BOLLYWOOD - Footsteps Dance Company
Educating through movement Australia 1300 760 588 footsteps.com.au New Zealand 0800 66 66 88 footsteps.co.nz BOLLYWOOD This resource contains: • Music details (including song title, artist and link to purchase) • Choreographic intent (theme/style/message of the dance) • Reflection and follow-up questions • • National Curriculum links specific to this dance (Learning Area, General Capabilities and Cross-curriculum Priorities) Link to an integrated cross-curriculum activity for classroom workshop following session • Suggestions for further learning opportunities • Assessment Matrix (applicable for all dances) • Glossary of terms used in the Assessment Matrix MUSIC DETAILS dsa SONG TITLE Chammak Challo ARTIST Akon & Hamsika Iyer iTunes LINK https://itunes.apple.com/au/album/chammakchallo/id508532900?i=508533441 CHOREOGRAPHIC INTENT Individual Bollywood routine Bollywood is a popular Indian dance form that developed in Indian Cinema. Put simply, Bollywood is the film industry in India which is famous for its lavish productions, songs and dance. The first Bollywood movie was produced in 1913 and since then the industry has evolved into the biggest film industry in the world. In modern films, the Indian dance elements often blend with Western dance styles as seen on MTV or in musicals. The hero or heroine will often perform with a troupe of supporting dancers and many song-and-dance routines in Indian films feature unrealistically instantaneous shifts of location or changes of costume between verses of a song. Our ‘Bollywood’ routine contains all of the iconic Bollywood moves that will surely inspire and entertain all students. Complete with floor work at the end of the dance, Bollywood is a fantastic dance that allows students to explore dances from a different culture. REFLECTION AND FOLLOW UP QUESTIONS • What was the style of the dance? Bollywood • Where did Bollywood originate? Indian cinema • Name something unique about Bollywood films and dance? Costume, unrealistic shifts of location or change of costume, music etc. • Name some moves from the dance. Pony’s, change the light bulb, sharp arm movements, kicks, waves etc. • How do you finish the dance? Doing the arm movements from the beginning of the dance, but on the floor. NATIONAL CURRICULUM LINKS OUTCOMES: THE ARTS (Dance) YEARS 3 AND 4 CODE ACADAM005 ACADAM006 ACADAM007 ACADAM008 DESCRIPTION Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices Practise technical skills safely in fundamental movements Perform dances using expressive skills to communicate ideas, including telling cultural or community stories Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance YEARS 5 AND 6 CODE ACADAM009 ACADAM010 ACADAM011 ACADAM012 DESCRIPTION Explore movement and choreographic devices, using the elements of dance to choreograph dances that communicate meaning Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance OUTCOMES: HEALTH AND PHYSICAL EDUCATION (HPE) - YEARS 3 AND 4 – PERSONAL, SOCIAL AND COMMUNITY HEALTH CODE ACPPS042 DESCRIPTION Research own heritage and cultural identities, and explore strategies to respect and value diversity MOVEMENT AND PHYSICAL ACTIVITY CODE ACPPS043 ACPPS044 ACPPS045 ACPPS046 ACPPS047 ACPPS048 ACPPS049 DESCRIPTION Practise and refine fundamental movement skills in different movement situations Perform movement sequences which link fundamental movement skills Practise and apply movement concepts and strategies Examine the benefits of physical activity and physical fitness to health and wellbeing Combine the elements of effort, space, time, objects and people when performing movement sequences Adopt inclusive practices when participating in physical activities Apply innovative and creative thinking in solving movement challenges - YEARS 5 AND 6 PERSONAL, SOCIAL AND COMMUNITY HEALTH CODE ACPPS051 DESCRIPTION Explore personal and cultural identities and how they change and adapt to different contexts and situations MOVEMENT AND PHYSICAL ACTIVITY CODE DESCRIPTION ACPPS061 ACPPS062 ACPPS063 Practise specialised movement skills and apply them in different movement situations Design and perform a variety of movement sequences Propose and apply movement concepts and strategies Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities ACPPS064 ACPPS065 ACPPS066 ACPPS067 ACPPS068 ACPPS069 GENERAL CAPABILITIES AND CROSSCURRICULUM PRIORITIES GENERAL CAPABILITIES Literacy Numeracy Information and communication technology capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and culture Asia and Australia’s engagement with Asia Sustainability INTEGRATED CROSS-CURRICULUM ACTIVITY Please click on the ‘Integrated Cross-Curriculum’ link specific to this dance via our Teachers Resources web page. SUGGESTIONS FOR FURTHER LEARNING Henna hand patterns on coloured card with hand cut-outs Design a costume Cook Indian cuisine ASSESSMENT MATRIX Student name: Term: Class: Date: TASK Teacher: Session: SATISFACTORY DEVELOPING UNSATISFACTORY (correlates to A to B standards) (correlates to a C to D standard) (correlates to a D to E standard) Assessment of technical skills: Student performs simple dance sequences from various dance styles incorporating basic skills and patterns: Locomotor/Non-locomotor movements Personal body awareness Spatial awareness Safe Dance practices Levels Assessment of creative application: Student creates dance sequences: To manipulate movement and creates dance moves relating to the style and genre of dance Improvises or creates dance moves/sequences within given genres/styles Assessment of performance skills: Confidently applies the elements of dance (SPACE/TIME/DYNAMICS/RELATIONSHIPS) to perform dance steps in response to a musical stimuli: Various Pathways, Direction, Size, Shape (symmetrical and asymmetrical), Levels Rhythmic Patterns/tempo, as well as Musicality Contrast movements Energy Student performs a variety of movements with correct alignment, control, coordination and balance Assessment of interpersonal/social skills: Student communicates and co-operates with their partner to overcome difficulties using problem solving skills Responding to dance: Willingly participates in both individual and partner dance sessions Reflects on own performance Teacher comments: ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ GLOSSORY OF TERMS USED IN THE ASSESSMENT MATRIX TERM Alignment Asymmetrical Balance Body awareness Contrast Control Coordination Dance sequences Dance styles Directions Dynamics Elements of Dance Energy Genre Improvises / Improvisation DEFINITION How the parts of the body are positioned. It is important both when we stationary in a position and when moving or dancing. It involves the bones, the joints, the muscles (which move the bones and joints) and the nervous system (which controls the muscles). This is important not just for the position of the arms and legs but for the spine and pelvis as well. See ‘Shape’ The equal distribution of weight. Harmonious arrangement of parts. As an element of dance it encompasses: body awareness—this centres on body shapes, body bases, body parts, locomotor and non-locomotor movements body bases—the body parts that support the rest of the body e.g. when standing the feet are the body base body parts—legs, arms, head torso, hands, feet body activity—weight transference, travelling, turning, rising, falling body shapes—curved, straight, open, closed, symmetrical, asymmetrical. A choreographic device where dance elements are altered to create oppositions, thus making contrasts such as high/low, big/little, slow/fast The mastery of the body and its ability to perform movement as precise and as difficult as required. The skillful and effective interaction of movements A series of movements, longer than a single step but shorter than a section of a dance i.e. verse, chorus or bridge Within the broad categorisation of genre it is possible to draw further distinctions between constituent groups and identify them as particular styles. For example, hip hop (genre) may be identified as break dancing, popping and locking, funk, or old school in style. Can be indicated either in relation to the room or in relation to the body position See ‘Elements of Dance’ SPACE – Where the body moves, including level, dimension, direction, shape, active space, positive space, negative space, planes, pathways, general space, personal space and performance space TIME - When dance occurs (how long it takes), including metre, tempo, momentum, accent, duration, phrasing, rhythmic patterns, stillness and beat DYNAMICS – How dance is performed, including weight, force, energy and movement qualities RELATIONSHIPS - associations or connections occurring when the body dances: between body parts (for example, right arm to left arm, hand to face); the body and the floor (for example, close to, away from); the body and objects (for example, a chair, fan, stick, scarf); the body and space (for example, an expansive or limited relationship); and the body and others (for example, dance to one or more dancers) As an element of dance it focuses on the weight and force of power needed to produce and/or manipulate a movement. A specific category of dance that has a tradition or history and is identifiable by specific characteristics, social and cultural contexts (e.g. musical theatre, ballroom, hip hop, jazz, contemporary, tap) Creates own dance sequences to respond to a specific genre or style. An opportunity for creativity and freedom to express emotions, and ideas Levels Locomotor Manipulate movement Musicality Musical stimuli Non-locomotor Pathways Shape Relationships Rhythmic patterns Size Space Spatial awareness Symmetrical Technique Tempo Time The altitude of a movement in relation to its distance from the floor. Low: close to the floor with the intention downwards. Medium: the level of everyday walking. High: any movement done with elevation, not necessarily a jump. It implies a lifting of the chest and an upward focus. Travelling movements through space involving a change in location of the body in space. (The basic locomotor steps are walk, run, jump; irregular rhythmic combinations are skip, slide, and gallop.) To reconfigure a movement, creating multiple or different movements form an initial movement Attention and sensitivity to the music while creating or performing. Music that gives you an idea, an inspiration or a starting point. It is the beginning of the choreographic process Movement occurring above a stationary base; movement of the body around its own axis (Also called axial movement, it includes bending, stretching, pushing, pulling, bouncing, swinging, shaking and twisting.) Patterns created in the air or on the floor by the body or body parts as a dancer moves in and through space Symmetrical - A shape made by the body that has a line of reflection (mirror line). A balanced, even design. Asymmetrical - A shape made by the body that has no line of reflection. An unbalanced proportion in the design of the shape. See ‘Elements of Dance’ The way in which the movement is organised to the music, including tempo, beat, measure, accents and dynamics. A combination of long and short movements. The measure of a movement in terms of its proportions – i.e. small, medium, large See ‘Elements of Dance’ Dancer is mindful of performance space and other performers, and responds or manipulates movement accordingly See ‘Shape’ The acquisition and execution of dance skills within a given dance style or genre The speed in which dance is being performed See ‘Elements of Dance’
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