1. art and entertainment
2. dance

Educating through
movement
Australia
1300 760 588
footsteps.com.au
New Zealand
0800 66 66 88
footsteps.co.nz
BYE BYE BYE
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
Bye Bye Bye
ARTIST
*NSYNC
iTunes LINK
https://itunes.apple.com/au/album/bye-byebye/id254906562?i=254906599
CHOREOGRAPHIC INTENT
 Buddy partner routine
In this dance students are to imagine they are puppets who have become human. It is
choreographed to the hit song ‘Bye Bye Bye’ sang by *NSYNC, whose video clip for the
song was also about puppets.
The dance incorporates a range of movements specific to the ‘puppet’ theme including
arm tilts, head turns, jumps and strong isolations. Through this specific choreography,
students will become better aware of their body parts and will be able to isolate them in
response to this puppet theme.
REFLECTION AND FOLLOW UP
QUESTIONS
•
Who sings the song Bye Bye Bye? *NSYNC
•
What are you dancing like? Puppets
•
Describe the types of movement?
NATIONAL CURRICULUM LINKS
OUTCOMES: THE ARTS (Dance)
YEARS 3 AND 4
CODE
DESCRIPTION
ACADAM005
Improvise and structure movement ideas for dance sequences using the elements of
dance and choreographic devices
ACADAM006
Practise technical skills safely in fundamental movements
ACADAM007
Perform dances using expressive skills to communicate ideas, including telling cultural
or community stories
OUTCOMES: HEALTH AND PHYSICAL EDUCATION (HPE)
- YEARS 3 AND 4 –
MOVEMENT AND PHYSICAL ACTIVITY
CODE
DESCRIPTION
ACPPS043
Practise and refine fundamental movement skills in different movement situations
ACPPS044
Perform movement sequences which link fundamental movement skills
ACPPS045
Practise and apply movement concepts and strategies
ACPPS047
Combine the elements of effort, space, time, objects and people when
performing movement sequences
ACPPS049
Apply innovative and creative thinking in solving movement challenges
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

Write and perform a puppet play

Analyse a well-known puppet play or puppet (e.g. Pinnochio)
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’