Area of Composite Shapes (Addition)
Students will decompose complex 2D shapes into simpler components and add their areas to find the total area.
Key Questions
- How does decomposing a shape into smaller parts simplify the process of finding its total area?
- Design a strategy for breaking down an irregular shape into manageable components.
- Critique common errors when calculating the area of composite shapes by addition.
ACARA Content Descriptions
About This Topic
Dance for the Camera explores the intersection of choreography and cinematography. In Year 9, students learn that the 'stage' is no longer a fixed rectangle but a dynamic viewpoint that can be moved, angled, and edited. This topic aligns with ACARA's Media Arts and Dance standards, requiring students to use technology to transform and enhance movement.
Students investigate how a close-up can highlight the detail of a gesture, or how a low angle can make a jump look more powerful. They also explore the 'edit' as a choreographic tool, where the rhythm of the cuts becomes part of the dance itself. This topic is perfectly suited for collaborative investigations and simulations, where students take turns being the dancer, the camera operator, and the director to understand how each role contributes to the final work.
Active Learning Ideas
Simulation Game: The Angle Experiment
In small groups, students film the same 10-second dance phrase from three different angles (high, low, and bird's eye). They then watch the footage and discuss how each angle changed the 'story' of the dance.
Inquiry Circle: The Edit as Rhythm
Students are given raw footage of a dance and must edit it to two different tracks, one fast and one slow. They discuss how the 'cut points' change to match the tempo of the music.
Think-Pair-Share: Stage vs. Screen
Watch a live performance and a dance film. Students discuss in pairs what the camera can do that a live audience member sitting in row F cannot (e.g., see the sweat, follow the dancer's feet closely).
Watch Out for These Misconceptions
Common MisconceptionDance for camera is just 'filming a dance'.
What to Teach Instead
It is a unique art form where the camera is a 'partner' in the dance. Hands-on practice with 'moving camera' techniques helps students see the camera as an active participant.
Common MisconceptionYou need expensive cameras to make a good dance film.
What to Teach Instead
Most modern smartphones have excellent cameras. The 'art' is in the framing and the editing, which students can learn through active experimentation with any device.
Suggested Methodologies
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Frequently Asked Questions
What software should I use for editing dance films?
How can active learning help students understand dance for camera?
How do I manage the 'filming' phase in a busy classroom?
What ACARA standards does this cover?
Planning templates for Mathematics
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerMath Unit
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rubricMath Rubric
Build a math rubric that assesses problem-solving, mathematical reasoning, and communication alongside procedural accuracy, giving students feedback on how they think, not just whether they got the right answer.
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