Dance

Knowledge

Actions of Dance: Exploring the 5 key actions of dance – turn, travel, elevation, gesture, stillness/balance and how to develop actions creatively

Choreographic Skills – Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

Performance skills- Physical, technical, expressive and mental skills in rehearsal and performance

Asian Dance: Explore key characteristics and stylistic features of Asian dance styles including Bharatnatyam, Kathak, Bhangra and Bollywood.  Knowledge of Hastas in all dance forms

Motif and development – How to perform and develop a motif

Choreographic Skills – Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

Performance skills- Physical, technical, expressive and mental skills in rehearsal and performance

Knowledge

Boswells Got Talent: Introduction to the Dance Industry, roles within the industry, auditions and companies.

Choreographic Skills – Aural Setting, Physical setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact,

Performance skills- Physical, technical, expressive and mental skills in rehearsal and performance

Musicals: Knowledge and understanding of various film and/or stage musicals, Considering the choreographic and performance elements that go into this popular genre.

Choreographic Skills – Aural Setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact,

Performance skills- Physical, technical, expressive and mental skills in rehearsal and performance

Knowledge

Ghost Dances: a narrative contemporary dance choreographed by Christopher Bruce for Rambert about the political oppression suffered by ordinary people in South America. Unit looks at cultural, political and historical aspects.

Motif and development – How to perform and 16 ways to develop a motif; Repetition, Retrograde, Inversion, Size, Tempo, Rhythm, Quality, Instrumentation, Force, Background, Staging, Embellishment, Levels, Additive, Fragmentation and Combination

Choreographic Skills – Aural Setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

Knowledge

Warm - Ups: Create dance warm up. Learn the 5 stages of a warm up, featuring aerobics, joint mobilisation and isolation, flexibility, strength and static stretching. There will be a focus on independent working in this unit.

Choreographic Skills – Aural Setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

Performance skills- Physical, technical, expressive and mental skills in rehearsal and performance

Analysis: understand the purpose of a warm up and its role within dance.

Social Dance forms - Understand what social dance is and learn key terms: social, vernacular, formal

Explore examples of social dances and cultural, historical, social and political factors which developed the dance form.

Learn about Rock and Roll dance history and explore different social dance styles

Choreographic Skills – Aural Setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

Performance skills- Physical, technical, expressive and mental skills in rehearsal and performance

Knowledge

Set Phrases:

Key focus on control of physical skills and motif development, commitment to the knowledge and understanding of 16 ways to manipulate a motif. 

Choreographic Skills:

Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact. Motif Development:  Repetition, Retrograde, Inversion, Size, Tempo, Rhythm, Quality, Instrumentation, Force, Background, Staging, Embellishment, Levels, Additive, Fragmentation and Combination

Direct focus on Physical Skills and their practical application for a dancer:

Balance, Extension, Alignment, Flexibility, Isolation, Strength, Stamina, Mobility, Co-ordination, Control and Posture.

Set Phrases- to continue throughout Term 1, finalisation of end performance towards the end of Half Term 2.

This is to allow Motif and Development and Physical Skills to be adequately explored and facilitated throughout Half Term 1, and creation of own ideas to develop through into Half Term 2.

Finalisation of Set Phrases unit will introduce to beginning of Emancipation of Expressionism to begin prior to the end of Half Term 2.

Knowledge

Emancipation of Expressionism:

Practical unit to develop understanding of movement and choreographic skills being used to support a choreographic intention- to begin to look at GCSE Dance standard choreography.

Choreographic Skills and Physical Skills: Maintaining those developed in Half Term 1.

Expressive Skills:

Communication of Choreographic Intent, Focus, Facial Expressions, Projection and Musicality

Choreographic Process Introduction:

Generating, Developing, Structuring and Synthesising Ideas.

GCSE Style Composition:

Fully devised composition as a project completed in Solo, Duo or groups, responding to a given stimulus.

Creative Skills:

To begin to develop the ability to interpret movement meaning and purpose aligned with the GCSE Component 2 work. Use of choreographic skills to have meaning and intention.

Choreographic and Expressive Skills:

Beginning to use those that have been developed over KS3 to give purpose and meaning to movement phrases and to convey mood and atmosphere.

Choreographic Process:

• researching
• improvising
• generating
• selecting
• developing
• structuring
• refining and synthesising
• All aligned with own ideas and creative vision

Knowledge

The Olympic Dream- Theoretical and Practical Pathways. To underpin an understanding of the wider Dance and Creative Industries. Looking at the use of dance and choreography within public and mainstream settings. With a focus of Opening Ceremonies of the Olympic Games.

Theory Pathway:

To develop researching skills and the application of knowledge and creating own personal views and interpretations of found information.  Supporting the GCSE Style of writing expected within cross-curricular GCSE options. Minimum of 1500 words produced from research and analysis, written in full essay structure.

Practical Pathway:

To explore the use of choreographic skills, aural setting support and global trends to create an opening ceremony performance for an Olympic Games. The use of costume, props, design and movement are all encouraged.

Knowledge

Component 1- Performance and choreography: Direct focus on Physical Skills, technical skills and expressive skills and their practical application for a dancer:

Balance, Extension, Alignment, Flexibility, Isolation, Strength, Stamina, Mobility, Co-ordination, Control and Posture.

Motif and development and small collaborative choreography

Component 2 – Dance Appreciation: Definitions of subject specific vocabulary, The use of performance skills, constituent features in dance and preparation for 6 marker questions

Component 1- Performance and choreography: Build on skills in preparation for learning the two set phrases, Shift and Breathe. How to perform with energy, accuracy, stamina, focus, extension, elevation, dynamics & commitment.

Creation of motifs and working in groups to respond to a stimulus to gain knowledge of choreographic skills, definitions and the choreographic process

Component 2 – Dance Appreciation: Study the professional work of ‘Shadows’ by Christopher Bruce considering movement content, costume, aural setting, physical setting, lighting & props. Knowledge and evaluation of the effectiveness of the dance work.

Knowledge

Component 1- Performance and choreography: Learn & perform the two set phrases, Shift and Breathe.

How to perform with energy, accuracy, stamina, focus, extension, elevation, dynamics & commitment.

Component 2 – Dance Appreciation: Study the professional work of ‘Emancipation of Expressionism’ by Boy Blue considering movement content, costume, aural setting, physical setting, lighting & props. Knowledge and evaluation of the effectiveness of the dance work.

Component 1- Performance and choreography: Learn & perform the two set phrases, Shift and Breathe.

How to perform with highly developed physical, technical and expressive skills

Component 2 – Dance Appreciation: Continue the professional work of ‘Emancipation of Expressionism’ by Boy Blue considering movement content, costume, aural setting, physical setting, lighting & props. Knowledge and evaluation of the effectiveness of the dance work. Mock exam preparation

Knowledge

Component 1- Performance and choreography: Learn, develop the other two set phrases, Scoop and Flux.

Series of workshops based around contact work.

Choreographic Skills – Aural Setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

How to perform with energy, accuracy, stamina, focus, extension, elevation, dynamics & commitment. Focus on Musicality

Component 2 – Dance Appreciation: Study the professional work of ‘Within her eyes’ by James Cousins considering movement content, costume, aural setting, physical setting, lighting & props and use of camera. Knowledge and evaluation of the effectiveness of the dance work.

Component 1- Performance and choreography: Create performance in a duet/trio based the other two set phrases, Scoop and Flux.

Preparation for choreographic stimulus – Component 1; Choreography

Choreographic Skills – Aural Setting, Structure, Accumulation, Decumulation, Action and Reaction, Mirroring, Action, space, dynamics, unison, canon, motif, formations, transitions, levels, directions, counterpoint, highlight, contact

How to perform with energy, accuracy, stamina, focus, extension, elevation, dynamics & commitment. Focus on Musicality

Component 2 – Dance Appreciation: Finish the professional work of ‘Within her eyes’ by James Cousins considering movement content, costume, aural setting, physical setting, lighting & props and use of camera. Knowledge and evaluation of the effectiveness of the dance work.

Knowledge

Component 1- Performance and choreography:

Beginning of Component 1: Choreography questions are announced by AQA on the 15^th of September. Guidance is revised and given to begin stage 1 of the Choreographic Process: Researching, to refine and acquire a clear Choreographic Intention for all dancers.

Weekly practical lessons are structured and divided to allow GCSE Dance students time with their own Composition group to work through the opening stages of Improvision, Generating, Synthesising and Developing movement material in line with their own Choreographic Intentions.

Revision of Set Phrases and Duet/Trio Performances are maintained throughout extracurricular rehearsals, lunch time interventions and Do It Now Tasks.

Component 2 – Dance Appreciation:

A 2-week block of Component 2: Dance Appreciation to round off knowledge and content from the Summer Term of Year 10. Introduction of 4^th and 5^th Professional Work 'A Linha Curva’ choreographed by Itzik Galili and ‘Artificial Things’ choreographed by Lucy Bennet. Considering movement content, costume, aural setting, physical setting, lighting & props and use of camera. Knowledge and evaluation of the effectiveness of the dance work.

Component 1- Performance and choreography:

Beginning of Component 1: Choreography questions are announced by AQA on the 15^th of September. Guidance is revised and given to begin stage 1 of the Choreographic Process: Researching, to refine and acquire a clear Choreographic Intention for all dancers.

Weekly practical lessons are structured and divided to allow GCSE Dance students time with their own Composition group to work through the opening stages of Improvision, Generating, Synthesising and Developing movement material in line with their own Choreographic Intentions.

Revision of Set Phrases and Duet/Trio Performances are maintained throughout extracurricular rehearsals, lunch time interventions and Do It Now Tasks.

Component 2 – Dance Appreciation:

Continuing to finalise Professional Work knowledge and application within written responses. 6^th Professional Work, ‘Infra’ choreographed by Wayne McGregor. Considering movement content, costume, aural setting, physical setting, lighting & props and use of camera. Knowledge and evaluation of the effectiveness of the dance work.

Focus of Choreographic Skills, Performance Skills and Safe Working Practices- leaning into revision and mock exam questions for Section A and Section B responses.

Knowledge

Component 1- Performance and Choreography::

Refining and synthesising all 3 practical elements in preparation for Formal AQA GCSE Dance Exams in Half Term 4.

Set Phrases:

Refining timing, focus points, physical, expressive and technical skills utilised to support strong and confident performances.

Choreography:

Ensuring full class completion of minimum time requirement and support of creative choreographic intention

Performance in a Duet/Trio:

Class time dedicated to supporting expressive skills, such as communication of choreographic intent, projection, facial expressions and musicality.

Component 2- Dance Appreciation:

Consolidation and facilitation of knowledge and understanding of all theoretical elements.

Use of mock results to have supported interventions up until this point, all lesson time is dedicated to Component 2.

Component 2- Dance Appreciation:

Consolidation and facilitation of knowledge and understanding of all theoretical elements. Focussing on all 3 sections of the written exam paper.

Use of mock results to have supported interventions up until this point, all lesson time is dedicated to Component 2.

Knowledge

Build up to exam period begins- lessons used to support revision and exam practice for component 2- dance appreciation.