9 Dance - Gaynes group: 9 Dance ... (Jazz Dance) Performance qualities Group evaluation of performance qualities 1.Teacher led warm up to music- improving rhythm and timing and

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<ul><li><p>Year group: 9 </p><p>Dance (Replace with unit title or code.) </p><p>Unit description (Enter a description of the unit, with sufficient detail to explain the main intentions and phases.) </p><p>Year 9 Dance (girls) </p><p>In this unit of work students will develop an understanding of a range of dance styles and their characteristics. Previous work on motifs and development will be further extended. Students will begin to learn how to structure a whole dance. They will develop basic motifs in keeping with the style and begin to choreograph longer dances, showing an understanding of dance structure. Students will evaluate their own and others choreography. They will also demonstrate an understanding of performance qualities. </p><p>Tier </p><p>(Level 4-6) </p><p>Length </p><p>6 weeks </p><p>(6 double lessons) </p><p>Learning objectives Level or Grade Learning outcomes </p><p>Objectives (Learning Intentions) </p><p>To know and understand the characteristics of a range of dance styles To recapitulate the characteristics of motifs Be able to develop motifs in groups using Action, Spatial, Relationship and Dynamic/Quality features. To improve confidence when performing. To know and understand how to compose/structure a group Dance To know the performance qualities needed to make a good performance To perform and evaluate own and others performance. </p><p>(Enter KS3 level or GCSE grades for objectives, where appropriate.) </p><p>(usual range is level 4-6) </p><p>Anticipated Learning Outcomes </p><p>Students will know the characteristics of a range of dance styles and be able to perform simple motifs in each style. Know the characteristics of a motif and develop motifs using action, dynamic, relationship and spatial features. Choreograph group dances, showing a knowledge of dance structure and choreographic principles. Evaluate own and others performance using choreographic principles and performance quality criteria Improved confidence and improved group cohesion </p></li><li><p>Prior knowledge Key words </p><p>(Enter pre-requisite knowledge and skills.) </p><p>Motifs and development from Year 7 and 8 units of work </p><p>Style, characteristics, motif, action, space, relationships, dynamics, timing, focus, precision, directions, levels, formations, structure, transitions, climax. </p><p>What comes next connections to other topics and units </p><p>(Connections to other work including cross-curricular links) </p><p>Year 10 cheerleading- choreography and routine structure </p><p>Trampolining- links to performance and aesthetics </p></li><li><p>Phase 1 </p><p>Overview of this phase </p><p>How will the pupils learn? e.g. tasks/activities, starters, plenaries </p><p>How will the learning emerge? e.g. key questions, assessment points </p><p>How will this be adjusted? e.g. support/extension </p><p>Resources </p><p>Lesson 1 and 2. Dance styles (African and street, Dance). Spatial, relationship, action and dynamic features. Comment on developments </p><p>Lesson 1 African style Dance 1.Watch section of video to understand characteristics of Dance, followed by Q&amp;A. 2.Warm up and teacher led motif. Teacher to work through examples of developing motif by changing sides of the body, canon, and basic direction changes. 3.In groups students develop motif by deciding a start formation and then develop using space and relationships. 4.Perform and evaluate. Lesson 2- Street Dance 1.Watch section of video to understand characteristics of Street dance, followed by Q&amp;A. </p><p>Throughout lessons learning will be seen through performance and Q&amp;A Assessment Perform and evaluate. Students, comment, discuss and compare how motifs have been </p><p>SEN More time to learn motif/set phrases Increased input/ideas from staff Differentiation by outcome- students will perform more basic work, with less development and fewer contrasting relationships. G&amp;T Will take a more leadership role Will be able to use more advanced choreography Can be used to support other students </p><p>CD player, CD, TV, VIDEO, Spatial and relationship sheets. White board and pen </p><p>CD player, CD, TV, VIDEO, Spatial and relationship sheets. White board and pen </p></li><li><p> 2.Warm up and teacher led motif. 3.In groups students develop motif by deciding a start formation and then develop using actions and dynamics. Students may also make developments based on their knowledge of space and relationships. 4.Perform and evaluate </p><p> Assessment Perform and evaluate. Students, comment, discuss and compare how motifs have been </p></li><li><p>Phase 2 </p><p>Overview of this phase </p><p>How will the pupils learn? e.g. tasks/activities, starters, plenaries </p><p>How will the learning emerge? e.g. key questions, assessment points </p><p>How will this be adjusted? e.g. support/extension </p><p>Resources </p><p>Lesson 3 Dance styles (Jazz Dance) Performance qualities Group evaluation of performance qualities </p><p> 1.Teacher led warm up to music- improving rhythm and timing and incorporating Jazz moves (Jazz hands, precise movements, jazz box, kicks, ball change. 2.Pupils are taught a Jazz motif 3.Recap the 4 ways of motif development (Relationship, Spatial, Action and Dynamic features) Discuss characteristics and types of Jazz dance. 4.In groups pupils develop motif using Relationship features, then spatial, then action and then dynamic features 5.As a class discuss what makes a good performance. Dance performance qualities: Timing Dynamics (quality of the movements- appropriate speed/ strength/energy/precision) Focus(concentration/professionalism) 6. Perform and evaluate group motifs. </p><p>Throughout lesson learning will be seen through performance and Q&amp;A. Assessment Evaluate giving each performance quality a mark out of 5 (use mini white boards or group evaluation sheet for performance qualities) </p><p>SEN More time to learn motif/set phrases Increased input/ideas from staff Differentiation by outcome- students will perform more basic work, with less development and fewer contrasting relationships. G&amp;T Will take a more leadership role Will be able to use more advanced choreography Can be used to support other students </p><p>Bluesbrothers CD, CD player. </p><p>White boards for group evaluation, use group evaluation sheet as a prompt. </p></li><li><p>Phase 3 </p><p>Overview of this phase </p><p>How will the pupils learn? e.g. tasks/activities, starters, plenaries </p><p>How will the learning emerge? e.g. key questions, assessment points </p><p>How will this be adjusted? e.g. support/extension </p><p>Resources </p><p>Lesson 4, 5,6 Dance styles (Rock n roll, line dance, bollywood) Dance structure. Evaluate- develop ment features, Leveled group assessment and leveled self assessment. </p><p>Lesson 4 Rock n Roll </p><p>1.Show students a section from Grease, showing them the hand jive, pair work, jumps etc. 2. Teach them the motif 3 Discuss with the class how to compose a group Dance </p><p>i. Choose a stimulus what does the stimulus mean and what do you want to communicate through the Dance. </p><p>ii. Design 1 or 2 motifs- each motif should have (a start/finish, communicate meaning, be repeatable and have potential for development) </p><p>iii. A good Dance has a shape or form to it with a beginning middle and end and should include </p><p> Good transitions </p><p>Throughout lesson learning will be seen through performance and Q&amp;A </p><p>SEN More time to learn motif/set phrases Increased input/ideas from staff Differentiation by outcome- students will perform more basic work, with less development and fewer contrasting relationships. G&amp;T Will take a more leadership role Will be able to use more advanced choreography Can be used to support other students </p><p>Grease DVD, DVD player and tv, Hand jive song and CD player. Group evaluation sheets and pencils </p></li><li><p> Repetition of a motif </p><p> Climax with good use of space and dynamics </p><p> 4. Pupils practice motif 1 and then develop a motif 2 </p><p>1. Students then link the 2 motifs together by adding a middle (suggest pair section- use some of the movements from Jazz lesson). </p><p>2. Students compose a beginning. If time add an end. </p><p>5. Perform and evaluate </p><p> Lesson 5- Country and western/ line dance 1. (5-10 minutes)Teacher lead warm up incorporating the following line dancing movements Grapevine, Heel Struts, Hitch, </p><p> Assessment Students complete the group evaluation sheet and evaluate how well the group used the areas of development to their dance </p><p>Cotton eye joe song and CD player.NC levels and assessment sheet/ </p></li><li><p>Jazz box, Rock, Stomp, Shuffles, Scuff. 2. Teacher teaches students 2 basic motifs. 3.Students structure a dance using prior knowledge. 4.Perform and evaluate. Levelled group performance using assessment criteria. </p><p> Lesson 6- Bollywood 1.Teacher led warm up using the following movements Sway hips side to side Step tap (to be develop to 3 counts step, tap, tap, e.g. step R, close left, tap/rise R) Develop by adding an arm movement e.g. lightbulbs Wrist circles Arms horizontal to same side and shoulder shrugs Leg stretched to side and hold Balance on one leg Face to side and wrist circles Zig zag arms moving up and down </p><p> Assessment Students complete a group evaluation using National Curriculum level criteria. They highlight strengths, areas for improvement and award a group NC level </p><p>pencils </p><p>Jai Ho song, CD player. NC levels and assessment sheet/pencils. </p></li><li><p>Shoulder shake to side Michael Jackson Light bulbs right and left (hop side to side) Square arm switch Diagonal step R and swing arm Diagonal step left and swing arm. 2. Teacher teaches motif 3.Students structure a dance using prior knowledge 4.Perform and evaluate. </p><p> Assessment When students watch another group they will complete a group evaluation using National Curriculum level criteria. They highlight strengths, areas for improvement and award a group NC level. They will then also complete an evaluation of their own performance. </p></li></ul>