On stage
About this module
This module adopts an inquiry-based learning approach that develops students’ skills as historians and broadens their exposure to the history of music, dance and drama in Australia. The module will encourage students to both make and respond to art practices.
On Stage: Spotlight on our Performing Arts
This Digital Classroom module was created in conjunction with the National Library of Australia's exhibition "On Stage: Spotlight on our Performing Arts" which was staged from 4 March to 7 August 2022. A virtual walkthrough of the exhibition is available with links and information about items on display.
Copyright for teachers
You can download all collection materials in this resource for education purposes. For more information, go to copyright for teachers.
Topics in this module
(1936). Frank Neil presents new international variety stars in the Big show of 1936. nla.gov.au/nla.obj-2404782107
Don McMurdo, [Sydney Opera House], nla.gov.au/nla.obj-146290294
Samuel Cooper & Adam Linder, Dancers on stage during dress rehearsal of Sydney Dance Company's Are we that we are, Sydney Theatre, Sydney, 2010, nla.gov.au/nla.obj-132086627
Matthew Sleeth, Australian singer Kylie Minogue performs at the Tour of Duty concert at Dili Stadium, East Timor, 21 December 1999, nla.gov.au/nla.obj-147368307
Module learning activities
Introductory activities
Dance
- Ask the students to choose a style of dance. Have them investigate the history of this dance style:
- Where did it originate?
- Does it accompany specific music?
- Is it related to any other styles of dance?
- Who are some famous dancers in this style?
- If suitable, have students learn a short dance routine and perform for the class to music.
Drama
- Have students stand in a circle and ask one student to begin acting out a scene, at a given time, call ‘Freeze!’, and ask another student to enter the circle and start a new scene, taking a cue from the position in which the first student froze. Continue until there are five or six students in the scene. When it’s time for the last scene to end, call ‘Curtains down!’. All students in the scene must wrap up the scene in a way that sees them all leave the circle. Repeat the exercise with other students. Students could be given prompts or scenarios to help them out if they are unsure how to begin.
Music
- Play students a selection of music from different genres. Ask students to make notes as they listen. Ask them to consider:
- What is the tempo of the music? Does it change throughout the music? (Tempo/rhythm)
- What instruments can they hear? (Arrangement)
- How does the music make them feel? Does it sound happy or sad? (Tone)
- Can they identify patterns or recurring themes? (Structure)
- After the music pieces are finished, engage the class in a discussion about the music they heard and what they wrote down. What things did the class agree on? Were there any differences?
Samuel Cooper & Adam Linder, Dancers on stage during dress rehearsal of Sydney Dance Company's Are we that we are, Sydney Theatre, Sydney, 2010, nla.gov.au/nla.obj-132086627
Samuel Cooper & Adam Linder, Dancers on stage during dress rehearsal of Sydney Dance Company's Are we that we are, Sydney Theatre, Sydney, 2010, nla.gov.au/nla.obj-132086627
Jim McFarlane, Justine Summers in "Divergence", the Australian Ballet, 1994, nla.gov.au/nla.obj-136367403
Jim McFarlane, Justine Summers in "Divergence", the Australian Ballet, 1994, nla.gov.au/nla.obj-136367403
Concluding activities
Dance
- Costume design activity. Have the students listen to this oral history recording from Kristian Fredrikson (1940–2005): Timestamp: 00:00-03:37
- Have the students discuss and explore costume styles from different parts of the world.
- Taking some ideas from Kristian’s recording, have the children design their own costume for a dancer.
Historical
- Access the newspaper article about Harry Houdini and ask the students to write a short play based on the life of Houdini, as written about in the article.
Drama
- As a class, read a book (or continue a book the class is already reading) and then have students, working in groups, re-imagine a chapter of the book as a theatrical production. Have them write a script with action directions and character lines. Get them to think about how they can use their bodies to convey emotions and represent abstract or physically improbable ideas or scenarios.
Music
- Have students create a short piece of music based on their favourite item or toy. Print out a blank music score available online. Encourage the students to think about the tone and feeling of the piece. For simplicity keep within one octave and monophony. As an extension have students attempt polyphony. This may be easier with a keyboard or piano, there are also many apps that simulate a keyboard instrument.
Loui Seselja, [Flying Fruit Fly Circus trapeze performance at the opening ceremony of the National Museum of Australia, Canberra, 11 March 2001], nla.gov.au/nla.obj-146590891
Loui Seselja, [Flying Fruit Fly Circus trapeze performance at the opening ceremony of the National Museum of Australia, Canberra, 11 March 2001], nla.gov.au/nla.obj-146590891
Curriculum links
This resource is aligned to the Australian Curriculum: The Arts for years 5 & 6 students.
- Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010)
- Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)
- 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 (ACADAR012)
- Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035 )
- Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)
- Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)
- Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090)
- Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)
More to learn and do
Kathy Weeden reading her book Phonobet, illustrated by Kim Drane and published by NLA Publishing, at Enlighten at the Library 2024
