Educating through
movement
Australia
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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
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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:
____________________________________________________________________________________________________
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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’