Revision Carousel - Section A GCSE Dance This is an activity for year 11s to revise for section A of the paper. In this session your students can choose the activity that best suits their revision needs. There are 3 areas to choose from. Decide on which order you wish to complete them based on your needs: Hypothetical choreography 1; writing a choreographic intent, writing a motif, ways of developing motifs Hypothetical choreography 2: writing a choreographic intent, choreographic devices, structures in dance, performance environments Skills in dance: Physical, technical, Expressive, Mental, ASDR, Defining key terms, warm up/ cool down, writing exercises, giving reasons for skills

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.

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.

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.

In this workshop lesson your students will explore codified actions that we all use and how this idea has been used in ballets to aid the storytelling. Task include: Watching excerpts from Sleeping Beauty by Marius Petipa Creating your own mimed conversation with emphasis on dance terminology like actions and dynamics Performing to peers and appreciating each others ideas Reflecting and improving your work through rehearsal Reflecting and reviewing an a section of Sleeping Beauty to demonstrate critical appreciation skills This lesson has teacher guidance on some slides for non-specialists and has a strong drama element to it as well.

Topic: Modern Dance (chance choreography) Age: year 9 This is a sequence of 8 lessons designed for blended learning (online / in person). It has been designed to incorporate motifs from Flux and Breathe in order to prepare your potential GCSE students. It focuses on the basics of choreography with a strong emphasis on GCSE dance language. Lesson 1: History of Dance (theory lesson to give context) Lesson 2/3/4: Learning motifs from the two set phrases with video instruction for your online learners. L5 :Using Chance spinners to manipulate action, space and dynamics of the set phrases in duets (could also be a solo if you are distancing) L6- 8: Using Chance spinners to manipulate relationships in larger groups (using the solos/ duets already created). Structuring all the sections you now have (in each group you will have a min of 2 duets, a quartet and the original set phrases)

In this resource you will have 6 lesson PPTs: Analysis of movement: daughter and mother Analysis of movement: son and father Analysis of set and props Analysis of costumes Analysis of Lighting Analysis of Aural setting I have taught this myself with my own students and it was very successful.

12 mark “Comparison Question” based on A Linha Curva and Emancipation of Expressionism This is two part lesson (one hour each) that will guide your students through writing their 12 mark essays. In lesson one as a class you construct the best possible essay based on comparing costumes in these two works. In lesson two your students are challenged with choosing another feature to compare. You will need to adapt according to your students ability, this may take 3 lessons for some.

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.