Learning experiences Resources Teaching Use a game to quickly revise the characteristics of bush dances Recording of discussed in the previous lesson: bush dance To successfully involve the students in composition music (folk) In groups of four, students recall as many characteristics as tasks the teacher should set limitations and provide without dance possible. clear instructions for the students. For example: step Students use the characteristics from a list in the dance journals to Determine the formation to be used in the instructions perform mirrored actions. composition (optional) As a whole class, compose a bush dance based on the style Limit the sequence to 32 beats characteristics. Discuss the list of characteristics and discuss For example: the movements, actions and relationships to be used in the composition Formation: Partners side by side in a large circle Sequence: 4 in, swing your partner, 4 steps out, 4 steps around the circle to a new partner. Perform the sequence as a class. Practise the sequence as a whole class, experimenting with the None Experimentation focus on: students’ different movement suggestions before making final varying formations (circles, sets, lines) decisions about the movement content of the class dance. making the dance progressive Discuss how the dance should be performed in order to demonstrate varying the actions the of a bush dance. “mood” incorporating movement” (e.g. “modern Discuss how the composed by the class meets the style criteria for replacing a curtsy with a modern greeting such a bush dance. as a handshake or a head nod). Students use graphic notation in their journals to record the final dance This provides a model for small-group composition sequence in future lessons
Learning experiences Resources Teaching Use a game to quickly revise the characteristics of bush dances discussed in the previous lesson: In groups of four, students recall as many characteristics as possible. Students use the characteristics from a list in the dance journals to perform mirrored actions. As a whole class, compose a bush dance based on the style characteristics. For example: Formation: Partners side by side in a large circle Sequence: 4 in, swing your partner, 4 steps out, 4 steps around the circle to a new partner. Perform the sequence as a class. Recording of bush dance music (folk) without dance step instructions (optional) To successfully involve the students in composition tasks the teacher should set limitations and provide clear instructions for the students. For example: Determine the formation to be used in the composition Limit the sequence to 32 beats Discuss the list of characteristics and discuss the movements, actions and relationships to be used in the composition Practise the sequence as a whole class, experimenting with the students’ different movement suggestions before making final decisions about the movement content of the class dance. Discuss how the dance should be performed in order to demonstrate the “mood” of a bush dance. Discuss how the composed by the class meets the style criteria for a bush dance. Students use graphic notation in their journals to record the final dance sequence None Experimentation focus on: varying formations (circles, sets, lines) making the dance progressive varying the actions incorporating “modern movement” (e.g. replacing a curtsy with a modern greeting such as a handshake or a head nod). This provides a model for small-group composition in future lessons
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