KS3
Dance - To make dance accessible to both teachers and learners.
| Resource: Dance KS3 | |
| Purpose: To make dance accessible to both teachers and learners | |
Overview of content:
CD Rom with resource cards for: 5 Basic Dance Actions Spatial arrangements – 3 Formations and 9 Relationships 5 Aspects of Variety (speed, direction, level, pathway, shape) 17 Choreographic devices 6 units of work of six sessions each (building up from previous 12 units of work which can also be utilised). Dance styles Data sheets for: African, Ballet, Cha-cha, Contemporary, Hip-hop, Indian, Latin, Mambo, Merengue, and Salsa. Information sheets for 9 influential choreographers, 3 influential dance companies, Careers in dance. Warm up ideas. Data sheets for Salsa and Lindy hop Images Effective questioning, challenging questions and developing learners’ questioning skills Success for All
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Significant Transferable Features:
Basic Dance Actions are foundation to all creative movement and can be applied to any context, any theme and any stimulus. Progressive stages for developing quality dance using: Spatial arrangements; Variety; Choreographic devices. Clear guidance for planning using RECIPE as a lesson structure. Introduction to a range of dance styles. 6 units of work of six sessions each Guidance including using STEP, teaching styles, grouping strategies, assessment, pedagogical approaches (e.g. Sport Education model), effective use of questioning, use of ICT.
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Where resource currently meets requirements of new curriculum :
Holistic and inclusive in nature.
Developmental aspects (e.g. layering learning with choreographic devices) can be introduced to individuals, pairs, small groups, whole class as and when learners are ready.
Building on Basic Dance Actions and the stages of developing dance links can be made to most themes / stimuli to consider cross curricular opportunities and wider skills.
Opportunities for learners to express ideas, thoughts and feelings.
Exploring spatial arrangements gives opportunity to explore relationships in a developmental and safe way.
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| Confidence and Motivation | |
| Pupils | Teachers / practitioners |
| Accessibility of the resource and progressive nature gives learners the confidence to develop quality dances. | Gives teachers the scaffolding, enthusiasm and confidence that they can have the tools to teach this AoLE, and motivates them to do so. |
| Competence | |
| Pupils | Teachers / practitioners |
Development of basic dance actions and progressive nature builds learners’ competence and challenges them to improve. Develop independence as a performer, choreographer, critic and technician. | Uses RECIPE as a planning structure guiding teachers to deliver progressive lessons. Offers subject and methodological experience and exciting classroom skills. |
| Knowledge and Understanding | |
| Pupils | Teachers / practitioners |
| Learners very quickly learn the basic dance actions and transfer these into quality dances by developing their understanding of choreographic devices, spatial arrangements and aspects of variety along with the specific vocabulary related to these. | Resources Cards and Data Sheets used to develop knowledge and understanding for elements such as Spatial Arrangement, Variety, Choreographic devices. |
| Opportunities | |
| Pupils | Teachers / practitioners |
| Multiple opportunities for learners to build progressive dances independently, with the support of resource cards and data sheets. | Multiple opportunities to facilitate learning using a range of stimuli and layer learning using resource cards and datasheets. Opportunities to utilise Assessment for Learning approaches and a range of teaching styles. |
Links to other AoLE
Principles of dance can be applied to any context and any stimulus. Content from any, and every Area of Learning and Experience could offer this context with the theme and stimuli. Expressive Arts – Dance is an artistic form of nonverbal communication. An opportunity to communicate through movement and create meaning. It is an intrinsic way for learners to express ideas, thoughts and feelings. Black cut out images and multi-coloured images can also be used for Artwork. Dance can help learners develop creativity and imagination Health and Wellbeing – Dance can be a very personal opportunity to explore and express feelings and emotions. It is human movement used as a form of expression and social interaction Feeling, moods and ideas are symbolic rather than real but can be used to explore and manage these. Learners learn about body language, social relationships and interaction skills as they participate and interact with others, it helps learners explore the relationship between their feelings, values and experiences. Dance can be a lifelong recreational activity. Humanities – Dance rraises learners’ awareness of different traditions, cultures and beliefs, respecting others’ differences and inspiring curiosity in the world. This develops respect, tolerance, sensitivity to working with others and an understanding of traditions, times and places from which a dance has emerged. Dance is human movement often presented in a spiritual setting. Languages, Literacy and communication – Dance is an opportunity to communicate through movement. Inclusion of a bank of words and phrases and a glossary. Acronym of RECIPE. Opportunities to discuss and plan e.g. use of Word Walls. Descriptive language used in the creation of dances to expand and develop key words and vocabulary. As learners expand general vocabulary they will be able to expand their movement vocabulary, particularly verbs, adjectives and adverbs related to dance actions. Stimulus from poems and stories, Story Board Approach is a choreographic approach. All resources are bilingual. Mathematics and numeracy - numerous opportunities for counting (beats and rhythm), and language related to Variety – speed, direction, levels, pathways. Science and Technology – being curious of natural world. Scientific concepts could be used as stimulus for dance e.g. electricity, solids, liquids and gases, molecular structure Specific units of work include Magnetism,
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Considerations and suggestions moving forwards:
Clearly demonstrate that once Basic Dance Actions are introduced these can be applied to ANY theme / dance / context / stimulus.
Having a clear, progressive structure gives teachers / practitioners the knowledge and confidence with the resources, their competence of how to use it and its transferability.
Highlight opportunities for Assessment for Learning, pedagogical approaches, questioning, creativity.
Develop Sports Education Model as a pedagogical approach – by further highlighting adopting alternative roles of performer, choreographer, critic, technician as opportunity to further link to other AoLEs,
Clearly highlight inclusivity and differentiation with learners being challenged. The developmental and progressive aspects (e.g. layering learning with choreographic devices) can be introduced to individuals, pairs, small groups, whole class as and when learners are ready.
Incorporation / links to SMILES and STEP from outset.
CDs and CD ROM are now difficult for many to use so resources need to be shared via different platform (it is apparent that this is possible due to the successful sharing of resources on the Sport Wales website during the COVID 19 lockdown). | |