students enables open communication

between the teacher and student and guides further student learning.

  Teacher/Parent Liaison Maintaining open communication between teachers and

parents is important to ensure a continuity of learning between schooling and home life, thus assisting students in reaching objectives.

  Student Contract: Student Contracts are an effective tool to follow students

progress in relation to achieving goals of the unit.

  Comment Cards/Progress Charts: Comment cards allow student to communicate with the

teacher in relation to what is/is not working within the classroom. Progress charts allow for a visual cue to see where students are at in terms of reaching desired

objectives.

 Student Contracts are a useful way of helping students to determine what they learn and how they learn. Contracts outline the duration of time in which students learn, they also include the methods that will be used to evaluate students learning.

Students Name: Date assigned:

Student responsibilities: • To complete work by due date • To follow directions • To attempt a high standard of work

Teacher Responsibilities: • To allow students some choice in selecting and completing assignments • To provide assistance and feedback • To provided necessary and useful resources Final due Date for all Tasks: Student Signature

…………………….

Teacher Signature ……………………..

Assessment 1: Students goal Date for completion …………………… Actual date of completion …………………..

Assessment 2: Students goal Date for completion …………………… Actual date of completion …………………..

Assessment 3: Students goal Date for completion …………………… Actual date of completion …………………..