Dance

Unit 1: Introduction to Dance

By the end of the first module, students will have developed the knowledge they need to apply appropriate dance skills in preparation for their first performance. Whilst understanding and applying the 5 basic dance actions is the primary objective of this module, students should also be able to understand how the components of dance, (actions, space, dynamics and relationships) help create an eye catching performance. Students will have the knowledge of how to warm their bodies up safely, identifying the 3 sections of a dance warm up. Finally, students will be able to reflect on their own performance work and comment on the work of others through applying their knowledge of Dance terminology.

• 5 basic dance actions
• Communication
• Rehearsal
• Warm up
• Collaboration

Unit 2 ‘Popular Dance Styles of the 1900’s’

Students will learn about dance styles that were popular during the 1920’s and 1940’s. They will learn contextual information and how their development link to the social and economical changes during these decades. Students will be taught key actions from both the Charleston and Lindy Hop and develop their duologues. Knowledge gained from Unit 1 will aid students choreographic development as they work with their partner to create their first piece of dance.

· Movement Memory
· Performance Ability
· Teamwork
· Communication

Drama

Unit 1: Introduction to Drama

By the end of the first module, students should have developed their drama skills in preparation for their first performance. Whilst understanding and applying their theatrical skills is the primary objective of this project, they should also be able to understand how these skills create meaning on stage and be able to analyse and evaluate their performance work and the work of others.

• Vocal & Physical skills
• Blocking
• Freeze Frame
• Stage directions

Unit 2 ‘Scripted Drama’

Students will study a play with the main focus of each lesson building on their skills and knowledge of performance skills. Last unit students were able to identify skills and apply them to a short scene. To enable students to increase their performance ability students will be expected to identify areas of strength and development for both themselves and their peers. Whilst applying their theatrical skills is the primary objective of this unit of work, students are expected to understand how these skills create meaning on stage.

· Cognitive memory – learning lines
· Application of vocal and physical skills
· Characterisation
· Stage Presence

Dance

Unit 1 ‘Professional Dance Study – Musical Theatre’

Students will watch a piece of professional dance and learn contextual information to gain understanding of the artistic intentions and style. To develop students knowledge of dance and performance further, we want students to be able to identify the stylistic qualities of a new genre, Musical Theatre. Whilst learning repertoire students will be expected to apply secure movement memory as well as applying a range of performance skills. Throughout the module students will provide their peers with verbal feedback, identifying dance skills that are demonstrated competently and those that need developing further. Students will also reflect on their own development and use this to aid necessary improvements to their performance.

· Appreciation of Musical Theatre
· Movement Memory
· Commitment
· Confidence

Unit 2 ‘Street Dance’

In this unit of work, students will be looking at the dance style ‘Street Dance’. Students will become a member of a street dance “company” and work together with their peers to create their own group dance in this style. Students will learn the 5 street dance actions and use these to help them choreograph a dance in a street dance style. When choreographing students are expected to apply prior knowledge of the components of dance to enable them to create a dance that is eye-catching and unique.

Students are reminded to apply previous knowledge of health and safety in the dance studio and arrive to all lessons wearing appropriate clothing and footwear. At this stage in the dance learner journey, students are expected to be able to prepare their bodies for a dance lesson independently.

· Time management
· Problem Solving
· Teamwork
· Organisation

Drama 

Unit 1 ‘Scripted Drama’

Students will study the play ‘DNA’ by Dennis Kelly. Students will explore plot, characterisation, as well as set and costume design. Each lesson will build on developing skills and knowledge of drama, leading to a final performance of a selected scene. Students will work in small ensemble groups or pairings and develop their scenes through exploring physical and vocal skills.

· Characterisation
· Creativity
· Communication
· Blocking

Unit 2 ‘Devising Drama’ with Matilda influences

Through the study of the film/musical Matilda we will be focusing on the creation of drama and what a good piece of drama looks like and how it has been created. Students will be expected to

use a wide range of drama techniques to create an engaging character and storyline. Whilst applying their theatrical skills is still an objective of this project, they should also be able to understand how these skills create meaning on stage, be very familiar with the plot and the characters of the play they are studying and able to analyse and evaluate their performance work and the work of others so in effect they fulfilling all the Assessment Objectives.

Key skills:
· Characterisation
· Application & range of performance skills
· Blocking

Dance

Unit 1 ‘Professional Dance Study and Street Dance’

In this unit of work, students will be re-visiting ‘Street Dance’. This unit of work challenges students to see the evolution of Hip-Hop dance over time and to master the more complex technical and physical skills needed for Break Dance. Students learnt about motifs in year 7 and now in this unit of work they will learn about why motif development is important and how to develop motifs using choreographic devices. Students will learn about physical skills in dance and why they are important. Students will also develop their critical appreciation of professional dance works whilst interpreting and analysing the works intentions and the choice of movement, music, set, lighting and costume to convey the meaning of the work.

· Appreciation of street dance
· Movement memory
· Performance Ability
· Confidence

Unit 2 ‘Choreographing with a Stimulus’

In this unit, students will focus on a creative choreographic project where they are in role as choreographers and performers. Creative ideas will be taken from the film ‘Men in Black’. This project is about applying knowledge and skills gained throughout KS3 Performing Arts and using this to aid their creation of an original piece of dance. Throughout this unit students will collaborate, and problem solve to reach their fully realised performance.

· Collaboration

· Communication

· Reflection

· Motivation

Drama

Unit 1: Scripted Theatre – Blood Brothers – Willy Russell

Students study the entire play but the focus in lesson is on the application of practical performance skills (e.g tone, gesture or facial expression). Students have done a similar module in year 7 looking at ‘Our Day Out’ & year 8 ‘DNA- Dennis Kelly’ developing on from this, students should be able to identify drama performance skills. Whilst applying their theatrical skills is the primary objective of this project, they should also be able to understand how these skills create meaning on stage, be very familiar with the plot and the characters of the play they are studying and able to analyse and evaluate their performance work and the work of others so in effect they fulfilling all the Assessment Objectives. This leads on to GCSE Drama where Blood Brothers is part of the written examination giving students a head start with knowledge gained from this unit.

Key skills:
· Confidence
· Empathy
· Vocal and physical skills
· Blocking

Unit 2 ‘Devising Drama’

This unit of work allows students to be creative creating their very own piece of Drama and characters. In a small group students will be given a wide range of stimuli which will change each year based on current affairs. These will range from newspaper articles, clothing, music, props – anything to stimulate ideas. Using prior knowledge and skills gained in their key stage three journey to put on a final personal performance. They are expected to showcase their performance skills, organisation and creativity.

Key skills:
· Team work
· Problem solving
· Confidence
· Creativity

The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts is for learners who want to acquire sector-specific applied knowledge and skills through vocational contexts by studying professionals’ work and processes used, the skills and techniques used in different roles, and how to contribute to the creation of a performance in either a performance or non-performance role as part of their Key Stage 4 learning. The qualification enables learners to develop their sector-specific skills, such as refining work and applying skills for a performance using realistic vocational contexts, and personal skills, such as working with others, working to deadlines, and responding to feedback through a practical and skills-based approach to learning and assessment. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them. Students will have the opportunity to develop knowledge and technical skills in the following areas:

• development of key skills that prove their aptitude in performing arts, such as reproducing repertoire and responding to stimuli

• processes that underpin effective ways of working in the performing arts, such as development of ideas, rehearsal and performance

• attitudes that are considered most important in the performing arts, including personal management and communication

• knowledge that underpins effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles

Component 1: Internally assessed

Exploring the Performing Arts

Students will examine live and/or recorded performances in at least three different styles in order to develop their understanding of professional dance work with reference to influences, outcomes and purpose. Students will gain a practical appreciation of professional work by exploring existing performance material. They will learn how professionals may respond to or treat a particular theme or issue, how they use/interpret/modify a pre-existing style, and how they communicate ideas to their audience through stylistic qualities. Students will explore and participate in workshops and classes to develop their knowledge and understanding of the interrelationships between processes, techniques and approaches that contribute to performance repertoire.

• Organisation

• Communication

• Evaluation

• Musicality

• Co-ordination

• Movement memory

Component 2: Internally assessed

Developing Skills and Techniques in the Performing Arts

Students will work as performers and this requires the application of skills, techniques and practices that enables them to produce and interpret performance work. Students will communicate intentions to an audience through the dance. In this component, students will develop performance skills and techniques. Students will take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. Students will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance elements of the work. Throughout the development, students will review their own progress and consider how to make improvements.

• Research

• Appreciation

• Analysis

• Description

• Investigation

Component 3: Externally assessed

Responding to a Brief

In this component, students will have the opportunity to respond to a brief. They will be given a brief that outlines the performance requirements and asks students to consider a chosen target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, you will develop your ideas for a workshop performance and apply your skills and techniques to communicate your creative intentions to your audience. The group performance may involve some solo or small-group work or it may be an ensemble piece or a mix of all, helping students to build upon collaboration and communication skills. This unit of work will allow you to develop choreographic skills, understand the process of creating a performance and evaluate the success or areas of improve for future projects.

• Reflection

• Development

• Time management

• Communication

• Problem solving

• Performance

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. 

Click here - for Dance reading list.

Over the 3 year course students will:

Understand Drama: Explore different genres, understand performance conventions, understand how meaning is communicated to an audience, use appropriate drama terminology, understand how plays are constructed, explore drama in a social, cultural and historical context.

Perform Drama: Improvise, create a role, remain in a role, develop performance skills, perform scripted plays, and respond to direction.

Devise Drama: Work collaboratively and creatively, establish a dramatic intention, develop a dramatic intention, develop reflective and evaluative skills.

Component 1: Understanding Drama

Students will study the characteristics of performance text finding out about the genre, structure, characters, form, style, practical demands of the text, character motivation and interaction. The play which is studied is Blood Brothers to link to knowledge gained in Year 9.

During this unit we will explore Blood Brothers costume design, delivery of lines and interaction between characters on stage. You will consider what drama terminology is needed when writing about the above.

Key skills:

• Description
• Analysis
• Vocal and physical skills
• Creativity

Component 2: Devising Drama

Students will learn how to create and develop ideas to communicate meaning in a devised theatrical performance. Students must carry out research, develop their own ideas, collaborate with others, rehearse and refine ideas, analyse and evaluate their own performance.

Key skills:

• Description
• Collaborating
• Creativity
• Reflection

Component 3: Texts in Practise  

Students are to perform two extracts from one play to a examiner during Year 11, therefore this is preparation and will be re-visited in Year 11. During this module they will focus on application of practical performance skills (e.g. tone, gesture or facial expression). They should understand the playwrights intentions for the character and be able to portray this to an audience.

Key skills:

• Confidence
• Empathy
• Vocal and physical skills
• Blocking

Students who enjoy performing as they will develop both expressive and physical skills in a range of dramatic genres. Students who enjoy working with others and developing transferable skills such as communication skills, organisation skills, analytical skills and problem-solving skills. Students who may want to work in the Performing Arts business as they will gain insight into Arts Administration, Theatre Production and Theatrical Supplies.

Click here - for Drama reading list.

In Performing Arts, we intend for our students to gain competence in a range of performance based and transferable skills that will boost their employability and prepare them for a broad range of careers.

Where relevant, explicit links are made to a range of careers that are performance based, for example, careers involving choreography and performance, directing or designing. The Performing Arts team work closely with professional practitioners, inviting them into school to deliver workshops and share performances, as well as taking students to the theatre. These links will better enable students to understand a range of career opportunities and the value of dance and drama in these careers.

· Careers links made in lessons will enable students to make an informed choice when it comes to choosing their options as they progress through their education.

· Impact of careers provision will be measured through student feedback.