GCSE DANCE YEAR 9 Scheme of Work Overview

Assessment objectives (AOs)

Component weightings (approx

%) Overall weighting

(approx %) Component 1 Component 2

AO1 30

30

AO2 30

30

AO3

15 15

AO4

25 25

Overall weighting of components

60 40 100

• AO1: Perform dance, reflecting choreographic intention through physical, technical and expressive skills.

• AO2: Create dance, including movement material and aural setting, to communicate choreographic intention.

• AO3: Demonstrate knowledge and understanding of choreographic processes and performing skills.

• AO4: Critically appreciate own works and professional works, through making analytical, interpretative and evaluative judgements.

Weeks AO

GCSE Dance – Lesson One

AO

GCSE Dance -Lesson Two

AO

GCSE Dance – After School

Focus on A Linha Curva by Itzik Galili (10 Lessons)

1-2 Choreography: Students to learn a count of ‘8’ from the set piece. Performance: Performance will be in the learning of the phrase of movement. Dance Appreciation: Students to watch A Linha Curva in its entirety. Analysis of the features of production. Action and dynamic content. Homework: Booklet, Page: Give questions (exam style) that focus on the action and dynamic content.

Choreography: Students have a work shop that is based on Contemporary – focusing on the use of space. Students will learn part of the work that uses space. Performance: Performance will be in the learning of the phrase of movement. Students will perform as a whole class. Dance Appreciation: Students to learn a phrase from the work and incorporate the use of space. Analysis of spatial content. Homework: Booklet, Page: Students to draw different spatial pathways to show what

African Dance Workshop

ones they have done in the lesson and how they have used the space.

3-4 Choreography: Students will focus on: patterns, formations, pathways, directions, levels and size of movement in bite size chunks. Performance: Students will perform, in groups of three their work. Dance Appreciation: Analysis of Dance relationships from work Homework: Booklet, Page: Choreographic Devices – students to find out what they are and are to write the definitions in their books.

Choreography: Choreographic devices. Students to re-create/create their own movement using at least three choreographic devices seen on work. i.e. manipulation of number, repetition, unison and canon. Performance: Dance Appreciation: Students to watch work and look for the varying choreographic devices and relationships within. Analysis of these. Homework: Booklet, Page: Students to give two examples and answer two exam style questions about choreographic devices and where they have used them in their pieces.

Capoeira Workshop?

5-6 Choreography: Performance: Dance Appreciation: Students to go more in-depth with analysis of the features of the work. Actions, dynamics, space and relationships. Homework: Booklet, Page: Students to create-mind map of each of the above to help with future revision.

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina,

Dance Show Choreog

extension, mobility, isolation, strength – questions referring to these.

7-9 Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Dance Show Choreog

10-12 Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page:

Dance Show Choreog

Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Christmas Holidays Focus on Within Her eyes by James Cousins

1-2 Choreographic Process & Stimuli Choreography: Begin to put into practice knowledge of the choreographic process using one stimuli (Kandinsky) Performance: Showing of improvisation they have created. Dance Appreciation: PP of the choreographic process. – Students to research, in lesson and create their own way of learning this. Homework: Booklet, Page: Students to finalise their choreographic process (mini test in booklet – list of them and students to fill in what they mean).

Stimuli Choreography: Use Stimuli PP – students to go through different tasks using the varying styles of stimuli. Performance: Dance Appreciation: Students to watch the beginning section of the work. Homework: Booklet, Page: Complete stimuli booklet.

Performance Environments (site specific)

3-4 Generating Movement Material Choreography: 2-5 dancers, generate movement material using their own choice of stimuli – from a list given (each one a different type). Students to be specific with A/S/D/R *Students to use/be taught some movements from the set phrases Scoop

Selecting and Discarding Material Choreography: 2-5 dancers, select movement material – students to use their favourite/most appropriate movements that relate to their stimuli. Performance: Student’s to perform to whole class at least twice to perform their work. Dance Appreciation: Once students have

Performance Environments (site specific)

and Focus – exploring contact and weight. Performance: Student’s to perform to whole class at least twice to perform their work. Dance Appreciation: Students will use their knowledge– peer assessment sheets will be given, with bloom’s taxonomy questioning. Getting higher in difficulty to have extended answers. Homework: Booklet, Page: Students

performed – each group will give feedback to another group. Homework: Booklet, Page: Students will write a paragraph using PEE to Identify, describe and explain what they selected and discarded, describe movement examples and explain why they selected and discarded.

5-6 Developing and structuring Choreography: Students will be introduced to different choreographic devices. They will add these, with a dance structure into their pieces. Performance: Students will perform their choreographic devices section. Students will give feedback as to whether the choreographic devices are clearly seen. What they did well and how to improve. Dance Appreciation: Students will learn at least 3 different types of choreographic devices. They will also learn different

Importance of refining Choreography: Technical and expressive skills. Students to pick 2 from each (create sheet with choices) to focus on throughout the lesson. Performance: Dance Appreciation: Students to research at start of the lesson their four skills that they wish to focus on to gain a better understanding of how to input them into their pieces. Homework: Booklet, Page: Technical skills - create four x tables in which students are to fill in the definitions of each. Or, alternatively, two tables with each skill on where they choose which definitions or are given a prescribed list to find the definitions.

Performance Environment (Site Specific)

dance structures and put them into their dances. Homework: Booklet, Page: Students to research different dance structures (to perhaps use the textbook and copy them into the booklet).

7-8 Features of Production Choreography: Performance: Dance Appreciation: Watch the piece within its entirety. Analysis of how the use of focus supports the dance idea and how the response is not a stereotypical one. Homework: Booklet, Page: Students to research/watch/read interviews etc. James Cousins. Gaining as much background information as possible.

Features of Production Choreography: Performance: Dance Appreciation: Analysis of performance environment and how the lighting supports the dance idea. Homework: Booklet, Page: Students to research different site specific venues area. They are to create a mood board of what/where/why etc. they would like to create a site specific dance piece.

Features of Production Dance Appreciation: Analysis of how costume supports the dance idea and how movement supports the dance idea. Homework: Booklet, page: Students to research/draw/find pictures of the different costumes – they are to mind map and relate them back to the piece and the meaning behind them. Students are to fill in a table that has 2x movement motif examples. They are to watch the video at home and then write them up using A/S/D/R.

9-11 Own Site Sensitive Piece (Action) Choreography: Students to choreograph a piece, their main focus is how many varying actions can they use.

Own Site Sensitive Piece (Dynamic) Choreography: Students are to use spider—web of dynamics and input as many varying dynamics into their pieces.

Choreography: 3.2 Relationship content.

The more abstract the better. Use their weight-bearing and contact. Performance: Students to perform to myself and gain feedback. Dance Appreciation: Students to watch the first section of work and look at lifts and weight-bearing moments. Homework: Booklet, Page: Find as many pictures and make a collage of different dancers performing weight-bearing and contact movement.

Performance: Students to perform to one another and gain peer feedback on the focus of dynamics. Dance Appreciation: Quick quiz – which group can list the most dynamics that can be used. Homework: Booklet, Page:

12-14 Own Site Sensitive Piece (Spatial) Choreography: Second half of lesson – students to experiment with their site specific pieces and adapt them to ensure they have used different spatial elements. Performance: Students will be performing throughout the lesson whilst working on their pieces. Dance Appreciation: First half of lesson students to have teacher led activity based on the different uses of space. i.e. personal and dance. Homework: Booklet, Page: Students to identify, describe and explain the: pathways,

Own Site Sensitive Piece (Timing) Choreography: Students to add at least one choreographic device onto the end of their piece. (Accumulation) they must ensure that all movements throughout the piece are in time – through practice and repetition. Performance: Students to perform their final pieces to one another. Dance Appreciation: Discussion based upon a ‘programme note’, how they might write one. Homework: Booklet, Page: They will self-assess themselves using a guided layout. Students will also complete a programme note about their piece.

Choreography: 3.2 A/D/R

levels, directions, sizes of movement, patterns and spatial design they have used in their piece.

Easter Holidays Focus on Emancipation of Expressionism by Kendrick H2O Sandy

Component 1: Duet/Trio Performance 1-2

EOE Choreography: Performance: Dance Appreciation: Watch the piece in its entirety. Features of production focus on costume and aural setting. Homework: Booklet, Page: Design own costume for group dance. Find a song to go with potential group piece.

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: Teacher led. Students are to begin to learn the two set phrases that they are not going to be using in the solo. Students are to focus on one out of two of these this lesson. Performance: Students are to perform to each other in pairs – they will gain feedback with the use of a checklist (marking criteria) to see how well they are doing. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students to give a written example of how the physical skills are used in the Set phrase they have learnt.

2x Set Phrases (to decide once learnt) Technique 3.1 Physical skills and attributes including: Posture Alignment Balance Co-ordination Control Flexibility Mobility Strength Stamina Extension Isolation

3-4 EOE Choreography: Teacher led: students to learn part of the content of the professional

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: Teacher led. Students are to begin to learn the

2x Set Phrases (to decide once learnt) 3.1 Technical skills including: Action content

work. Focusing on Ninja walk, ninja glide, ninja static, chariots of fire. Performance: Dance Appreciation: Homework: Booklet, Page: Students to create a fact file – they are to research the different words above and find as much information that is associated with them.

two set phrases that they are not going to be using in the solo. Students are to focus on one out of two of these this lesson. Performance: Students are to perform to each other in pairs – they will gain feedback with the use of a checklist (marking criteria) to see how well they are doing. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students are to draw a storyboard/comic strip of the first 16 movements they have learnt focusing on the technical skills.

Dynamic content Spatial Content Relationship content Timing content Rhythmic content Movement in a stylistically accurate way

5-6 EOE Choreography: Workshop/sections of: hip-hop, krumping, locking and popping. YouTube- Watch?v=HBzAJ3eWXjk Performance: Students to practice and perform in groups of 8. Gain peer feedback from another students. Dance Appreciation: By watching a section of the performance and

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 1 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 1 of 2.

2x Set Phrases (to decide once learnt) Technique 3.1 Expressive skills, including: Projection Focus Spatial awareness Facial expression Phrasing

they will develop their knowledge of the above. Homework: Booklet, Page: Students to create a fact file they are to research the different words above and find as much information that is associated with them.

Performance: Students will perform to another group. They will be peer-assessed on their use and accuracy of their expressive skills. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students are to find the definitions of the duet/trio expressive skills (Identify), they will describe where they have used them in their duet/trio (evidence) and explain how they relate to the stimulus of the piece.

7-8 EOE Choreography: Workshop/sections of: breaking, animation and waacking techniques. Performance: Students to practice and perform in groups of 8. Gain peer feedback from another students. Dance Appreciation: By watching a section of the performance and they will develop their knowledge of the above. Homework: Booklet, Page:

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 1 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 1 of 2. Performance: Students will perform to another group. They will be peer-assessed on their

2x Set Phrases (to decide once learnt) Technique 3.1 Expressive skills, including: Musicality Sensitivity to other dancers Communication of choreographic intent including: Mood Meaning Idea Theme And/or style/style fusions

use and accuracy of their mental skills and attributes. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students to give a PEE paragraph on how they used the following mental skills: movement memory, commitment, concentration, confidence. – They can draw pictures and give examples of good practice of each of these and how they will help in their dances.

9-11 EOE Choreography: Students to learn a different, small section of the work. This will enhance their knowledge of appreciation. Performance: Dance Appreciation: Watch the piece in its entirety. Features of production focus on movement content and lighting. Write down at least three different movement motifs (split class into three groups to complete this task on laptops). Homework: Booklet, Page: Students to write a

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 2 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 2 of 2. Performance: Students will have a checklist with Developments on: this will be in columns with a. what they have

2x Set Phrases (to decide once learnt) Technique 3.1 mental skills and attributes (during performance) showing: Movement memory Commitment Concentration Confidence

PEE paragraph – identify the section of movement, describe the movement learn using A/S/D and explain how it relates to the theme/stimulus.

chosen and b. how effective was it? Dance Appreciation: Students will be developing their knowledge of motif development further and how to develop a motif effectively – refer/go back to the choreographic process PP. Homework: Booklet, Page: Students to watch the set phrases and produce a min-map on how they can develop them into a duet/trio.

12-14 EOE Choreography: Performance: Dance Appreciation: Watch the piece in its entirety. Features of production focus on movement content and lighting. Focus on the lighting of the three sections of movement from last lesson. (Perhaps get Jon in to do a half an hour workshop?) Create a table with the different kind of lights/descriptions etc. Homework: Booklet, Page: Students to create a collage – with different pictures of different lighted settings with descriptions on how they can enhance the mood/atmosphere of the piece and how it can relate to a stimulus.

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 2 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 2 of 2. Performance: Students will have a checklist with Developments on: this will be in columns with a. what they have chosen and b. how effective was it? Dance Appreciation: Students will be developing their knowledge of motif development further and how to develop a motif effectively –

2x Set Phrases (to decide once learnt) Technique 3.1 mental skills and attributes (during performance) showing: Movement memory Commitment Concentration Confidence

refer/go back to the choreographic process PP. Homework: Booklet, Page: Students are to use their knowledge of the choreographic process. They are to pick two developments that they have made they can either draw, write, create a poster on how they were used effectively and how they enhanced their dance.

EXTRAS Infra

Choreography: Begin to teach students the start of a phrase from the work focusing on the action, dynamic and spatial content. Performance: Students to perform a as a whole class to myself. Dance Appreciation: Watch the work in its entirety. Focus on Action, Dynamic, Spatial Content. Students to self-assess on how they copied the phrases exactly. Homework: Booklet, Page: Students to answer exam style questions based on the work and also a ‘motif question’ on what they have learnt.

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students will watch Breathe. Students to learn the first third of the set phrase. Focus will be on the physical skills in this lesson. Correct body placement etc. Performance: Students will perform in 4 groups of 4 and 5. Dance Appreciation: Students will look at the mark scheme at the start of the lesson and will discuss, in groups what each element means. Using the mark scheme they will see how much progress they have made throughout the lesson. Homework: Booklet, Page: Watch breathe and note down important movements in the section they have learnt. List three things they did well (Identify) three descriptions of

Solo (Breathe) Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to learn the first third of the set phrase. Focus will be on the technical skills. Performance: Students will perform in threes and gain peer feedback. Dance Appreciation: Students to watch the first third of the set phrase. They will be given a mind-map to fill in on the main technical skills needed (almost a mini quiz). Once filled out, they will practice, with a partner on how to get the technical skills entirely accurate using the mark

movement/motifs they did it well and explain how they believe they made it that way.

scheme as guidance. Homework: Booklet, Page: Students will draw and annotate the first phrase of the set phrase using A/S/D (the annotations).

Infra Choreography: In pairs, students are to make a phrase of movement that targets that specific dancer. In the style of Infra. Students to swap around half way through the lesson. Performance: Students are to perform their phrases to the whole class. Split class in half, back to back and students perform solo and gain feedback. Dance Appreciation: Students are using their knowledge of the choreographic process of devising/creating material. Homework: Booklet, Page: Students to answer exam style questions based on the choreographic process and how they taught their partner.

Choreography: Students to refine the first third of the set phrase. This be focusing on the technical skills needed with absolute accuracy. Performance: Dance Appreciation: Students will have the mark scheme – in different cut outs with annotations on to help. They will work in pairs to ensure that the technical movements are correct and entirely accurate. Homework: Booklet, Page: They will create three collages focusing on: Action – turn, travel, elevation, gesture, stillness, use of different body part, floor work, ToW. Dynamics – fast/slow, sudden/sustained, acceleration/deceleration, strong/light, direct/indirect, flowing/abrupt Spatial – pathways, levels, direction, size of movement, patterns, spatial design. Students will give a brief example of where each are in the set phrase.

Infra Continue working in pairs to complete phrase task designed specifically for another dancer.

Infra Solo (Breathe) Solo (Breathe)

Choreography: Watch a part of a solo from Infra. ‘Solo’. Students are to be set a ‘choreographic task or choreographic problem for dancers to solve. They will create/complete this individually. Performance: Students will perform to another pair at the end of the lesson. Students will give each positive feedback and areas for improvement (all will be written on a target sheet). Dance Appreciation: Students will be using their 3.2 knowledge of choreography focusing on action, dynamic, spatial content. They will use this to create movement for another student. Homework: Booklet, Page: Students will create a quiz for themselves based upon action, space and dynamics – this could be a crossword, word search – anything they wish

2x Set Phrases (to decide once learnt) Choreography: Students will watch Breathe. Students to learn the second third of the set phrase. Focus will be on the physical skills in this lesson. Correct body placement etc. Performance: Students will perform in 4 groups of 4 and 5. Dance Appreciation: Students will look at the mark scheme at the start of the lesson and will discuss, in groups what each element means. Using the mark scheme they will see how much progress they have made throughout the lesson. Homework: Booklet, Page: Watch breathe and note down important movements in the section they have learnt. List three things they did well (Identify) three descriptions of movement/motifs they did it well and explain how they believe they made it that way.

Choreography: Students to learn the second third of the set phrase. Focus will be on the technical skills. Performance: Students will perform in threes and gain peer feedback. Dance Appreciation: Students to watch the second third of the set phrase. They will be given a mind-map to fill in on the main technical skills needed (almost a mini quiz). Once filled out, they will practice, with a partner on how to get the technical skills entirely accurate using the mark scheme as guidance. Homework: Booklet, Page: Students will draw and annotate the first phrase of the set phrase using A/S/D (the annotations).

Infra Choreography: Students are to use the movement material from all three phrases learnt/created. This is the starting point for a new solo to be at least 45 seconds

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to refine the second third of the set phrase. This be focusing on the technical skills needed with absolute accuracy.

Infra Continue with development of Solo.

long. Performance: Dance Appreciation: Students will be using their knowledge of the choreographic process but also the 3.2 choreography criteria. In this lesson they will focus on structuring devices and selecting/developing material. Homework: Booklet, Page: Students are to draw/create a timeline of their structure of how they want their dance. What goes where – use different colours for different sections.

Performance: Dance Appreciation: Students will have the mark scheme – in different cut outs with annotations on to help. They will work in pairs to ensure that the technical movements are correct and entirely accurate. Homework: Booklet, Page: They will create three collages focusing on: Action – turn, travel, elevation, gesture, stillness, use of different body part, floor work, ToW. Dynamics – fast/slow, sudden/sustained, acceleration/deceleration, strong/light, direct/indirect, flowing/abrupt Spatial – pathways, levels, direction, size of movement, patterns, spatial design. Students will give a brief example of where each are in the set phrase.

Infra Choreography: Students to use the choreographic process to begin to select and develop their solo. Focus on: choreographic devices. Such as: repetition, contrast, highlights, and climax. Performance: Students will perform their solo to another student, they will use verbal communication for this – what they did

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students will watch Breathe. Students to learn the third, third of the set phrase. Focus will be on the physical skills in this lesson. Correct body placement etc. Performance: Students will perform in 4 groups of 4 and 5. Dance Appreciation: Students will look at the mark scheme at the start of the lesson and

Infra Continue with choreographic process of selecting and developing solo.

well, why they think they did well. What they could improve on and how they could improve it. Dance Appreciation: Watch a small section of Infra where choreographic devices are clearly evident. Relate back to theme and solos they are creating. Homework: Booklet, Page: Programme note and/or focusing on the choreographic intent including: mood, meaning, idea, theme, style/style fusions.

will discuss, in groups what each element means. Using the mark scheme they will see how much progress they have made throughout the lesson. Homework: Booklet, Page: Watch breathe and note down important movements in the section they have learnt. List three things they did well (Identify) three descriptions of movement/motifs they did it well and explain how they believe they made it that way.

Infra Choreography: Performance: Dance Appreciation: Features of Production: Set, Lighting, properties, costume, dancers, aural setting, dance for camera Homework: Booklet, Page: Students will create themselves a revision poster with the set, lighting, props and dance for camera for Infra.

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to learn the third, third of the set phrase. Focus will be on the technical skills. Performance: Students will perform in threes and gain peer feedback. Dance Appreciation: Students to watch the first third of the set phrase. They will be given a mind-map to fill in on the main technical skills needed (almost a mini quiz). Once filled out, they will practice, with a partner on how to get the technical skills entirely accurate using the mark scheme as guidance. Homework: Booklet, Page: Students will draw and annotate the first

Infra Refining and rehearsing using expressive and mental skills. Performance of new Solo using the three phrases from lesson.

phrase of the set phrase using A/S/D (the annotations).

Infra Choreography: Performance: Dance Appreciation: Features of Production: Set, Lighting, properties, costume, dancers, aural setting, dance for camera Homework: Booklet, Page: Students will create a revision poster based on costume, dancers and aural setting for Infra.

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to refine the first third of the set phrase. This be focusing on the technical skills needed with absolute accuracy. Performance: Dance Appreciation: Students will have the mark scheme – in different cut outs with annotations on to help. They will work in pairs to ensure that the technical movements are correct and entirely accurate. Homework: Booklet, Page: They will create three collages focusing on: Action – turn, travel, elevation, gesture, stillness, use of different body part, floor work, ToW. Dynamics – fast/slow, sudden/sustained, acceleration/deceleration, strong/light, direct/indirect, flowing/abrupt Spatial – pathways, levels, direction, size of movement, patterns, spatial design. Students will give a brief example of where each are in the set phrase.

Solo: Breathe Performance, in a solo of each set phrase.

Year 9 Overview:

• Technique • Set Phrases • Solo

• A Linha Curva • Within Her Eyes • Emancipation of Expressionism

Still to do…

• Set Phrase duet/trio • Choreography (Year 11) • Shadows • Infra • Artificial Things