I have been teaching Performing Arts for over 10 years and I have a wealth of experience and knowledge to share with you.
Most recently I was teaching in Bangkok, prior to this I was The Director of Theatrical Productions in Amman, Jordan for 2 years. Before this I was Head of Dance in a school in the UK for 4 years.
I hope you find my resources helpful and if you do please leave a review. There are a mixture of Dance, Healthy living and PSHE resources for a range of ages and curriculum.
I have been teaching Performing Arts for over 10 years and I have a wealth of experience and knowledge to share with you.
Most recently I was teaching in Bangkok, prior to this I was The Director of Theatrical Productions in Amman, Jordan for 2 years. Before this I was Head of Dance in a school in the UK for 4 years.
I hope you find my resources helpful and if you do please leave a review. There are a mixture of Dance, Healthy living and PSHE resources for a range of ages and curriculum.
This is a 3 part lesson exploring ways to build tension and tell stories through
dance. The lesson is focused on the work of Jerome Robbins “West Side Story”
Lesson 1: Learn some stylised actions (videos provided for the non-specialist). Students explore the impact of the infamous walks and clicks and choreograph their own short sequences using this idea.
Lesson 2: Focused more on the stylised actions and using them to develop the work from the previous lesson in their groups
Lesson 3: Focus on expressive skills and preparing for performance of their work. Students will perform and then watch an excerpt from the musical to reflect on demonstrating critical thinking and appreciation of Jerome Robbins choreography.
There are teacher guidance notes throughout, feel free to adapt and change slides according to your students needs.
In this bundle you have 6 lessons exploring the production feaures of Infra:
Costume x 2
Lighting
Set/ Staging.
Aural Setting x2
Students are guided through tasks to help them understands how to reach the top marks for 6 and 12 mark questions for section C of the GCSE written paper.
These four lessons should be taught looking at Within Her Eyes first as there is more guidance to complete the tables (examples and some boxes already filled) followed by Artificial Things.
Analysis of choreographic content (AT and WHE) explore 3 key focus areas in regards to key movement phrases, choreographic devices and relationships.
The third lesson is comparing these works and looking at the approaches to choreography and connection to the choreographic intent.
This complete PPT lesson provides a detailed overview of the structure of a ballet class. It is designed for a teacher who already teaches ballet, there are no instructional videos.
The PPT allows students to understand and follow the structure of a ballet class with a focus on developing skills for pirouettes. This PPT can be used for a full 6 weeks with the teacher building lesson on lesson with new exercises to fit the laid out structure of class.
23 page workbook designed with BTEC, NCFE and ASDAN Performing Arts courses in mind.
Editable for you to make more specific to your course or use as is for your students.
Real world situation: Dance Showcase
You can change what you are designing for or keep as is: Dance Showcase with three trios that need the production roles of Costume Designer, Set Designer and Hair and Make-up Designer filled.
Page 1 states the purpose of the workbook as follows:
In this workbook are activities that will contribute to your final grades this year. You will be assessed on your research document and logbook entries (Criteria 1), on your participation and contribution in rehearsal (Criteria 2), your performance and application of performance skills (Criteria 3) and finally your contribution to the production process (Criteria 4). You can be awarded pass, merit, or distinction for each of these criteria.
What does this mean?
To complete criterion 4, you must complete some design tasks. Below is a list of options, you must complete at least two of these roles. To achieve a distinction, you need to produce work that is successful as well as inspired and inventive; the work will demonstrate a concrete understanding of stimulus, choreographic intention and overall dance ideas. Be sure to read all the tasks before deciding on which 2 to complete.
Design options – you must complete at least 2
● Costume – developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes, refining ideas and creating final designs, e.g. drawings showing construction methods and materials
● Set – developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes, refining ideas and creating final designs, e.g. scale plans, 3-D models and annotated drawings
● Make-up – developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes, refining ideas and creating final designs, e.g. facial plans.
Subject: Dance
Level: GCSE / BTEC ballet unit/ A Level
In this resource you will find 7 detailed theory lessons (based on 2 hour lessons):
French courts (Paris 1582 – 1641)
2)18th Century developments including, Carlo Blasis, Jean-Georges Noverre
19th Century Developments - Romantic era
1855 - 1817 - Imperial Russia
Diaghilev’s Ballet Russe
Ballet in Britain
Britain vs America
Two resources mentioned in PPT: Article on British vs American style and methods of training
Three Key Stage 3 Schemes of work.
This is a great bundle, and if you teach KS3 on rotation then this is your year sorted out. Each SOW is 6 weeks lessons some lesson ppts are included for each SOW to give you an idea of how I presented this to my students. I have enjoyed all of these SOW, they have been particularly engaging for boys.
In this bundle you will find several resources that mix practical and theory for KS3.
Online written activity for critical appreciation (you choose the work to watch, so can be used multiple times)
A booklet of non practical participant tasks - I created this for injured students and with SEN students in mind that struggled to access the practical work. The tasks allow students to meet your learning objectives and use the language of dance to write about your lesson.
The KS3 written task in a KS3 friendly GCSE style exam. You can use the whole thing or parts for cover work or classwork
“Improving elevation” a lesson written for KS4 when my students were struggling to really get off the floor when they jumped
Kinesphere lesson: single lesson that can be taught online or in person
Creating a solo: two lessons that can be taught online or in person
Flamenco: 3 lessons introducing this style to KS3, the first two of which are teachable online.
If you find these to be as useful as I have in using them with my students, do leave a review.
NOTES FOR TEACHERS
Included in this resource.
This resource provides context in relation to the ‘isms’, meaning romanticism, classicism, modernism and post modernism. The examiners reports refer to the importance of “context where relevant” being a key factor for missing marks in the higher bands. Your students, where relevant should be able to put the works they are studying into the context of these art movements.
Contents
Notes for teachers on the artistic and architectural movements of Classicism, Romanticism, Modernism and Postmodernism and links to the ��isms’.
10 pages of contextual information, images, and discussion points for your students.
Timeline for Gene Kelly, Bob Fosse and Jerome Robins
A suggested task to use this information.
Essay structure and an example of how to include this contextual information.
NOTES FOR TEACHERS
The development of American Jazz dance from the 1930s to 1975 was influenced by a combination of social, economic, and historical events – this is context. Key figures like Gene Kelly, Jerome Robbins, Bob Fosse, and others played significant roles in shaping this art form and AQA want you to be able to put this into context when writing your essays. Below are some of the key events and contributors that impacted American Jazz dance during this period. With your students discuss these events. Assess prior knowledge and the impact or effect the time we live in has on the art we create and therefore the development of a style like American Jazz Dance.
Included in this resource.
This resource provides social, historical and cultural context for the USA from1900 – 1975. The examiners reports refer to the importance of “context where relevant” being a key factor for missing marks in the higher bands.
Contents
Notes for teachers
22 pages of contextual information, images, and discussion points for your students.
A suggested task to use this information. You are free to use this information however you feel appropriate.
Essay structure and examples of how to include this contextual information.
This bundle is aimed at teachers of A Level Dance (AQA)
Included in this bundle are:
10 Practice essay questions with mark scheme and area for feedback and student respones
4 student resources for improving their essays.
29 page resource that helps to prepare your students for considering context in their essays. This resource includes; images and explanations of contextual information in relation to American Jazz Dance 1940 - 1975; teacher guidance notes; 2 sample essays using the PEED structure.
In this bundle you will get a range of resources to use when teaching section C of the written paper including:
12 mark comparison question on A Linha Curva and Emancipation of Expressionsim
Analysis of the choreographic content of Artificial Things
Comparing choreographic content of Within Her Eyes and Artificial Things
Infra: Aural setting, Lighting, Costume and set design analysis lessons
Introduction to Shadows
Production features of Shadows