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Dance

KEY STAGE 3 CURRICULUM

Students follow a programme of study which builds skills to enable them to undertake further study at Key Stage 4 and 5. Not only do students study a range of styles in Dance but also develop both physical and interpretive skills to enrich their performance in this subject and across other curriculum areas. Students learn through a cycle of “creating, performing and appreciating”. Over the three years it is hoped that students will develop sound technique that can be applied to a range of styles and develop an extensive movement vocabulary that becomes increasingly more complex. Students will experience a broad range of dance styles, develop a wide range of performance skills and apply them to their practical performances. Students will learn to appreciate Dance in a range of contexts and be able to critically unpick key aspects of Dance composition. Through this they will develop their ability to create motifs, extend phrases and complete dances through a range of choreographic tasks.

Year 7

Term 1

Unit of Work: Introduction to Dance

Students will explore the five basic dance actions and learn how to apply these to choreograph a short dance sequence. They will learn about the four main components of dance and use these to aid their creativity. This unit of work also covers the importance of healthy eating and physical fitness and students will be expected to lead their own physical warm-up and have knowledge of a healthy body.

By the end of this unit students will be expected to perform movement phrases with clarity, control and fluency. Perform movements in isolation with accuracy and control. Perform with dynamic contrast. Develop a sense of musicality and be able to count simple rhythmic patterns. Develop use of focus and projection and develop a sense of spatial awareness.

Term 2

Unit of Work: Professional Dance Works – Anne Teresa De Keersmaeker

· Learn about the purpose, style, choreographic intention and other key features of a professional dance.

· Watch and learn short sections of repertoire.

· Apply skills from unit 1 and 2 to create and perform a duet.

· The role of a dancer; skills needed to be a successful dancer and performer.

· The role of a choreographer; skills needed to be a successful choreographer

Term 3

Unit of Work: Popular Dance Styles of the 1900’s

In this unit of work students will look at how historical events have had an impact on dance and music and learn about the dance styles the Lindy Hop and Charleston. These dance styles are based around partner work and lifting and so students will learn how to work collaboratively with a partner and lift safely and confidently. Through practical workshops and visual aids students will learn typical actions of these two dance styles and combine them with the five basic dance to create an eye-catching sequence of movement.

Year 8

Term 1

Unit of Work: Street Dance

Students will learn short dance phrases in the Street Dance style and through this will gain an understanding of the key dance actions. They will develop movement material that is reflective of a given dance idea and portray emotive qualities. Through each workshop students will explore the idea of tableaux and develop movement phrases that will explore the use of canon and unison for dramatic impact.

By the end of this unit of work students will be expected to be able to perform with facial expressions that reflect the dance idea. Develop rhythmical accuracy in more complex sequences. Develop control and accuracy in paired work. Perform a variety of styles with awareness of specific stylistic qualities. Perform with clear dynamic contrast. Develop accuracy in movement execution through good alignment and understand the need for safe practice.

Term 2

Unit of Work: Professional Dance Study (Hairspray)

Students will explore practically movement created for the musical ‘Hairspray’. They will gain knowledge and understanding about the use of actions, costume, sound

and props to help deepen their understanding of the piece and stimulate their own creative ideas. Students will take part in practical dance workshops to learn repertoire and will be expected to use the features of the genre to perform with energy and enthusiasm.

Term 3

Choreographing with a stimulus

Students will be given a range of stimuli including images, sound, newspaper articles, phrases and objects. They will explore how they can create dance based on their choice of stimuli through discussing, mind mapping, research and collaboration. They will need good team work skills to develop ideas and use choreographic skills to create the dance.

Year 9

Term 1 

Unit of Work: Technique

Technique is the basis for dancers to build upon. Students will learn about dance skills and techniques to improve their dance ability. They will practically take part in technical exercises challenging their balance, control, flexibility and strength.

Exercises will be performed for assessment.

Term 2

Unit of Work: Professional Dance Study (Greatest Showman)

Students will explore practically movement created for the musical ‘The Greatest Showman’. They will gain knowledge and understanding about the use of actions, costume, sound and props to help deepen their understanding of the piece and stimulate their own creative ideas. Students will take part in practical dance

workshops to learn repertoire and will be expected to use the features of the genre to perform with energy and enthusiasm.

Term 3

Unit of Work: Contact Dance

· Learn about the history of contact dance.

· Re-visit how to lift a partner safely.

· Watch existing contact dance pieces to gain an insight into the style.

· Choreograph a duet in this dance style.

· Re-visit ‘stimuli’ and how they can be used to inspire movement ideas.

· Apply Performance skills.

· Apply choreographic devices.

· Apply components of dance.

· Continue developing understanding of the importance of constructive feedback and how to act on suggested improvements.

· Apply feedback from unit 1 evaluation and write a detailed evaluation of their own skills, using dance terminology.

1&2

 

Key Stage 4 Curriculum

RSL Level 1 and 2 Certificate in Creative and Performing Arts

COURSE CONTACT: Mrs L Taylor-Stupple– LEARNING MANAGER

Exam board website:

Course Content 

RSL is a specialist contemporary arts awarding body, that works to create engaging qualifications to reflect the changing demands of the creative industries, with an ongoing commitment to motivate and support students throughout the course.

Unit 1: Dance Technique and Performance

Internally Assessed

In this unit students will explore dance in its various forms; for recreation, physical fitness and as a participatory and performance art form. Students will gain physical and intellectual understanding of a specific dance genre and the ability to perform it not only introduces the learner to a popular form which engages communities but also supports their artistic, physical and social skills development.

Aims/Purpose

This unit aims to introduce the learner to a selected dance genre and develop their ability to perform fundamental technical movements and develop some genre specific sequences as well as gaining an understanding of the background and history of the genre. The purpose of this unit is to provide the learner with the opportunity to understand the context, history and physical style of a specific dance genre.

Unit 2: Live Performance

Externally Assessed

This unit provides the opportunity for learners to demonstrate and also integrate their knowledge, understanding and skills of dance and performance. It will also enable students to develop study skills and to underpin practical skills with core knowledge and understanding.

Assessment Details 

Unit 1: Dance Technique and Performance

Internally Assessed

Unit 2: Live Performance

Externally Assessed

Why Study This Course? 

Students who wish to explore a variety of dance styles, study professional works and gain a strong technical grounding with lots of opportunities to perform. This course builds underpinning knowledge of specific skills in Dance performance and Appreciation such as analysing and evaluating. Students can consider progression to Level 3 BTEC Dance offered within the Oaks Collegiate.

Students will gain many transferable skills such as communication skills, organisational skills, problem-solving skills and the ability to understand the creative process. Students who study Dance at Level 2 may be interested in careers in teaching, arts therapies, theatre production, sports science, physiotherapy and art and design.