In these two lessons, students will look at a 6 mark question on costume. This is scaffolded to allow students to name features, describe them, interpret them and link to the choreographic intent of the work.

This resource is designed for you to present whilst students also have copy and complete the tasks. In this double lesson students will explore the context of Max Richters composition for Infra and the relatinoships between movement and aural setting. By the end of lesson two students will have planned and written a 6 mark question on the Aural Setting of Infra: Using your knowledge of the aural setting used in Infra, discuss how aural setting is used to enhance our appreciation of this work. (6 marks)

This ppt follows on from “Analysis of choreographic content - Within Her Eyes” and “Analysis of choregraphic content - Artifical things” and continues to break down the choreographic devices, relationships and key movement phrases in the focus sections in order to compare them and embed the learning further. This resource is designed for students to edit together so I have used it in google slides to achieve this, however you can adapt this should that not be an option for you. The collaborative nature of the lesson allows for students to explore the set work as a team in order to build a response to 6/12 mark questions on choreographic content and approaches.

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.

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.

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.

This is the first lesson of 8 looking at dance through the decades. In this lesson we explore the “Roaring 20s” The lesson can be followed online by students using a range of videos or if you are in person you can also teach this fun 1920’s steps!

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.

This lesson allows GCSE Dance students to break down 3 sections of Infra in order to analyse the set/ staging. It ends in a practice 12 mark question: Discuss how the staging/set and the lighting in Infra contribute to our appreciation of the work. Therefore students will need to have also studied the lighting prior to this lesson. Alternatively, you can adapt this to 6 mark question just on set/staging.

This ppt covers 2 lessons that break down the choreographic devices, relationships and key movement phrases in the focus sections (Kneeling, Flow two and Floor). This resources is designed for students to edit together so I have used it in google slides to achieve this, however you can adapt this should that not be an option for you. The collaborative nature of the lesson allows for students to explore the set work as a team in order to build a response to 6 and 12 mark questions.

This ppt follows on from “Analysis of choreographic content - Artificial Things” and continues to break down the choreographic devices, relationships and key movement phrases in the focus sections (Dave and Laura’s Duet, Tumbling and Gliding). This resources is designed for students to edit together so I have used it in google slides to achieve this, however you can adapt this should that not be an option for you. The collaborative nature of the lesson allows for students to explore the set work as a team in order to build a response to 6/12 mark questions.

This lesson is designed for the non-specialist, however if you have any questions prior to delivery please do not hesitate to contact me: ceriseve@hotmail.co.uk Feel free to add in or remove tasks. This lesson is designed for students to do a lot of the discovery for themselves with reading tasks and quick search and discussion tasks. This may take more than one lesson so split it up or simply miss out some slides and tasks to suit your students Encourage your students to be open in their discussion but respectful and kind. Depending on your class you may need to cover some ground rules on this kind of discussion before having them. It is not designed for any particular curricula, rather provides the most up to date information on the topic as of February 2023 Topics and tasks: Starter research task to get students finding the most unique facts they can on this topic. You will need to use “jamboard” or any other method of collating their ideas. Post-it notes on the white white board will achieve the same goal Discussion on the difference between perimenopause and menopause Symptoms of menopause leading to a discussion about impact of this on women in the workplace Facts on “why is this important to discuss” with focus on the gender health gap Treatment: HRT and ERT. What it is and what it is not. 9 min video “Why women are refused HRT” Student reading task (1) on why its important for males to also be informed on this topic followed by a discussion prompting empathy and kindness Student reading task (2) about the gender equality gap in research surrounding menopause Final quiz (provided by Rochester University) Sources slide should you want to read further on the topic