Dance

 

Year 7

Units Taught

  • Introduction to Choreography.

Main Skills Developed

Student will learn what a motif is and how to apply the 6 basic dance actionswhen creating one.

They will understand how to develop their motif using formations, the 16 choreographic devices and consider why it is important to consider structure when choreographing a dance. They will develop physical, technical and expressive skills through practical exploration and learn what motif development is and why it is important when choreographing a dance.

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities. Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.onedanceuk.org/wp-content/uploads/2016/03/Motif-and-development-for-NDTA.pdf

https://www.motusdance.co.uk/motif-development

https://www.britannica.com/art/dance/Components-of-the-dance

https://www.joyofdance.ca/blog-posts/sticking-points-improving-your-expressive-dance-skills/

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

SMSC & British Values

  • Choreographic tasks develop students’ use of imagination and creativity in their learning.
  • Use of group work and leadership roles within units to develop the ability to understand and appreciate the viewpoints of others and use this to help work collectively.

 

 

Year 8

Units Taught

  • Dancing Through the Decades.

Main Skills Developed

Students will know what the key movement characteristics of dances from the 1920s - 2000 are and they will be able to apply these techniques successfully into pieces of repertoire. 

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities. Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.britannica.com/art/Charleston-dance

https://michaelandevita.com/swing-dancing-vs-lindy-hop-whats-difference/

https://www.rocknrolldance.com/category/rock-n-roll-dance-moves

http://www.dancefacts.net/dance-list/disco-dance/

https://www.bbc.co.uk/programmes/articles/5CWQyWXZ4p7hr6NxG2L5qG9/the-history-of-hip-hop-dance

https://www.liveabout.com/line-dancing-basics-1007387#:~:text=Although%20many%20popular%20line%20dances,dancing%2C%20which%20has%20many%20similarities.&text=During%20the%201980s%20and%201990s,created%20for%20popular%20country%20songs.

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

Audition for Trinity Academy Dance Company.

SMSC & British Values

  • Choreographic tasks develop students’ use of imagination and creativity in their learning.
  • Use of group work and leadership roles within units to develop the ability to understand and appreciate the viewpoints of others and use this to help work collectively.
  • Use of dance styles from multiple cultures and backgrounds.

  

 

Year 9

Units Taught

  • Style Technique.
  • Anthology Intro 1 -6.

Main Skills Developed

Students will develop practical knowledge of the skills and technique required to perform in Contemporary, Jazz and Street. Through practical exploration, they will know the intention and stimuli of all 6 Anthology works through practical exploration.

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities. Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.liveabout.com/what-is-contemporary-dance-1007423#:~:text=Updated%20January%2010%2C%202019,body%20through%20fluid%20dance%20movements.

https://www.mercecunningham.org/

https://trishabrowncompany.org/

https://new-adventures.net/

https://www.liveabout.com/jazz-dance-basics-1007436

https://www.westsidestory.com/

https://www.youtube.com/user/jamescousinsdance

https://www.youtube.com/user/phoenixdancetheatre

https://www.youtube.com/user/RoyalOperaHouse

https://www.youtube.com/user/rambertdancecompany

https://www.youtube.com/user/StopGAPDanceCo

http://boyblueent.com/?page_id=16352

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

Audition for Trinity Academy Dance Company.

SMSC & British Values

  • Choreographic tasks develop students’ use of imagination and creativity in their learning.
  • Use of group work and leadership roles within units to develop the ability to understand and appreciate the viewpoints of others and use this to help work collectively.
  • Exploration of the development of areas of study within America and the UK along with contributing factors. For example, American Jazz and the development from Blues.
  • Understanding of Social Context such as prohibition during work of Fosse.

 

Year 10

Units Taught

  • Choreography.
  • Solo Performance.
  • Duet/Trio Performance.
  • Anthology Analysis of all 6 works.

Main Skills Developed

Students will develop knowledge of stimuli for choreography by using spatial, action, dynamic and relationship content as well as structuring and choreographic devices to insightfully respond to the stimulus. They will apply physical, technical, expressive and mental skills along with safe practice into a rehearsal and performance of a solo and a duet/trio. Students will transfer knowledge required for Section A, Section B of the written paper through practical reflection. They will gain knowledge of production features, movement content and processes, stimulus and intention for all anthology works required for Section C.

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities. Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.aqa.org.uk/subjects/dance/gcse/dance-8236

https://www.jamescousinscompany.com/

https://www.youtube.com/user/jamescousinsdance

https://www.phoenixdancetheatre.co.uk/production/shadows/

https://www.youtube.com/user/phoenixdancetheatre

https://waynemcgregor.com/productions/infra

https://www.youtube.com/user/RoyalOperaHouse

https://www.rambert.org.uk/whats-on/a-linha-curva/

https://www.youtube.com/user/rambertdancecompany

https://www.stopgapdance.com/

https://www.youtube.com/user/StopGAPDanceCo

https://www.youtube.com/user/boyblueent

http://boyblueent.com/?page_id=16352

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

Audition for Trinity Academy Dance Company.

Course based intervention.

SMSC & British Values

  • Exploring different styles from different cultures across the world. For example, at GCSE A Linha Curva explores the native tribe culture and Samba.
  • Through critical appreciation of a diverse range of professional works as exemplars.
  • Certain topics to challenge students’ perceptions of what dance should be. For example, Post-modernism or Dance for Camera.
  • Choreographic tasks develop students’ use of imagination and creativity in their learning. For example, exploration of stimuli and exploration of intentions of professional works.

  

 

 

Year 11

Units Taught

  • Choreography.
  • Exam preparation and revision of all three sections.

Main Skills Developed

Students will apply knowledge of structuring and choreographic devices along with action, spatial, dynamic and relationship content to successfully demonstrate the intention of a given stimulus. They will apply knowledge of production features, movement content and processes, stimulus and intention for all anthology works.

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities.  Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.britannica.com/art/dance/Choreography

https://www.aqa.org.uk/subjects/dance/gcse/dance-8236

https://www.jamescousinscompany.com/

https://www.youtube.com/user/jamescousinsdance

https://www.phoenixdancetheatre.co.uk/production/shadows/

https://www.youtube.com/user/phoenixdancetheatre

https://waynemcgregor.com/productions/infra

https://www.youtube.com/user/RoyalOperaHouse

https://www.rambert.org.uk/whats-on/a-linha-curva/

https://www.youtube.com/user/rambertdancecompany

https://www.stopgapdance.com/

https://www.youtube.com/user/StopGAPDanceCo

https://www.youtube.com/user/boyblueent

http://boyblueent.com/?page_id=16352

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

Audition for Trinity Academy Dance Company.

Course based intervention.

SMSC & British Values

  • Exploring different styles from different cultures across the world. For example, at GCSE A Linha Curva explores the native tribe culture and Samba.
  • Through critical appreciation of a diverse range of professional works as exemplars.
  • Certain topics to challenge students’ perceptions of what dance should be. For example, Post-modernism or Dance for Camera.
  • Choreographic tasks develop students’ use of imagination and creativity in their learning. For example, exploration of stimuli and exploration of intentions of professional works.

 

  

Year 12

Units Taught

  • Written Appreciation Development of Rembert Dance Company and American Jazz Dance.
  • Solo Performance.
  • Quartet Performance.

Main Skills Developed

Students will develop knowledge of Rambert Dance Company and American Jazz Dance with a focus on style, technique, influences, professional repertoire and the communication of dance ideas. Develop Laban analysis skills to understand how each area developed through Christopher Bruce, Richard Alston, Gene Kelly and Jerome Robbins contribution. They will apply physical/technical and Expressive skills as well as spatial, action and dynamic and relationship elements into the rehearsal and performance of Rooster solo.

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities.  Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.aqa.org.uk/subjects/dance/as-and-a-level/dance-7237

https://www.rambert.org.uk/

https://www.scottishballet.co.uk/profile/christopher-bruce

https://www.youtube.com/user/enballet

https://www.richardalstondance.com/richard-alston-dance-company-touring-contemporary-dance-company

http://jeromerobbins.org/

http://www.roh.org.uk/people/jerome-robbins

https://www.biography.com/performer/gene-kelly

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

Audition for Trinity Academy Dance Company.

Course based intervention.

SMSC & British Values

  • Through critical appreciation of a diverse range of professional works as exemplars.
  • Certain topics to challenge students’ perceptions of what dance should be. For example, Post-modernism or Dance for Camera.
  • Discussion of decision making in choreography to encourage reflective judgement and to help the students understand the outcome of their actions.
  • Exploration of the development of areas of study within America and the UK along with contributing factors. For example, American Jazz and the development from Blues.
  • Understanding of Social Context such as prohibition during work of Fosse.

 

  

Year 13

Units Taught

  • Written Appreciation Development of Rembert Dance Company and American Jazz Dance.
  • Choreography.

Main Skills Developed

Students will continue to develop knowledge of Rambert Dance Company and American Jazz Dance with a focus on style, technique, influences, professional repertoire and the communication of dance ideas.

Develop Laban analysis skills to understand how each area developed through Siobhan Davies and Bob Fosse’s contribution.

Students will apply knowledge of movement content as well as structuring devices to insightfully develop a group choreography in a way that appropriately responds to a stimulus.

How can parents help to support learning?

Encourage students to complete all homework tasks to the best of their ability. Reading around and conducting additional research into to the topic will allow students to apply context to the texts we study. Wherever possible, have students engage in dance classes in the community to build their skill level and encourage students to take part in extra-curricular opportunities.  Wherever possible, taking students to the theatre will really engage them in an artistic environment and promote an interest in our subjects.

Useful Websites

https://www.aqa.org.uk/subjects/dance/as-and-a-level/dance-7237

https://www.rambert.org.uk/

https://www.siobhandavies.com/ 

https://www.biography.com/performer/gene-kelly

https://www.biography.com/performer/bob-fosse

https://www.masterworksbroadway.com/artist/bob-fosse/

https://www.britannica.com/art/dance/Choreography

Extra-Curricular opportunities

Dance role within school performances including the Whole School Production.

Audition for Trinity Academy Dance Company.

Course based intervention.

SMSC & British Values

  • Through critical appreciation of a diverse range of professional works as exemplars.
  • Certain topics to challenge students’ perceptions of what dance should be. For example, Post-modernism or Dance for Camera.
  • Discussion of decision making in choreography to encourage reflective judgement and to help the students understand the outcome of their actions.
  • Exploration of the development of areas of study within America and the UK along with contributing factors. For example, American Jazz and the development from Blues.
  • Understanding of Social Context such as prohibition during work of Fosse.