Learning about and through dance: YEAR 6 "Space Rabbits of Brocklevoons" Assembly Item

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Learning about and through dance: YEAR 6 "Space Rabbits of Brocklevoons" Assembly Item by Mind Map: Learning about and through dance: YEAR 6 "Space Rabbits of Brocklevoons" Assembly Item

1. ACARA Dance Content Descriptors (Years 5/6) Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009) Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010) Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011) Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)

2. Learning Experience One: Divide class into small groups (4-6) and give each group a recording of the chorus of "Space Rabbits of Brocklevoons" (students have not heard the whole song at this stage of the learning experience). Instruct students to work within their group to choreograph movements to the chorus. Adivse students that the movements must relate to the lyrics of the song and be in time to the music. (Dance: ACADAM009, ACADAM010, Links to Critical and Creative Thinking General Capabilities)

2.1. Each group performs their item to the rest of the class. After all groups have performed, have a class discussion about the movements/expressions each group used to convey the meaning of the lyrics. (ACADAM011)

2.2. Deliver a lesson about the elements of dance; Space, Time, Dynamics, Relationships. After students have information about these elements, they can return to their small groups for a brainstorming activity to discuss and record how the elements relate to their dance sequence. Considering what they now know, would they like to make any changes to their sequence? Each group presents this information to the class (ACADAM009, Links to Personal and Social Capability General Capabilities)

2.2.1. ASSESSMENT ITEM - ELEMENTS OF DANCE After learning about the elements of dance and doing the group brainstorming activity, students complete an individual assessment task. They will be given a handout, aranged to look like a brainstorming template, with the four elements of dance (space, time, dynamics, relationships) on it. They can write a brief description and example of how each was used in their dance (Dance Achievement Standard 1)

2.3. There is a possibility at this stage for the class to choreograph the movements to the chorus of the song. Ideally, it would incorporate some of the movements used by each group to give the students ownership of the choreography experience. This would be done with the Teacher's guidance, to ensure the movements are appropriate and challenging enough to meet the Year 6 curriculum standards and that all groups are represented. (ACADAM009, ACADAM010, ACADAM011)

3. Learning Experience Five: Students perform the assembly item (Drama ACADRM037, ACADRM036, and already listed dance and music content descriptors). Digitally record performance for use in reflection/assessment activity and Media Arts activity.

3.1. ASSESSMENT Reflect on dance experience assesment activity. This activity will be designed to allow students to choose how they deliver their reflection by giving them a number of options (blooms taxonomy). These will include; a poster, a presentation to the class, a written report or a "news bulletin" about the performance. The reflection will include information such as; What was the dance about? Who was the audience? How did the dance itself deliver a message? (Dance Achievement Standard 2)

3.2. Students can create a documentary about the dance using digital footage of the rehersal end performance. They can also record some interviews with class members and the kindergarten students (target audience) who watched the performance. This footage can be edited using a basic software package to make a class documentary about the process involved in creating the dance performance. (Media Arts ACAMAM063, ACAMAM064 and links to Information and Communication Technology Capabilities)

4. Learning Experience Four: Incorporate a Science Lesson (Biological Sciences) in which students investigate how the "growth and survival of things are affected by the physical conditions of their environments". Look at how the ducks could have adapted to the lake changing from water to jelly. Investigate the differences between the two liquids (ACSSU094, ACSIS232)

5. Learning Experience Two: Creative writing exercise - Students have only heard the chorus of "Space Rabbits of Brocklevoons". Instruct them to write a story about it. For example, "You are in your kitchen when the Space Rabbits of Brocklevoons land. Write a story about these creatures- what do they look like? Why do they need spoons? etc. (English: ACELY1714)

6. Learning Experience Three: Listen to "Space Rabbits of Brocklevoons by Kate Rowe and advise class that we will be doing an assembly item to the song. Discuss the intended audience (Kindergarten) and how they are studying the theme "Outer Space". Start teaching the students the dance sequence to the chorus. (ACADAM009, ACADAM010) Links to Civics and Citizenship ACHCS042, ACHCS043)

6.1. Students learn the music and lyrics to "Space Rabbits of Brocklevoon so they can sing the song whilst performing (Music ACAMUM088, ACAMUM089, ACAMUM090)

6.2. Discuss the rest of the choreography- one student to play the role of the child, 1-2 space rabbits, 1-2 ducks. The rest of the students dance the chorus. (ACADAM009, ACADAM010) Continue to rehearse the dance item. (Physical Education ACPMP061, ACPMP065, ACPMP067). Digitally record a rehearsal of the item. so students can watch it and reflect on their dancing. Give students the opportunity to make suggestions about any improvements that could be made to the production. (Links to Information and Communication Technology General Capability and Personal and Social Capability)

6.2.1. ASSESSMENT During the rehearsal process, conduct assessments of all students technical and expressive dance skills (using a rubric designed for the purpose). Look at body control, accuracy, alignment, strength, balance , co-ordination, expression, enthusiasm. (Dance Achievement Standard 2)

6.3. Incorporate a Mathematic lesson about measurement. Go to assembly area and discuss how we will stage the performance. Estimate how large the stage is and then measure it. Discuss how much room will be required for each segment and how/where the chorus dancers will be positioned. Measure out and mark sections of the stage accordingly. (Mathematics: ACMMG136, ACMMG137)

7. YEAR 5/6 DANCE ACHIEVEMENT STANDARDS 1. Students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. 2. Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.