DANCE Year 6 BRAINSTORM How many forms of dance can we name Ballet Tap Rock n Roll Salsa Corroboree Highland Irish Modern Contemporary Belly Engage reticent young learners with interesting role models in the area of dance Michael Jacksons zombie dancers and the blokeyness of Tap Do ID: 765954
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DANCEYear 6
BRAINSTORM!How many forms of dance can we name?BalletTap Rock ‘n RollSalsaCorroboree Highland Irish ModernContemporaryBelly
Engage reticent young learners with interesting role models in the area of dance. Michael Jackson’s zombie dancers and the ‘blokey-ness’ of Tap Dogs are a great way to start.
Aboriginal dance
Discuss the characteristics of Aboriginal dance in AustraliaDance is a core aspect of Indigenous cultural life.Music, art, song and dance all come together for ceremonial events.Stories were told through song and dance, and were sometimes exchanged between tribes.Dances are taught from an early age passed down from one generation to another. To be proficient at dance is to be knowledgeable about stories and history. Modern indigenous dance companies have emerged as a way of keeping the old dances alive, and incorporating new and contemporary stories.
What does Aboriginal dance look like?Source human resources from the community if possible. Perhaps a parent or relative of indigenous students would like to share their knowledge and skill with the class. https://www.bangarra.com.au/ Watch young people learning to dance with the Bangarra Dance Theatre Company. They are of all ages, skill levels and body types. It is an inclusive clip therefore will encourage students to adopt an ‘I can and I will’ attitude, rather than choosing to opt out because they don’t feel confident enough. All students must experience a degree of success.
The importance of animals
Time to perform Kids form a circle. Each child is to think of an Australian animal. Play simple music with a solid beat (preferably something Indigenous, like https://www.youtube.com/watch?v=V1pDPuetPdg ) this features a digeridoo, voice and clapsticks. One at a time they step into the circle and perform an action that portrays the animal. Then everyone mimics the action.
Choose a text to adapt‘Why Platypus is Special’ by Pauline McLead (1994).Story incorporates platypus, groups of birds, animals and water creatures. This allows for a wide variety of animals the children can depict.This is a great story to adapt for dance as it is easy to differentiate for all abilities. Brainstorm Word Bank for each group.
Word BanksSeparate students into different animal groups: Kangaroos and wombats, brolgas and emus, fish and crocodiles, lizards and snakes.Have them brainstorm how they would like to depict their group in dance. (The object is to impress the platypus so much he will want to join your group.) Write down the motions, such as: flapping, pecking, twitching ears, chewing grass, writhing, twisting. Set the scene: Each group comes to the waterhole where Platypus lives. He comes out of the water and the group of animals perform for him to Aboriginal music. The students may use body paint for their final performance.
Platypus Waterhole Birds Animals Reptiles Fish and crocodiles 1 2 3 4
ChoreographyMusic begins: https://www.youtube.com/watch?v=V1pDPuetPdg Spotlight on Platypus as he forages for food in his waterhole. Platypus has a wife, egg and baby (the numbers in any animal group can be increased depending upon how many students there are). Other groups of animals do not move. This keeps audience eye on Platypus. Narration begins. When narrator says ‘meetings’ for first time, lights come up on each group. As the narrator speaks about each group, platypus ignores them and goes about his business. Group 1 are birds, so they will imitate the brolga dance and bob in a circle, tilt their heads and flap. Three pecks in time to the clap sticks finish their meeting. (A meeting is a formal affair, so they shall move in unison to reflect this.)
ChoreographyAnimals will be represented by kangaroos. They will mimic the kangaroo movements previously explored. Each movement will be done in unison to the beat: Tilt head, twitch ears, chew grass, hop, repeat. Three twitches in time with clapsticks to end. Repeat for reptile meeting. Flicking tongues, flexing claws, swishing tails. Repeat for crocodiles and fish, snapping and swishing of fins and tails. One animal from each group stands erect. Other animals freeze and watch as that animal gestures towards platypus. They then bob and twitch in canon.
ChoreographyOne group at a time approaches platypus, moving in canon like a mini-Mexican wave. This is where they ask platypus to join their respective groups. Retreat back to marks. Freeze. Platypus has spotlight while he consults his family about the offers. All animals approach waterhole, moving in unison with their sequential moves. Music crescendos. P ause. Solo clapstick counts 4 beats. Platypus delivers news via narrator. Animals bob and weave energetically, shocked by the news.Platypus gives speech. Each animal group bobs and sways in time to music while platypus has the spotlight.
ChoreographyAt each key word (beak, fur, run, swim, fly etc) creatures do corresponding action.Other animals stomp in time to beat. As all the creatures agree with what platypus is saying, they bow in canon in a semi circle around the waterhole. Lights dim, music ends.