Está en la página 1de 7

Part A: Unit of Work

Stage: 2 Year: 4 KLA’s: Dance and Visual Arts

Week Making Responding Focus Teaching and Suggested Learning Activities
(Appreciating/Performing/ Questions/Learning
Responding/Composing) Intentions
1 What do we know Teaching-
about Aboriginal and  Using a published Aboriginal and Torres Strait
Torres Strait Islander Islander (ATSI) text and later dance, revise the
culture? importance of Dreamtime and storytelling for ATSI
What do we know
 Teacher to reflect on different mediums ATSI
about the Dreamtime
and how are these people use to tell a story and the techniques used
stories told? in these mediums
 Revise elements of dance and forms of Visual art
What are the forms of while looking at the ATSI book and dance
visual art?  Revise then practice improvisation
Appreciating: LA 1-
VAS2.3 Acknowledges What are the elements  Teacher to read a Dreamtime story “How the
that artists make of visual art? Birds got their colours” by Mary Albert to students.
artworks for different  Teacher to pause throughout story to ask
reasons and that What are design children: What type of person might have done
principles of visual art?
various interpretations the art work (ie artist, adult or child), what form of
are possible. What is the importance Visual Arts had they chosen and how the pictures
VAS2.4 Identifies of colour? helped you understand the story
connections between  Teacher to discuss other methods of dreamtime
subject matter in What are the elements yarning (ie. Oral, music, dance) and focus on
artworks and what they of dance? dance.
refer to, and  Teacher to explain the task of choreographing a
appreciates the use of short dance on how to retell the “How the Birds
particular techniques. got their colours” by using dance and a bird
Teaching Concepts- artwork in their own chosen form.
Cross-curricular priority  Advise students of the class being asked to do
of ATSI histories and assembly so class will perform their items
cultures- specifically
“dreamtime” and Composing: LA 2-
“yarning” forms in ATSI DAS2.2 Explores,  Teacher to discuss how it may look to do a dance
culture, forms of Visual selects and combines as a bird
Arts (drawing, painting, movement using the  Teacher to play a video
printmaking, elements of dance to
sculpture/construction, communicate ideas,  Discuss use of dance elements by the artists
textiles, ceramics, feelings or moods  Teacher to finish with improvisation game that
jewellery, collage, Appreciating: gets students to give a movement that use
installation, performance DAS2.3 Gives personal different animals and body awareness vocabulary.
art, photography, opinions about the use Eg. “Emu and Locomotor”.
computer and video art), of elements and
improvisation meaning in their own Reflection-
and others’ dances  Verbally confirm students can identify different
Visual Art forms, can see the change in use of
colour and understand what a performance will
look/see/sound like.
Assessment: Formative
 Teacher to informally and visually assess student
understanding of the forms of Visual Arts and
elements of dance through class discussion
2 Why is Dreamtime Teaching-
important?  Teacher to reinforce ATSI culture’s emphasis on
storytelling and the Dreamtime.
How do we use other  Revise forms and elements of Visual Arts and
cultures in the arts design principles
respectfully?  Revise the importance of drafting in the design
What does art look LA 1-
like in ATSI cultures?  Teacher to re-read the book but this time without
Is it different? pauses and to indigenous music.
Appreciating:  Teacher to discuss with the class different
VAS2.3 Acknowledges How can elements elements art can capture from birds (ie. Texture of
that artists make design principles, the feathers and sweep of the wings)
artworks for different and colour in visual  Teacher to revisit the purpose of colour
reasons and that
various interpretations arts impacting  Students to brain storm a bird they would like that
are possible. creating a bird? they could use as a prop in the dance
VAS2.4 Identifies
connections between
subject matter in LA 2-
artworks and what they  Students to practice drafting/ choosing a form,
Making: refer to, and different elements and design principles and using
VAS2.1 Represents the appreciates the use of colour (one side) and then no colour (other side)
qualities of experiences particular techniques.  Students to discuss with teacher their drafts
and things that are  Students to then begin working on final artwork
interesting or beautiful by using varied forms and techniques to depict a bird
choosing among aspects
of subject matter.
VAS2.2 Uses the forms
to suggest the qualities Reflection-
of subject matter.  Teachers to provide one-to-one feedback to
students as they are drafting and asking them to
Teaching Concepts- critically reflect on what artistic decisions they are
Choosing appropriate making and why.
forms (out of drawing, Assessment: As Learning
painting, printmaking,  Student to self- assess their understanding of
sculpture/construction, forms and techniques (elements, design principles
textiles, ceramics, and colour). In conversation with teacher once
jewellery, collage, this is evident in the draft and planning, students
installation, performance move on to final work.
art, photography,
computer and video art),
elements of visual arts
(line, colour, shape,
texture and value) and
design principles
(balance, rhythm and
repetition, proportion and
scale, contrast and
emphasis and pattern)
3 What is
improvisation? Teaching-
 Teacher to revisit improvisation
How can you work  Revise working in groups
successfully in a  Assist in the choreography process

Appreciating: How can you create LA 1-

Making: DAS2.3 Gives personal a dance based on a  Teacher to display the student bird arts works
DAS2.1 Performs opinions about the use story from a text? from last lesson around the room and re-read the
dances from a range of of elements and story to ATSI music, suggested:
contexts, demonstrating meaning in their own How do you use all
movement skills, and others’ dances the elements of  Teacher to get students to walk around the space
expressive qualities and dance to effectively and then ask them to do a movement that
an understanding of the tell a story? involves the use of level and shape.
elements of dance.  Students are then to continue walking around the
DAS2.2 Explores, room and then asked to pair up and do their
selects and combines movement again but with a partner
movement using the  Students to continue walking around the room
elements of dance to and find their partner and another pair and do the
communicate ideas, same activity connecting their movements
feelings or moods together
 Teacher to get students to finish and reflect on
their experience of taking their movement to their
group and reflecting on what they had to change
Teaching Concepts- and communicate to make the movements work
Collaboration, LA 2-
improvisation,  Teacher to group students into groups of 4 or 5
choreography, elements and reinforce task of choreographing a short
of dance (action, dance (approx. 2-3 minutes) on how to retell the
dynamics, time, space, “How the Birds got their colours” by using dance
relationships and and their props from last lesson.
structure),  Teacher to remind the class of the importance of
using all the elements of dance in telling a story
(action, dynamics, time, space, relationships and
structure) and the different techniques that can be
used in how to do this.
 Teacher to remind groups of the importance of
working collaboratively when working creatively
 Teacher to play music on repeat and allow
students to start designing and making
 Reflection to be done amongst peers in groups
with occasional facilitation by teacher.
 Students will evaluate each other’s ideas through
practice and brainstorming
Assessment: Summative
 Teacher will begin running records on how
students improvise and choreograph as a group
and use towards marking of final performance in
two lesson’s time
4 What is a prop? Teaching-
 Teacher to revise the use of props in a
How can you use performance
props effectively in a  Teacher to facilitate student incorporation of props
dance? in to dances
 Teacher to facilitate self-reflection and re-
How can you self- evaluation of student dances
evaluate your LA 1-
Composing: Appreciating: creation and  Teacher to allow students to re-join their groups
DAS2.2 Explores, DAS2.3 Gives personal choreography and from last lesson and practice their dances
selects and combines opinions about the use improve it?  Students to re-gather and watch examples of
movement using the of elements and dances using props, suggested:
elements of dance to meaning in their own How does different
communicate ideas, and others’ dances art techniques make
feelings or moods VAS2.3 Acknowledges an impact on a
that artists make performance?  Teacher to discuss with students the different uses
artworks for different of props in the dances
reasons and that LA 2-
various interpretations  Teacher to give students their bird artworks and
are possible. continue to practice their dances.
VAS2.4 Identifies  Teacher to emphasise adjustments may need to
Teaching Concepts- connections between be made to choreography but remind class that
props, performance, subject matter in this is all part of the creative process
editing Collaboration, artworks and what they  Time given to practice in preparation for their
choreography, elements refer to, and performance next lesson
of dance (action, appreciates the use of Reflection-
dynamics, time, space, particular techniques.  Students to reflect as a class and within groups as
relationships and to the impact of props on a dance and readjust
structure) movements if required.
Assessment: Summative
 Students to informally self and peer assess how
the use of artwork props impact their dance and
how to use to enhance the story being told
5 How can we find Teaching-
confidence when we are  Teacher to emphasise the importance of confidence and
nervous? resilience
What is stage  To revise qualities of a good performance
presence?  Teacher to facilitate practice for improved stage
presence for assembly
How can we be a good  Teacher to facilitate performances and group discussions
audience? LA 1-
 Teacher to play a video or source to encourage
What elements and confidence and resilience, suggested
forms have been used
by the artists to convey  Teacher to review performance strategies with class and
the Indigenous story? create a positive atmosphere for performances
Appreciating:  Teacher to use an alternate text to prepare students for
VAS2.3 Acknowledges performance, suggested: “Firebird by Mitsy Copeland”
Making: that artists make artworks  Teacher to remind class of upcoming assembly
VAS2.1 Represents the for different reasons and performance and describe what to expect
qualities of experiences and that various interpretations LA 2-
things that are interesting or are possible.  Teacher to allow time for students to do a final practice
beautiful by choosing among VAS2.4 Identifies with their group
aspects of subject matter. connections between  Teacher to revisit audience etiquette and group
VAS2.2 Uses the forms to subject matter in artworks discussion and performance reviews
and what they refer to, and
suggest the qualities of appreciates the use of  Teacher to begin separate group performances and
subject matter. particular techniques. facilitate student discussion
DAS2.1 Performs dances Composing: Reflection-
from a range of contexts, DAS2.2 Explores, selects  Teacher to facilitate interactive class discussion about
demonstrating movement and combines movement the techniques used in different dances and artworks at
skills, expressive qualities using the elements of the end of each performance
and an understanding of the dance to communicate Assessment: Summative
elements of dance. ideas, feelings or moods  Teacher to formally assess student’s ability to perform a
Appreciating: student choreographed dance while utilising student
Teaching Concepts- DAS2.3 Gives personal made artworks as props and displaying the elements of
Confidence, audience opinions about the use of dance to re tell the ATSI dreamtime story.
etiquette, performance, elements and meaning in
reflection, elements of dance their own and others’
(action, dynamics, time, dances
space, relationships and
structure), visual art forms
(out of drawing, painting,
textiles, ceramics, jewellery,
collage, installation,
performance art,
photography, computer and
video art), elements of visual
arts ( line, colour, shape,
texture and value) and
design principles (balance,
rhythm and repetition,
proportion and scale,
contrast and emphasis and