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Year 5 - Physical education

Applying a range of motifs and structuring a dance

Dance: your tag, everyday art

Unit Summary

A themed approach uses Action-Space-Dynamics-Relationships to react to controversial art forms. Looking at Basquiat and Banksy, pupils question if it is social comment, work of art or criminal act. Using analytical skills, infusing dance with Hip-hop influences that emerged alongside graffiti art.

Lesson Summary

You will learn to use the images in a painting as a stimulus to actions, shapes and pathways.

Key Notes

  • Move: applying angular shapes to our movements requires precision and creates a different aesthetic.
  • Move: performing actions that combine angular shapes and pathways brings the stimulus to life.
  • Think: each step of creating, developing and arranging motifs involves decision making.
  • Feel: rehearsing changes to a motif requires resilience to continue to apply ourselves fully.
  • Connect: ensuring everyone has enough space to perform their actions fully demonstrates respect.

Vocabulary To Learn

  • angular: having angles or sharp corners
  • stimuli: something that evokes ideas
  • pathway: the course of a journey

Common Mistakes To Avoid

  • A dance only has one motif.

3 Quick Questions (With Answers)

1. Explain the lesson in two key points.

Move: applying angular shapes to our movements requires precision and creates a different aesthetic. Move: performing actions that combine angular shapes and pathways brings the stimulus to life.

2. What does this key word mean in this lesson? 'angular'

having angles or sharp corners.

3. Correct this common mistake.

Mistake: A dance only has one motif. Correction: Most dances will contain several motifs, these can be as short and simple as a gesture or more complex sequences. If they are performed more than once in a dance, then they are a motif.

More Lessons In This Unit

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