BC Education - Appendix D: K to 7 Samples

Dance Sample 5: Grade 6

Topic:

Sports Dance

Prescribed Learning Outcomes:

Elements of Movement

It is expected that students will:

use the elements of movement in combination
apply fitness, health, and safety considerations to movement

Creation and Composition

It is expected that students will:

interpret and move in response to a variety of sounds, images, feelings, and music
apply the creative process to revise dance compositions

Presentation and Performance

It is expected that students will:

rehearse dance for presentation
demonstrate performance skills and audience etiquette appropriate to specific performance situations

Overview

Students explored movements associated with sports and created dance sequences to present to the class. The teacher used the movements in warmup and cooldown activities. Evaluation was based on sports dance skills and attitudes, and sports dance performances.

Planning for Assessment and Evaluation

The teacher began the unit by explaining why warmup and cooldown activities are important. Then the teacher provided warmup instructions, and students responded by creating quick movements, staying low, and moving in an explosive way, with fingertips extended. The cooldown activities included a static stretch, an extended stretch, and moving in slow motion. Students were then asked to generate warmup and cooldown activities associated with sports movements. The teacher looked for evidence of controlled breathing throughout the activity.
In small groups, students brainstormed examples of sports and the movements associated with them. The teacher compiled the responses in a list, and students explored the responses as a class. The teacher asked questions such as:
- What movements does a volleyball player perform?
- Visualize basketball players. What do they look like when they are performing an action movement?
- Think of speed skaters. How do their movements connect to warmup or cooldown activities?
The response list was displayed for student reference, and students added new information throughout the unit.
The teacher led the class in a variety of sports movements by naming one sport and one movement that the class had previously explored, learned, and noted on the list. The teacher played music as students responded to the movement instructions.
Students worked in groups of four. Each person in the group selected a sport and one movement associated with it. Each student then taught that movement to the group, and all group members practised it. The teacher challenged students to think of ways to enhance the movements by applying the elements and principles of movement.
The groups rehearsed and refined their movements to create dance sequences for presentation to the class. To accompany the presentations, groups selected appropriate music based on criteria developed previously by the class.

Defining the Criteria

Sports Dance Skills and Attitudes

works co-operatively in small groups
contributes a sport movement to the dance
incorporates feedback from others to enhance the movement
demonstrates respect for the contributions of others
makes connections between health and fitness and warmup and cooldown activities
contributes strengths, refines work, and commits to the group performance
demonstrates appropriate audience and performance etiquette

Sports Dance Performance

combines movements smoothlyuses transitions well
uses varying levels and tempos
selects appropriate music
makes logical connections between sports and selected movements
demonstrates clear focus
presents unusual contentis innovative

Assessing and Evaluating Student Performance

The teacher evaluated students' work using two performance rating scales. Students were given opportunities to discuss the rating scales and use similar ones for self- and peer assessment. While the scales offered three levels of acceptable performance, the teacher sometimes chose to assign mid-range grades (e.g., C+ or C-).

Sports Dance Skills and Attitudes

Rating	Criteria
Powerful	Student offers original movement ideas during the creation and composition of the dance. Successfully works and refines own ideas and ideas of the group. Accepts others' ideas and builds on them. Supports, encourages, and respects the work of others. Able to make logical connections between health and fitness and warmup and cooldown activities. Willing to work with all members of the class in a co-operative way to create dances. Demonstrates a heightened level of energy and involvement. Demonstrates audience and performance etiquette skills consistently.
Competent	Student offers movement ideas during the creation and composition of the dance. Works to refine ideas and improve work. Accepting of others' ideas and encourages and respects other students and their work. Works co-operatively with most students. Demonstrates audience and performance etiquette skills most of the time. Enthusiastically committed to performing the dance.
Developing	Student occasionally offers ideas during the creation and composition of the dance. Accepts others' ideas and is respectful toward most members of the class. Usually works co-operatively with classmates, but sometimes needs assistance to solve problems. Will try new things or situations when supported or encouraged. Sometimes needs to be reminded to use appropriate audience and performance etiquette skills.

Sports Dance Performance

Criteria	Rating
combines movements smoothlyuses transitions well
uses varying levels and tempos
selects appropriate music
makes logical connections between sports and selected movements
demonstrates clear focus
presents unusual contentis innovative

Comments:

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Key:  AMeets all the criteria and demonstrates strong, innovative performance.
       BMeets most criteria. Some aspects are strong or innovative.
       CMeets some criteria. May have problems in one or two aspects.
       ICriteria not yet demonstrated.

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Revised: July 8, 1998

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