Elements of Dance: Space and Levels
Exploring how dancers use personal and general space, and varying levels (high, medium, low) in their movements.
Key Questions
- Analyze how a dancer's use of personal space can communicate vulnerability or power.
- Design a short movement sequence that explores different levels (high, medium, low) to create visual interest.
- Explain how the use of general space can define relationships between dancers or with the audience.
ACARA Content Descriptions
About This Topic
Dance appreciation involves observing professional works and analyzing how choreographers use movement to tell stories and express ideas. In Year 6, students learn to look for the 'intent' behind a performance. They examine how music, costume, and lighting support the dance. This aligns with ACARA's requirement for students to respond to and interpret dance (AC9ADA6R01).
By watching a variety of styles, from contemporary Australian dance companies like Bangarra to traditional Pacific dances, students broaden their understanding of what dance can be. They learn to use specific terminology to describe what they see. This unit fosters critical thinking and cultural awareness. This topic is most effective when students can engage in structured discussion and use their own bodies to 're-create' and understand the movements they observe.
Active Learning Ideas
Gallery Walk: The Choreographer's Vision
Set up stations with short clips of different dance styles. Students move in groups to answer three questions at each station: 'What is the mood?', 'What is one recurring movement?', and 'What do you think the story is?'
Formal Debate: The Music Match
Show a dance clip without sound. Then, play two very different pieces of music. Students must debate which music best matches the 'intent' of the movement they saw, using dance vocabulary to justify their choice.
Think-Pair-Share: The 'One Move' Challenge
After watching a professional performance, students must pick one memorable movement. They work in pairs to try and re-create that move and then discuss why it stood out to them as an audience member.
Watch Out for These Misconceptions
Common MisconceptionIf there's no story, the dance is 'boring' or 'pointless.'
What to Teach Instead
Students often look for a literal plot. By exploring 'abstract' dance, where the focus is on a feeling or a shape, they learn that dance can be like a painting, where the goal is to evoke an emotion rather than tell a story.
Common MisconceptionProfessional dancers are just 'naturally' good.
What to Teach Instead
Students may not see the years of training. Watching 'behind-the-scenes' rehearsal footage helps them appreciate the technical skill and the collaborative 'trial and error' process that goes into a professional work.
Suggested Methodologies
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Frequently Asked Questions
How do I help students write about dance?
Why should we study Bangarra Dance Theatre in Year 6?
How can active learning help students appreciate dance?
What if students find some contemporary dance 'weird'?
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