Dance KS3 Schemes of Work

Year 7 Term 1 Dance skills

• Introduction to the department, rules, Heath and safety, kit. • Introduction to the basic elements of dance and simple

choreography using the basic actions and shapes of dance.

• Consideration of how dance is structured using choreographic devices of unison, canon , meeting and parting and mirroring.

• Development of dance in numerical groups and how this can help structure and develop dance ideas using simple motif development and variation.

• Consideration of space and its importance within dance with the introduction of pathways foreground and background work.

• Introduction to the skill base of performance and rehearsal in dance

• Formal assessment of skills in Basic Shapes.

• Introduction to characters in dance through the use of cartoon strips.

• Cross curricular and cross arts use of performing arts vocabulary linking dance, drama and music together.

• Development of a storyline in dance to create a narrative piece of work from stimulus material. Use of stimulus material to develop, refine and vary dance ideas.

• An introduction to dynamic quality as a method for communicating to an audience.

• Formal assessment of Cartoon Capers. Assessment emphasis is on performance quality.

Year 7 Term 2: Creating a dance drama.- The Playground - Choreography

• Using poetry as a stimulus for dance. • • Choreographic skills: directions of the room , levels, music

correlation.

• Introduction to simple analysis of dance through Action, Space, Dynamics and Relationships.

• Students to begin to form opinions based on fact and how to structure a piece of dance written work.

• Writing of original poetry to accompany practical work.

• Formal assessment of The Playground . Assessment emphasis is on choreographic quality.

• Cross curricular and cross arts use of performing arts vocabulary linking dance, drama and music together.

• • Understanding of how to use emotion in dance through

characterisation and slow motion.

• The appreciation of other dance works based on the theme • • Using dance terminology in peer and student evaluations

• Formal assessment of The Playground. Assessment emphasis is

on performance/choreography and appreciation quality.

Term 3 Using a popular dance work as a stimulus for dance - High School Musical- Appreciation

• How to use a prop successfully in dance.

• Ability to combine different dance styles.

• Ability to lift and support successfully in dance

• To use repertoire to show accuracy of action, space, dynamics and relationships in dance.

• Organisation of large groups, problem solving skills, roles of responsibility

• Formal assessment of research skills into choreography. The ability to repeat and perform set sequences using dance styles from other countries.

Year 8 Dance Schemes of work

Term 1 – Skills based

Welcome to Year 8 – recapping rules and expectations, kit, homework /Health and safety

• Introduction to dynamic qualities through the topic of Machines.

• Introduction of floor planning in dance as a skill and leadership in dance.

• Impactive and impulsive actions in dance.

• Development of a class dance.

Formal assessment of Machines

War. - Complex Choreography

• Cross curricular theme of war to be explored via Drama, English and History. Development of emotive movement.

• Development of choreographic skill base and the introduction of layering choreographic devices. Specific devices – juxtaposition, meeting and parting, question and answer.

• To develop the use of professional dance work as a stimulus for

student work.

• Learning short set studies to be repeated with accuracy. • Be taught to describe, analyse, interpret and compose dances

recognising aspects of production and historical contexts. • Be taught to perform dances showing sensitivity to music and style

of dance.

• To introduce a variety of stimuli that can be used for dance, video, DVD, poetry, Sculpture, photography, music and newspaper articles.

• Formal assessment of choreography

Term 2 – Dance Appreciation – The Dream is Over by Christopher Bruce

• To explore how to analyse and dissect a dance work using the headings of action space dynamics and relationship – ASDR with direct relationship to GCSE dance criteria.

• To learn how to write a dance review.

• To use personal experience of movement to inform descriptive writing.

• To learn how to compare and contrast dance works from the same choreographer.

• Formal assessment of written work showing an understanding other contributing features of a dance work, light, costume and music.

• Assessment of complex choreography specifically a variety of stimuli for effect, higher order choreographic skills such as fragmentation, juxtaposition, counterpoint and musicality.

Term 3- Different Dance styles using popular film culture.

• Students will explore social dance styles and the popularity of dance films through the ages.

• Students will learn different dance styles through 1 week workshops.

• Students will consider the history of popular dance and social dance and the cultural impact on our lives today through homework projects .

• Formal assessment:- Students will create and perform a dance of approximately 2 ½ minutes demonstrating knowledge of 4 different dance styles. Formal assessment of research skills into choreography. The ability to repeat and perform set sequences using dance styles from other countries.

Dance KS4 Schemes of Work

KS4 GCSE Dance begins at the start of Year 9. It is a three year course during which students will achieve two different qualifications:

1. Year 9.Foundation Year for either GCSE or BTEC Dance 2. AQA GCSE Dance/BTEC dance – by the end of Year 11.

Students begin work on the GCSE/BTEC Dance course using many of the skills and approaches learnt during KS3, Year 9 study:

• Performance skills, Technical and expressive • Choreography skills • Organisational skills through the Worcester Dance Festival • Primary school workshops • Evaluation of live performance • Evaluation of peer and student performance

Specific choreographers undertaken:

• Merce Cunningham • Bob Fosse • Christopher Bruce

Theory

Introduction to dance appreciation and the broader horizons of What is dance?

Exploration of different dance styles and professional choreographers through project work.

Analysis using action, space , dynamics and relationships of own and professional work.

Dance choreography techniques, fragmentation, juxtaposition, counter point and dovetail.

Year 10 and 11 Dance BTEC Dance

GCSE Dance The study of GCSE dance is a two year course and includes the following assessments:

The subject content details the knowledge, understanding and skills that students are expected to learn during the course of study. This is set out below in three core areas of dance: performance, choreography and appreciation. The GCSE Dance Anthology The GCSE Dance Anthology underpins learning across each of the three core areas.The anthology's mix of artistic, cultural and aesthetically diverse works, has been selected to broaden students' knowledge and understanding of the wide range of dance choreographed and performed in

the United Kingdom today.The anthology consists of six short professional dance workseach between 12 and 30 minutes duration. There is a filmed interview with the choreographer or company associate, which explores the choreographic approach of the choreographer and the defining characteristics of each work. Students must study all six works. Together the six works include: • different dance styles and fusions of style • a selection of established and emerging choreographers • different numbers and combinations of dancers • a variety of choreographic approaches • different choreographic structures • a variety of types of performance environment • a variety of aural settings • inclusive dance • dance influenced by other cultures. Study of the works can inspire students to develop their own performance, creative and choreographic practice, at the same time as the knowledge, understanding and analytical skills required for critical appreciation. The anthology should be used as an effective way to support the integration of theory and practice. The GCSE Dance Anthology, with details of all six professional works, including films of each performance and interviews with the choreographer or company associate, is available at aqa.org.uk/dance