Subject: A Level Dance AQA Area of Study: Jazz Dance The resource provides an overview of 4 of his works (videos available on youtube) and resouce for students to complete as you deliver the information provided and watch excerpts of each piece. The works discussed are: Fancy Free Call Me Madam Shall We Dance The Cage

This is single lesson on improving your jumping in dance. It can be used for both BTEC Performing arts dance and GCSE Dance I created this because my students were struggling to really “get off the floor” so we spent one lesson really focused on it.

Subject: A level Dance (AQA) Also suitable for: BTEC level 2 and 3 with adaptations This lesson can be used to teach either in person or online. It is double lesson and can be extended to 3 lessons if you need more time. Students are guided to explore the style and create their own Robbins motif and then evaluate another persons. This is an easy to follow lesson and can be included in your A Level SOW on the optional area of study - Jazz I have also included a resource on major jazz contributors in for reference.

Subject: Dance Topic: Booklet for non- participant/ SEN student to access the class I designed this PPT booklet for a SEN student that struggled to access the class and would sometimes remove himself from practical learning. This resource was a great way for him to show his understanding and still participate. We used it to allow him the opiton of practical or theory each lesson and it worked really well. I hope you can also use it.

I have pulled together a range of my resources to create a 69page work booklet for your GCSE dance students. Also suitable in some parts for PE: healthy diet, warm up and cool down This could be used during your online learning, as a homework booklet or as a booklet of activities you pull out for cover lessons! However you use it , there are bank of activities along with a tracking page at the start and the level descriptors 1-9 at the end

Attached is an end of year written test for KS3 dance in the style of the GCSE Dance paper. Feel free to use what is useful to you from it. I have done this with year 7-9 as an end of year test. But you could easily use this for Online lessons.

This resource will provides links to watch the “So You Think You Can Dance Season 8 Final Show performance of dancers Matt Flint ( UK season 2 winner ) with Jess and Nick. Your students will also watch “Stomp” and answers questions independently. I have used this online by uploading to google classroom so I can see them work live on their document.

Students will watch the whole 30min Production (available on youtube and linked in the document). An additional resource is also linked in the document for students to access that provides further information. Questions are then provided to guide students to provide their initial impressions of this work.

Attached is two full lessons for online learning KS3 Dance. Lesson 1: using a stimulus to describe a dance idea and 3 motif ideas Lesson 2: Creating these motifs and developing Actions, Space and Dynamics At the end of the ppt are suggestions to take this into a full 6 week lesson SOW

SUBJECT: Dance KS2 or 3 Suitable for PE lessons on Dance This single lesson is a great way to explore the concept of “kinesphere” in dance Suitable for year 6 and 7 students will explore space to create their own motifs. Teacher must create for themself an 8 count phrases to teach as part of the lesson making use of a range of small and large actions for students to develop. It should be simple enough to pick up quickly

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 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.

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 is three lessons in 1 ppt. It is usable for online learners and contains links to resources they will need. You will need to also set up FLIPGRID in order to see their videos (or any other ways - google classroom, teams etc) It covers the basics of Flamenco and an introduction to its origins. Students will also create their own 8 count “Zapeteado” rhythm. You can have them do this as solos or in pairs. The 3rd lesson is working in pairs to create duets using mirroring and unsion.

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

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.

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.

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 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.