Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Recapping elements of dance

30 minutes

Find Out: Creating our special dance

10 minutes

Take Action: Sharing our special dance

5 minutes

Reflection

Learning intentions

Students will:

create their own dance, incorporating elements that represent their community.

Success criteria

Students can:

use elements of dance to choreograph dance sequences
communicate ideas about their community through dance.

Preparation:

Be aware that part of this lesson involves some student movement around the classroom. Ensure that the classroom furniture has been set up so there are no tripping hazards. You may wish to organise the configuration of chairs and tables to allow for movement around the room.

Tune In: Recapping elements of dance

Teacher note: This lesson builds on concepts from the previous lesson (Let the Games Begin), where students learnt about the Commonwealth Games opening and closing ceremonies, explored some elements of dance (colours, costumes, sounds, objects) and how dance can be used to tell a story. If you haven’t delivered Lesson 1 yet, we’d recommend starting there.

Step 1

Begin the lesson with a class discussion recapping the concepts explored in Lesson 1. Ask students the following questions to help jog their memories and check for understanding:

What is a ceremony? Why do people dance at some ceremonies?
Why would dance be included in the opening ceremony of the Commonwealth Games?
What are some of the elements used in dance?
How can the elements of dance help tell stories?

Possible answers:

A ceremony is a formal event held for a specific purpose, like a wedding or religious gathering. People dance at ceremonies to celebrate change, milestones or significant life events, express emotions, communicate stories and honour traditions.
Elements of dance include colours, costumes, sounds, objects, rhythm and movement.
Choreographed movement, music and costumes can help set a mood, represent different emotions, and communicate meaning, stories, beliefs or traditions.

Step 2

Explain that dance can play an important role in Commonwealth Games ceremonies by showcasing how different cultures express themselves through movement. To demonstrate this point, show students this video clip:

Trinbago 2023 Opening Ceremony from 45.05 - 49.00 minutes –(https://www.youtube.com/watch?v=Of5rhK8zopA)

Highlight how the elements of dance have been used to tell a story. For example, the colours and movements of the costumes represent the flow of the oceans.

If time permits, show students where Trinbago is located on Google Maps (Republic of Trinidad and Tobago) and highlight that it's an island surrounded by water. Explain how the people who created the dance are likely to see the ocean as an important part of their community and everyday life. Add that, despite its size and location, the Republic of Trinidad and Tobago regularly participates in the Commonwealth Games.

Find Out: Creating our special dance

Preparation

Before diving into this section, it is a good idea to know more about the sporting history of your local area. You could either do some research before the class and share this information with the students, or you could use this as an extension opportunity and ask students to talk to friends and family members, and share stories and information about the sporting people, grounds, clubs and traditions of the local area. We have created an interview sheet that students can take home to help facilitate this discussion, and Commonwealth Games Australia has an Athlete Database where you can find more information about Team Australia.

Step 1

Outline to students that they will imagine that their hometown is going to host the Commonwealth Games and that they have been invited to create their very own opening ceremony dance celebrating the sporting history of their local area. Explain that everyone will work on the same dance but that small groups will be allocated different tasks to ensure various elements of dance are incorporated. Let them know that the dance is intended to be shared with the school community at a later date (eg during a school assembly or special event).

Step 2

To get started, facilitate a brainstorming session using the Celebrating Our Sporting Community Worksheet and explain the purpose of the task: to identify important/unique features of their community, particularly relating to the sporting history of their area, and how these can be represented through movement to tell a story. This activity can be completed as a class or in small groups. Support students in engaging with the brainstorming process using the headings and examples provided.

Step 3

Divide the class into even groups (aim for 4-5 students per group) and allocate each group with an element of dance to focus on.

Elements of dance:

colours
costumes
movement
sounds
props (optional, depending on class size)
setting (place) (optional, depending on class size)

Step 4

Distribute the Elements of Dance cards to each group to help prompt their thinking about the topic. Depending on students’ reading ability, you may need to read out the prompting question and task so they understand what’s required. Invite groups to record their ideas on the back of the card using words and drawings.

Step 5

Facilitate a sharing session so each group can present their ideas to the class. Encourage everyone to practise the suggested dance moves and record any actions that need to be taken to bring all the elements together before the performance, such as gathering costumes and props, or sourcing music or pre-recorded sounds.

Take Action: Sharing our special dance

Step 1

Students should be supported and encouraged to perform their dance in front of an audience. The setting and occasion should be based on suggestions by the students, as well as the suitability and timing of events already occurring within the school community.

Step 2

Allow students time to practise before their dance performance. Each time students rehearse, remind them of the purpose – to tell a story and represent important ideas about their community through the art of dance. You may also like to remind them of the various dances performed at the Commonwealth Games, and how regular participation in small, local dance events can lead to performing in front of global audiences like the Games.

Prior to performance day, select a couple of students to address the audience before and after the dance to share what they’ve learnt, the process involved, and the meaning behind the various elements of the dance they performed.

Reflection

To wrap up the lesson, facilitate a class discussion inviting students to reflect on what they’ve learned and enjoyed. Use the questions below to prompt their thinking:

How does it feel to dance as part of a group?
How is dancing in a group different from dancing by yourself?
How would you feel dancing in the opening ceremony of the Commonwealth Games?

Let’s Dance!

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Summary

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