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Dance Department

 

"Dance education programs provide opportunities to develop critical thinking, analytical skills, cooperation, teamwork, self expression, self esteem, organisation, problem solving, cultural literacy and the ability to communicate emotion"

Overby 1992

 

DANCE:

Dance has existed since the beginning of humankind. Before verbal or written communication existed, humans used movement to communicate and to help them comprehend, shape, and make meaning of their world. Moving rhythmically is innate, because movement as a form of self-expression is intrinsic to our existence as human beings, dance is now included as part of our comprehensive education. Dance is a natural vehicle that children use to help them understand themselves and the world in which they live.

AIMS:

Our dance classes are designed to build self-confidence, inspiration, values and cultivate dance training to its highest level of achievement. Dance education helps students use movement to creatively express meaning. It provides students with a way of kinaesthetically learning and communicating. The dance program is designed to teach students fundamentals in dance and choreography, and to help students develop self-discipline and focus. Through dance, students come to appreciate rich and diverse cultures, beliefs, and societies. As students examine the role of dance throughout history and in different cultures, they learn to respect diversity. As well as:

  • Developing technical, compositional and performance skills
  • Developing the ability to be creative thinkers through creating new movement ideas. 
  • Developing appreciation skills through observation, identification and critical analysis
  • Developing respect for others through group and contact work
  • Understanding the importance of good literacy when evaluating professional and nonprofessional dance work and composition
  • Understanding how elements of numeracy links with dance
  • Enabling students to work independently in varied activities and to contribute to the development of core skills such as ICT, reading, writing and speaking. 
  • Utilising resources that allow all students (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to Dance and to experience success and enjoyment in their work.
  • To use all information available to ensure students achieve their potential. 

 

Key Stage 3 (Year 7 and 8)

Course content:

At key stage 3 students are introduced to Dance through a range of professional and nonprofessional dance work.

Unit 1` Understanding Dace

Unit 2   Sport Dance / Dance Styles

Unit 3   Prop Dance / Contemporary Dance

Unit 4   Professional / Urban / African Dance

Unit 5   Commercial Dance / Appreciation

Unit 6   Dance Performance

 

Assessment:

Practical works are assessed using National Curriculum levels

Peer and Self-assessment occurs frequently throughout the units of work

 

Homework

Two pieces of homework is set in each unit of work. One practical homework and one written homework. Written work is marked using the literacy mark scheme. Extension Tasks are linked to each piece of homework and students should be encouraged to complete them.

 

Key Stage 4 (Year 9, 10 and 11)

Students study, explore and investigate professional and nonprofessional dance work. Description, evaluation, analysis and assessment form an integral part of dance appreciation. Students are encouraged to think independently and communicate their ideas effectively through dance movement. Emphasis is placed on the execution of movement and originality in creative work. 

 

BTEC/GCSE Dance

Edexcel BTEC

  • Performing Dance – Perform 4 different dance styles
  • Contemporary Dance – One solo and one group dance
  • Jazz Dance – One solo and one group dance

 

AQA GCSE

  • Critical appreciation of dance

Written paper - Students answer questions on two professional works, chosen from a list set by the exam board. (1 hour)

 

  • Set dance

Practical exam - Students perform one solo dance of approximately 1–1½ minutes from a choice of two set by the exam board.
 

  • Performance in a duo/group dance related to a set professional work

Controlled assessment - Students perform in a dance for 2, 3, 4 or 5 dancers, lasting 3–3½ minutes. Every student dances for at least 2 minutes within the piece.
 

  • Choreography

Controlled assessment - Each student selects three motifs from any one of the prescribed professional works and develops them into a dance of 1–1½ minutes.

Each student choreographs a solo lasting 1½–2 minutes - The dance may be in any style, in response to an outline stimulus from the exam board.
 

Homework

BTEC

KS4 HW1 – Complete Contemporary Dance Work Booklet

KS4 HW2 – Complete Jazz Dance Work Booklet

KS4 HW3 – Practice all dances to performance standard for assessment

 

GCSE

KS4 HW1 – Practice and rehearse set dance – Find it!

KS4 HW2 – Research Choreographer - Christopher Bruce

KS4 HW3 – Describe, Analyse and comment on Swansong/Ghost Dances

KS4 HW4 - Research Choreographer – Shobana Jeyasingh

KS4 HW5 - Describe, Analyse and comment on Faultline

KS4 HW6 – Create 3 dance motifs using Faultline or Swansong as a stimulus

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