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Year 7 Performing Arts

IMCC Year 7 Performing ArtsSemester Program 2017

YEAR 7: Irene McCormack Catholic College½ Course: Dance

Weeks Teaching Focus: DANCE Content Addressed Assessment

Week 1 Lesson 1: Introduction

Expectations/Warm up Introduction to course/expectations/rules. Sit in circle and as student to tell me their name, something interesting they did on the holidays and

something interesting about themselves. Hand out dance booklet and explain dance policy. Using booklet and whiteboard. Brainstorm all dance styles students can think of (with prompts).

- Ballet- Tap- Jazz- Acrobatics- Contemporary- Lyrical/slow modern- Song and dance- Demi character/character- Hip Hop – popping/locking- Breakdancing- Cultural- Irish/Spanish/haka etc.- Ballroom- waltz/tango etc.

Booklet

Outcomes: Dance in Society Dance Responses Dance Ideas Dance Skills

Task 1 Introduced. Students are

made aware of what they are being assessed

on and their due dates.

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Students answer “you and dance” part of booklet, discuss answers with the class. Discuss the importance of warm up – what is a warm up and why do we need to do one? Explain we will do a

warm up each lesson. Collect all booklets.

Create Students get into pairs or groups of 3- make up a short, creative ‘handclap’ or ‘secret handshake’ that they can

present to the class. They should endeavour to use more than just their hands (legs/feet/hips/elbows/arms etc.).

It must include at LEAST 10 moves.

PerformStudents perform handclap for the class.

Week 2Lesson 2: Warm up

Introduction Roll/change. Hand out Year 7 Dance booklets Discuss importance of warm up again and ask students to complete warm up section of their booklet in pairs. Go through answers as a class.

Warm up games: Students are then exposed to a number of different warm up games and methods to apply their theoretical

knowledge of warm up.- Numbers game (students move around the room in a way that you direct: e.g.

walk/run/hop/jump/skip/crawl etc. When you call out a number they must get into a group of that number. Last ones to form the group or if there are any ‘extra’ students have to do 5 star jumps.)

- Tepees and Indians.- Octopus- Chain chase.

Stretch –teacher led stretch focusing on the main muscle groups.

Change (10 mins)

Outcomes: Dance Skills (warm up

and safe dance practices)

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Week 2 Lesson 3: Social Dance: The Hucklebuck

Introduction Roll/change. Discuss what makes a social dance: brainstorm on the white board and define.

Warm up: Students participate in a cardio and stretching warm up led by the teacher.

Hucklebuck/Barn Dance (Social Dance) Learn the hucklebuck facing the mirrors. Repeat facing different directions. Rehearse then add music. Add in partnered step. Two full rotations with music. Students perform the hucklebuck in two groups for their peers. Discuss audience etiquette and make sure students apply this knowledge.

Discuss + Change Discuss and remind- what is a social dance?

Outcomes: Dance in Society (social

dance/barn dancing) Dance Skills

Week 3 Lesson 4: Social Dance: The Macarena

Introduction Roll/ change.

Warm up games and stretch.

Discuss Reminder of requirements of social dance. Ask student is the Macarena a social dance? Does it fit into what we know is social dance? Read through the history of the Macarena as a class. Discuss the movements and how simple they are? What body parts are used/not used? How many moves in the Macarena? (16 counts)

Create

Outcomes: Dance in Society (social

dance) Dance Responses

(written) Dance Ideas (creation of

own Macarena) Dance Skills

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Students to pair up Create own ‘Macarena’ (write following rules on the board).

- Must have 16 counts- Incorporate more of the body.- Original. Cannot resemble the original Macarena.- Simple.- Individual – no contact with partners.- Face front.

Practise their original Macarena so it faces 4 sides.

Perform Perform their Macarena to the rest of class. Audience to respond and reflect- critique – say one think they liked/found interesting. Students answer three reflection questions in their booklets.

Change

Week 3 Lesson 5: Social Dance: Thriller

Introduction Roll/ change. Introduce the idea of using a ‘theme’ to create movement/dances. Today we are using the theme of ‘horror’. Students watch Thriller video clip by Michael Jackson. Ask them what moves did they see? Write the names/descriptions of these moves on the board so students

could possibly use them later.

Warm up game and stretch.

Learn Students learn 4 basic ‘Thriller’ moves (teacher led). Practise to the music until most students can demonstrate that they have remembered the four moves so that

they flow and stay in time to the music.

Create

Outcomes: Dance in Society (Music

videos/social dance) Dance Responses

(verbal/spoken) Dance Ideas

(choreography of dance using a ‘theme’)

Dance Skills

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They then get into groups of 3 or 4 and have to create a dance using the ‘Zombie/horror” theme. They MUST include those 4 ‘Thriller’ dance moves just learned. They should perform the 4 moves they learnt AND THEN the moves they have created. They should add on at least 2 moves per person in the group (so if there is a group of four they should add on

8 moves minimum). Before students begin discuss as a class problem solving. What should they do if they get stuck? Some ideas

include asking another group for help, watching the video clip again, improvising or asking the teacher for help. Students are encouraged to think of these themselves.

Perform Students perform their dance for the class. Audience must demonstrate appropriate etiquette (clapping and quite while peers are performing).

Change

Week 4 3 lessons:Social Dance: Hoe-down Throw-Down

Introduction Roll/ change. Watch How-Down Throw-Down video clip. Reminder of aspects of social dance. Teacher led warm up.

Learn Students learn the choreography; speed of the movement comes with practise. Movement is then put to music. Student lines should be rotated so that different students are at the front every few minutes.

Informal performance Students perform the dance once with the teacher and once without for half of the class.

Change

Outcomes: Dance in Society (Social

dance) Dance Skills

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Week 5 2 lessons:Social dance: ‘Juju on that beat.’

Introduction Roll/ change. Watch Juju on that beat video clip. Teacher led warm up.

Learn Students learn the choreography; speed of the movement comes with practise. Movement is then put to music. Student lines should be rotated so that different students are at the front every few minutes.

Informal performance Students perform the dance once with the teacher and once without for half of the class.

Change

Outcomes: Dance in Society (Social

dance) Dance Skills

Week 61 lesson:Haka/cultural dance.

Introduction Roll/ change. Teacher led warm up

Booklets Brainstorm and define what a cultural dance is and what it involves. Go over the story of the Haka. Watch Adidas advertisement: what the haka means to the all black. Watch the All Blacks perform the Haka

with translations on You Tube. Students answer questions about what they have learnt in their booklets.

Learn the Haka

Outcomes: Dance in Society

(Cultural dance) Dance Skills

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Break down the meaning of the words Students to learn how to pronounce and say/chant the words to the Haka Learn haka (outlining the importance of a basic step that continues through the whole dance and hand

movements tell a story)

Class “Battle”

ChangeWeek 7

2 lessons: Action Words


Task explanation Students need Year 7 Dance Booklet. Students get the images on the action sheet and choose 8 of them and write them down on the next page. They put the 8 steps into a row using the directions beside the word and practise them until they remember

them all. Students then need to add on 5 of their own actions or dance moves to add on to their routine.

Perform Students perform their short dance phrases for the class. Audience gives positive and critical feedback to their peers after performance.

Reflection Students answer the reflection part of their Year 7 Dance booklet. Students will also complete their reflection on Page 2 of their dance booklet about their behaviour over the

term.

Change

Outcomes: Dance Skills Dance Ideas (Structured

choreography) Dance Responses

(written)

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Weeks 8+9

4 lessons including performance

Research a cultural dance


Research project: Students are to research and choose a cultural dance that they wish to study. Can use You Tube/internet sites

to search dances. Using their booklet, the students research What country it is from When did it originate Who traditionally performs the dance The reason for the dance/ its meaning and why it is performed What characteristics specific to the dance.

Create/learn Students create a short dance based on the cultural dance they have researched. The dance must go for a length of 20 seconds (minimum). - Emphasise the importance of making their dance

their own and not copying.

Perform for class (during 4th lesson).

Outcomes: Dance in Society

(cultural dance) Dance Responses

(spoken/verbal) Dance Ideas

(choreography of cultural dance)

Dance Skills

Task 1Due: Week 9

Week 10 2 lessons

Tumbling

Students will participate in introductory tumbling classes that will introduce them to the following skills:

Forward rolls Dive rolls Backward rolls Cartwheels on both sides

Outcomes: Dance Skills (Tumbling

and safety).

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Cartwheels on one hand Round offs Handsprings Partner lifts and balances

They will also participate in warm up and cools downs at the beginning and end of classes.

YEAR 7: Irene McCormack Catholic College9


½ Course: Drama

Lesson Objective Teaching focus Content Addressed ResourcesW1 To get to know

each other as a class unit.

For the students to become aware of the teacher’s expectations of them in this class.

For students to gain an understanding of warm ups in Drama.

Class Bonding/ Getting to know each other.

Discuss Unit of Work Teacher to discuss what will take place in Drama rotation (e.g. focus on improvisation, group work etc) the expectations of them and their tasks throughout the unit.

Warm up activity (At teacher discretion) Fruit Salad, Freeze and Justify, Crows and Cranes etc

Activity: Charades (FOCUS: Non-Verbal Communication)

Students will each be given a card of a movie or TV show. They are to keep their card to themselves. They are then to form groups of 4/5. Each student is to be labelled from 1-5. Each 1’s will then be competing against each other to see whose group can guess their card first. The game will continue. If possible groups and cards will be swapped.

Performance:

Preparation techniques for voice and movement for selected drama forms and styles. Mime techniques (creating objects using shape and weight) in drama. (ACADRM043)

Drama processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and action-audience relationships.Effective group work processes (problem-solving, listening skills) in drama.(ACADRM042)

Stage geography, blocking notation and the impact of thrust stages.Imaginary spaces created by stage components and properties, the elements of drama and audience.Design and technology to support dramatic meaning and create smooth transitions. Safe practices in drama (backstage management to ensure safe movement) (ACADRM044)

Charade cards.

W2 For students to be introduced to the notion of role- taking in drama.

For students to have the opportunity to learn how to act ‘as if’ they are someone else.

For students to learn what a

Physical warm up activity Crows and Cranes

Introduce ROLE TAKING Role taking is the simplest form of role. This is where the actor copies someone or something else. The actor does not explore the thoughts and feelings of the character or the situation but simply represents them. The easiest way to do this is to use tableaux or frozen pictures.

- What is mime?

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tableaux is and how to perform one.

Foe students to be able to convey emotion, status and situation using only non verbal communication (tableaux).

Using physical actions and body language to show something.

Mime activities NumbersAll students stand in a space by themselves. As I call each number etc the students needs to make that shape with their body. Don’t look at what others are doing; allow your own interpretation to come through. Using your whole body show me the number 1. Allow 10 seconds then repeat with 2, 7, 9, 3, 8, 10, 5, 6 and 4.

LettersUsing the whole body, show me the letter a, c, k, p, o, s, x, z, b, w, v and z.

Stills of emotionsAll students are to now start walking around the space. When I call an emotion, they are to create a frozen image showing that emotion.

- happiness- sorrow- elation- disappointment

Stills of situationsAll students continue to walk around the space. I ill then call a character in a situation and students much create a frozen image showing that situation.

- you have just caught someone trying to break into your house

- your netball/football team just won the grand final

- someone just pushed in front of you in the queue at Wendy’s

- you just dropped your Mum’s favourite crystal dish in front of everyone

- you just opened your birthday present from 11


your family to reveal the exact present you always wanted

ObjectsStudents are to now find a partner. They are to stand opposite each other and without speaking, together create the following objects that I call out.

- a knife and fork- a cup and saucer- egg on toast

Now form a group of four and together create the following objects.

- a vase of flowers- a camera- a shark- a clock- a guitar- Christmas Tree- bicycle

Now form a group of eight.- a piano- a helicopter- a hamburger- a computer- Motorcycle- playground- aquarium

Now form as a whole class.- The Sydney Harbour Bridge

Tableaux activityStudents are form groups of 4-6 and explore a given situation by making up a series of 5 still images. Each group will be given one of the following situations:

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- Stuck in a lift- The bushwalk disaster- The surprise party- The horror film- The theme park holiday- A day as a fire fighter

Each group will show their 5 still images to the class.

Reflection questions- Could you tell what was happening in the

scene? What was their situation? What helped to tell you this, e.g. body language, facial expressions

Family PortraitsStudents to re form a group of 4-6. Students are going to build a family portrait photo of any group the teacher mentions. Points are awarded to the winning groups.

- Family of pop stars- Family of cats- Family of business people- Family of athletes- Family of models- Royal family

W3 For students to become aware of the importance of verbal communication in drama.

For students to start creating their own drama, in

Vocal warm up at teacher discretion - Discuss the importance of voice in Drama- Do vocal exercises on handout.- Discuss what the following vocal techniques

are: tone, pace, pitch, pause, projection and articulation.

Activity: First and last lines Students will be in groups of 4. Each group will be given

First and Last Lines Activity Sheets.

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groups, from a given verbal stimulus.

a first and last line that they must use in an improvisation. The students can discuss and decide on the setting, the characters and the scenario, however, the lines must be used for the first and last lines. The improvisation must also make sense and go for at least one minute. All groups will show to the class. Example include;

First line: “I don’t like to be asked questions.”Last line: “Gee, we are lucky!”

1x lesson to write script and begin rehearsal.1x lesson to do final rehearsal (get suitable props) and perform. Students must list what props they needs before getting them from the props box.

Each group to show their performances to the class.

Reflection Questions- How did they use their first lines to set up the

scene?- What would you have done had you been given

that first line?- Did they succeed in using the last line to

conclude their performance?- Did the performance follow a logical structure?

W4/5 For Students to explore spontaneous improvisations and understand the differences between improvisation and spontaneous improvisations.

Spontaneous Improvisation Read about the idea of spontaneous improvisation from worksheet.

Warm up at teacher discretion (possibly Space Jump or Freeze and Justify)

Word Tennis

Improvisation Handout

TV and DVD player.

Thank God You’re Here

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For students to view spontaneous improvisation and how it can be used as entertainment.

Students form pairs and sit facing one another. They are to name each other A and B. Once the teacher has given a theme the students go back and forth naming related items, without hesitation until someone stops or I name the next theme. E.g.

- food- fruit- TV shows- items of clothing- Countries

Viewing

Students are to view an episode of Thank God You’re Here, taking particular reference to the art of spontaneous improvisation and how it can offer opportunities for comedy.

*Season 1 Ep 7 (Josh Lawson with dogs) is a must see

Performing:

Use Thank God You’re Here game. Give pairs a card to rehearse lines. Select a student from another group to ‘walk in’ to the scene as a spontaneous improvisation.

Extension Activity: TV GuideStudents are to get into groups of 4. Each group is to get up and is given a synopsis of a make up film or TV show. They are then to act out the given scene with no prior discussion. An example of a synopsis is:

- Julie is looking forward to a visit from her old friend Clare, however, things aren’t quite as Julie expects.

One example may need to be discussed as a class to get

DVD.

Thank God You’re Here game cards.

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students used to pulling ideas from the given stimulus. All groups perform.

If time – write up favourite segment and why (back of impro handout)

W6/7 For students to begin brainstorming for the main task of this unit.

For students to have the opportunity to further develop their extended improvisations, developing their performance skills.

Warm up at teacher discretion. Main Task:

Students will be given an activity where they are given a part of a script that is very non descript and could be read in a number of ways. They are to practice performing the script (in pairs) and then create an improvisation that continues on past the script. They are to follow these steps:

1. In pairs, read both scripts out loud2. Select one script and discuss; Characters (who),

Setting (Where) and Plot (What)3. Get up and rehearse script x 24. Sit down and write an extra 15 lines (this can

be anywhere in the script, although most do it at the end)

5. Re-rehearse script x 2 (to perform in Week 8)6. Sort out suitable props/costumes (minimal)7. Memorise script8. Re-rehearse9. Perform in lesson 1110. Reflect on performances

Focus on staging:- What are the parts of a stage? - Hand out stage geography sheet. - Do practical exercise on parts of a stage.

Student’s will need to decide and write down how they will enter and exit the stage.

Script worksheet

Stage geography worksheet

Costume 16


Hand out Costume worksheet. Students will need to design their costume and write down their choices before they choose from the boxes. (To be done before assessment)

design worksheet

W8/9 For students to develop their group work and work on their script writing skills.

Physical Warm up activity Man Overboard

Main Activity:In groups of 4 each student is given an eccentric character. As a group they must decide a setting and plot. Playbuild a scene (no written script), rehearse and the perform and reflect.

Group Impro Worksheet

If students are in Miss Harte’s class they will do Dance in Term 1 and Drama in Term 2. If student’s ar ein Mrs Brankstone’s class they will do Drama in Term 1 and Dance in Term 2.

Study skills:

Note taking Highlighting important notes from handouts Use the planner to record homework / due dates for assessments Using graphic organisers Review and revise materials before test Recording work-shops and activities done in class. Watching and reflecting on performance work. Asking for feedback from teacher and students

IT used in-class: You-tube clips relevant to course material DVD’s for film study (Thank God You’re Here) Music for performances and workshops

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Sound effects for performance and workshops. Recording and reflecting on performances.

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