I.B.I.S (2015)

Next steps

Transfer and apply information in one setting to enrich another.

• Write or find a story that describes a special place in the local area.
• Use mime to describe the people, animals or landforms through movement. Exaggerate and simplify the movements so that the gestures become easy to see.
• Explore different dynamics of the movements – move very slowly, move cery small, gradually make the movements bigger, try the movement as solo, duo, or group.

Make dance sequences and experiment with a range of options when seeking solutions and putting ideas into action.

• Select your favourite parts of the dance making and develop into sequences that are repeated so that it is the same each time.
• Teach the sequence to each group with slight variations.
• Choose a series of different sounds or play different pieces of music to accompany the movement. Which suits the mood /ideas of your dance best?
• Experiment with facing different directions and travelling to different parts of the room whilst performing your sequence. 

Explain and justify ideas and outcomes.

• What could you call your dance? What kind of costume or set could you make or choose to go with your dance?  Why have you made these choices?
• How is the movement of the body used to represent your idea/s?
• How did the dancers use space and energy to create the ideas/feelings in this dance?
• Which elements of dance were used?
• What could you learn from watching people and creating sequences based on their movements?
• What movements could you learn, and use in a dance, based on everyday activities and other cultural practices?

 

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) Level 2 & 3 statements from the Critical and Creative Thinking learning continuum for Generating ideas, possibilities and actions; Reflecting on thinking and processes; and Analysing, synthesising and evaluating reasoning and procedures areas. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia (CC BY NC SA) licence. Accessed 03/06/15.