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PE at key stages 3 and 4 (Year 9/10)
Unit 3: Dance activities: Intermediate
Section 2: Selecting and applying skills, tactics and compositional ideas
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Objectives |
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- to use a range of compositional ideas and principles to compose dances for different choreographic purposes
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Activities |
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Outcomes |
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Children: |
- Ask pupils to observe extracts of professional dance works. Help them to analyse the characteristics of specific styles and to use this analysis to develop their own ideas.
- Ask pupils to consider how different performances might demand different performance skills.
- Teach pupils how to organise and design movement in and through the performance space.
- Help pupils to understand how the rhythm and phrasing of the accompaniment affect their composition.
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- research ideas for dance and improvise freely using different dance styles and techniques
- select appropriate movements and ideas to structure dances which convey the choreographic intention
- demonstrate an understanding of different choreographic principles and use them with increasing competence
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Points to note |
Teaching approaches
- Engage pupils in learning mainly through physical activity in every lesson.
- In most lessons, the warm up should help pupils remember what they did in the last lesson and prepare them for what they will do in this one. Lessons should end with a calming activity.
- Give pupils opportunities to discuss, explore and play with dance and movement ideas. They should be given enough time to practise and develop their movements and ideas.
- Give pupils specific feedback about what they do and how they do it, with information to improve the quality of their performance.
- Give pupils opportunities to choose whom they want to work with and to adapt partner work to suit any gender combination.
- Help pupils to consider the movement vocabulary, the characteristics of style, the design of the movement material in the space, and the compositional elements (form), intention and context,
eg Sportsbank special: dance (BBC Education); 'West side story'; 'Romeo and Juliet' (Kenneth MacMillan); 'Rooster' (Christopher Bruce); 'Les noces' (Yiri Kylian).
- Pupils could research which types of participatory dance activities are available, eg contemporary, ballet, ballroom (social and competitive), folk, disco, jazz, salsa, flamenco. They should identify the information that is needed, and draw together information from different sources. Ask them to find out where they can participate in or watch dance.
- Databases with visual images could be used as stimuli for dances. Pupils could research dance crazes on CD-ROM and the internet. Devise an end-of-unit video or presentation of all the dances studied. Pupils could contribute to narration and costume design.
- Pupils could be given suggested headings/word banks to help them extend their evaluation of dance into a written account, in which they structure paragraphs to develop points and use evidence.
Safety
- Are pupils wearing appropriate footwear for high-impact work?
- Are pupils comfortable in their clothing and is it suitable for the activity?
- Is the space safe and clear enough to work in?
- Are pupils aware of other pupils when moving?
- Have all pupils warmed up and cooled down?
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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