The intention of Dance at St. Bernard's is to create a thinking dancer who by the end of KS5 can perform dance that reflects choreographic intention through the application of physical, technical, interpretative and performance skills; create dance applying choreographic skills to communicate artistic intention; demonstrate knowledge and understanding of performance and choreography from different periods and genres and critically appreciate own work and assess professional performance and choreography through making analytical, interpretative and evaluative judgements.
Implementation
This will be executed through holistic methods whereby theory is explored through practical activities and practical ideas are cemented through theoretical tasks, as well as being explored in their own right. Students will be exposed to a number of relevant practitioners and their works, that will not only provide inspiration for their own creativity but also provide fuel for analytical conversations and written tasks. Where possible, the use of visiting practitioners and the viewing of live performances will be used to support their studies and there are opportunities for students to share their work with and lead younger students in order to help them understand their craft better.
Impact
Students will feel enriched from the exposure to a theatrical course that allows them to connect with their own bodies physically, mentally and spiritually due to the artistic nature of the subject. They will be inspired by the practitiones and professional works they have studied, and they will have developed in both knowledge and skill that will be evidenced through their classwork and assessments.
Appreciation:
Study of the six Anthology works; Emancipation of Expressionism, Artificial Things, Shadows, A Linha Curva & Within Her Eyes.
Choreography:
Introduction to Action, Space, Dynamics and Relationships.
Motif development and choreographic terms.
Responding to given stimuli.
Focus on structuring devices and form as well as choreographic devices.
Understand the process of research and improvising.
Exploring stimuli and starting points, based on past papers.
Understand spatial design- pattern, formation, pathways, directions, levels and size of movement.
Explore use of props.
Look at choreographic approaches e.g use of video recording to aid analysis and bring about improvement in work.
Focus on choreographic processes i.e research and responding creatively to a stimulus, both practically and hypothetically.
Potential exploration of different performance environments.
Performance:
Safe working practices- warm up/cool down + appropriate attire.
Technical and physical skills including: accuracy of actions; timing; rhythm and style.
Look at safe execution of moves and when working with others.
Expressive skills including: projection; focus; spatial awareness; facial expression and sensitivity to other dancers.
Safety of hydration.
Technical and physical skills: posture; alignment; balance; coordination and control.
Exploration of dance styles via Trio work e.g Samba, African etc.
Safety when using props.
Technical and physical skills: flexibility; stamina; extension; mobility; isolation and strength.
Introduction to Breathe and Shift Set Phrases.
Develop mental skills: movement memory; commitment, concentration and confidence.
Safety of nutrition.
Technical skills: action; space; dynamic and timing content through continued Trio practice and exploration of Set Phrases.
Explore contact and weight taking- potential for workshop conducted by professional practitioner e.g James Cousins Company to assist with study of WHE..
Introduce elements of Focus and Scoop phrases within Trio piece.
Appreciation
Compare and contrast Emancipation of Expressionism and Artificial Things.
Compare and contrast Shadows and A Linha Curva.
Compare and contrast Infra and Within Her Eyes.
Section C exam style questions and/or past paper questions looking at comparative 12 mark responses, plus Section B past paper 6 mark questions on own performance work.
Write a programme note to support Choreography.
Section A- preparation to respond to hypothetical stimuli with reference to own choreographic work.
Section C- GCSE Dance Anthology- Revise analysis, evaluation and identification of similarities and differences in the works. Continue to develop the ability to explain and justify opinions with reasoning about the works.
Choreography
Focus on learning the set phrases Breathe & Focus- analysis of A/S/D content and link to understanding of transitions; highlights; climax and phrasing.
Mid term, choose a stimulus from AQA set task list and begin research process. Choreographic intention and Motif exploration to be completed by end of Autumn term.
Students to continue to develop both content of two remaining set phrases as well as own ideas to complete Trio performance piece. Develop student input and model successful choreographic choices.
Re-visit choreographic processes and choreographic elements explored in Year 10.
Devise a plan to complete choreographic pieces in class. Students to run their own rehearsals out of lesson time also. Set tasks to use as markers to progress through the choreographic process. Consider aural setting and performance environment.
Performance
Understand the importance of: movement memory; commitment; concentration; confidence; systematic repetition; mental rehearsal; response to feedback; capacity to improve and planning of rehearsals.
Practice to camera and teacher assessment of live performance.
Focus on: musicality; sensitivity to other dancers and communication of choreographic content, plus the importance of safe execution and challenging movement material.
Peer/teacher feedback on technical, physical and expressive skills.
