DANCE DRAMA LESSON PLAN TEMPLATE

Topic: Engaging with the environment

Context: Grade 4 students. In early August. Outside amongst the school grounds. The students will be exploring
different aspects of their school environment. Including the weather, architectural design and patterns around the
school. Engaging with the environment is beneficial for students and teachers. It gives the students an opportunity to
develop their knowledge of their surroundings and enable them to see the beauty in the world.
Theme: The whole body or part of the body will be explored through this activity, it is dependent on the students and
how they want to move to create the shapes. Locomotors and non-locomotors will be utilized as well. They will be
exploring dimensions, weight transfer, balance and shape. This is all dependent on the individual groups
performance of how they utilize these. They will be exploring space through direction, different pathways and levels.
They will need to explore dynamics with slow and fast movements as well as flowing or solid movements. They will
be working in groups. The groups will be encouraged to use canons to explore this aspect of movement.
Learning outcomes
Cognitive: Explore movement mirroring as aspect of nature and their environment. Express and connect with their
environment and turn this into a movement piece.
Psychomotor: Be able to feel and see what is physically around them and mimic these movements or use them to
inspire a movement piece.
Affective: Connect with their school environment and learn to appreciate the impact nature and our surrounding
environments have on our movements and the way we conduct ourselves daily.
Assessment
We will be working in groups in a set area. We will discuss safety and how we can ensure ourselves and
each other are safe. We will set spaces for the groups to work and move in so they do not connect with
another group.
The lesson fits into the cross curricular strands of science. Living things can be grouped on the basis of
observable features and can be distinguished from non-living things The students are exploring their
environment and engaging with the physical environment and assimilating the two.

WHAT - content

HOW strategies and approaches

Warm up Kinesthetic tune-up

Introduction of the concept/theme
Choose different shapes for the students to create with
their bodies, start with 2D shapes and move into 3D
shapes i.e. circle, square, triangle, sphere, prism.

Warm up Kinesthetic tune up:

-5 minutes
-Students will be moving in the classroom space
individually in a circle so we can all see each other..
Teacher in circle with students.
-Use fairy bells as in each class to keep consistency in
behavior expectations. Only speak once the grade is
settled.
-Discuss with students about moving safely and be
clear with instructions how their bodies should be
moving. If notice any moving unsafely, remind them of
what they should be doing and demonstrate for them.
-Provide positive feedback to those engaged in the
activity. As I am shifting through levels and speed, say
them as we transition through them.

Exploring and developing ideas (creating & making)

Conduct a game of follow the leader. Start with the
teacher as the leader. Encourage the students to explore
with different levels, speed and dimensions. Find
something in the classroom (whiteboard) to mimic the

Warm up Exploring and developing ideas:

-10 minutes
-Students will be moving in and around the classroom
as a large group. Teacher is leading the group.
-Use fairy bells as in each class to keep consistency in

shape of using your body. As you continue to move

around the room, take on different shapes of the different
objects around the room. Students to copy as you move
past the objects

Practicing their voice, physical (technique) and social

skills
Working collaborative in small groups to play follow the
leader creating shapes of the classroom with their bodies.
Students to be the leader and change leader throughout
given time. Can add sounds quietly in their own groups.
Can chose any item in the classroom to mimic.

Development - Exploration
Students break off into pairs and can chose an item each
in the classroom to develop a movement for. One
performs while the other critics. The work together to
develop a clearer and more precise movement of the
letter. Work on refining each partners letter together.

Culminating Dance/Play - Presentation

Introduction (beginning): Move the class outside. Discuss
with them about being safe outdoors and staying together
as a group. Get the students to observe the environment
ie weather, trees and how it is moving today. Make a circle
outside and get the students to move with the wind.
Allowing their bodies to flow freely with the breeze. When
it changed direction so do they. If it stops, they need to
stop. Reflect on what they found out.

behavior expectations. Only speak once the grade is

settled.
-Discuss with students about moving safely and be
clear with instructions how their bodies should be
moving. If notice any moving unsafely, remind them of
what they should be doing and demonstrate for them.
-Provide positive feedback to those engaged in the
activity. As I am shifting through levels and speed, say
them as we transition through them.
Warm up Practicing their voice, physical and social
skills:
-5 minutes
-Students will be moving in and around the classroom
as a large group. Teacher is monitoring class and
redirecting students if they need it and providing
feedback.
-Use fairy bells as in each class to keep consistency in
behavior expectations. Only speak once the grade is
settled.
-Discuss with students about moving safely and be
clear with instructions how their bodies should be
moving. If notice any moving unsafely, remind them of
what they should be doing and demonstrate for them.
-Provide positive feedback to those engaged in the
activity. As I am shifting through levels and speed, say
them as we transition through them.
Development:
-10 minutes
-Students are in their own space with a partner.
Teacher is roaming around the classroom ensuring
students are on task.
-Use fairy bells as in each class to keep consistency in
behavior expectations. Only speak once the grade is
settled.
-Discuss with students about moving safely and be
clear with instructions how their bodies should be
moving. If notice any moving unsafely, remind them of
what they should be doing and demonstrate for them.
-Provide positive feedback to those engaged in the
activity. As I am shifting through levels and speed, say
them as we transition through them.
Culminating Dance/Play:
Introduction:
-5-7 minutes.
-Students are moving around outside in a confined
space. Teacher will be with students roaming and
providing feedback where needed.
-Using voice to give instructions and fairy bells or
maraca to settle the grade.
- Discuss with students about moving safely and be
clear with instructions how their bodies should be
moving. If notice any moving unsafely, remind them of
what they should be doing and demonstrate for them.
-As I am shifting through different environmental

aspects, choose between flowing and rigid

movements, say them as we transition through them.
Development (middle): Get the students to choose a part
of nature to mimic with their group. It can be a building, a
tree, the grass, whatever they like. Students need develop
a movement sequence based on the part of the
environment they have chosen.

Resolution (ending): Students come back together to

share their dance sequence with the grade. We perform
them outside so we can see what they are basing their
movement off. Students can give feedback to group with
two stars and a wish.

Discussion Memory integration

What are two things you like best about your
performance?
What is something you think you could improve on for
next time?
How did you feel engaging with the environment
compared to the classroom?
If you were going to do a solo performance, what would
you do to cope without your partner/group?
Did your group work safely together? Why? Why not?
What did it feel like to be moving like an object?
Did it feel much different to how you usually move, how?

Closure
Stretching time. Ensure to stretch their legs, hip flexors,
arms, shoulders and backs. They have used their whole
body and need to make sure they stretch each of these
afterwards. To be done together as a group.

Development:
-10 minutes.
-Students are moving around outside in a confined
space. Teacher will be with students roaming and
providing feedback where needed, ensuring they are
on track.
-Using voice to give instructions and fairy bells or
maraca to settle the grade.
- Discuss with students about moving safely and be
clear with instructions how their bodies should be
moving. If notice any moving unsafely, remind them of
what they should be doing and demonstrate for them.

Resolution:
-5 minutes
- Some students are sitting and watching, others are
performing at the front. Teacher is observing both
students performing and sitting.
- Using voice to give instructions and fairy bells or
maraca to settle the grade.
- By this time, the students should be moving safely,
but provide feedback if needed.
-As I am shifting through different environmental
aspects, choose between flowing and rigid
movements, say them as we transition through them
- Ask prompting questions like how do you, why do
you, what do you?
Discussion:
-5 minutes
- Some students are sitting and watching, others are
performing at the front. Teacher is observing both
students performing and sitting.
- Using voice to give instructions and fairy bells or
maraca to settle the grade.
- By this time, the students should be moving safely,
but provide feedback if needed.
-As I am shifting through different environmental
aspects, choose between flowing and rigid
movements, say them as we transition through them
- Ask questions. Listen when students are talking or
reflecting to encourage this.

Lecturer in Primary Arts Education (Dance/Drama): Jacqui Dreessens

jacqui.dreessens@deakin.edu.au
Tel: (03) 5227 2231 ext: 72231