Subject: Dance Level: GCSE / BTEC ballet unit/ A Level In this resource you will find 7 detailed theory lessons (based on 2 hour lessons): French courts (Paris 1582 – 1641) 2)18th Century developments including, Carlo Blasis, Jean-Georges Noverre 19th Century Developments - Romantic era 1855 - 1817 - Imperial Russia Diaghilev’s Ballet Russe Ballet in Britain Britain vs America Two resources mentioned in PPT: Article on British vs American style and methods of training

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

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 created a reusable resource that requires only you to choose a dance work to watch. It asks GCSE style questions aimed at KS3. All your students need are a link to watch any work you choose and this resource.

This sequence of PPTS was written for my year 13s. It is a long project and is adaptable for younger students (8-12 weeks) It lays out what unit 6 is and starts their investigation. Students will research and practically explore the dance idea “Human Rights”. This can be used as intended or adapted for other groups who want to explore this topic It includes several teacher led choreographic tasks and leads students to develop and deliver their own workshop lesson to the class based on their research. From each workshop, as the teacher, you then facilitate the rehearsal process to produce their pieces for final performance. When I did this my class of 12 produced a 50min production. As part of the project you also explore Ghost Dances and the work of Christopher Bruce.

This a lessons activity that can be completed independently as an a task set online or for cover. It will help your students set New Years resolutions and write a short essay about why they are setting them.

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.

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 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 ppt follows on from “Analysis of choreographic content - Within Her Eyes” and “Analysis of choregraphic content - Artifical things” and continues to break down the choreographic devices, relationships and key movement phrases in the focus sections in order to compare them and embed the learning further. This resource 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 on choreographic content and approaches.

This is a 3 part lesson exploring ways to build tension and tell stories through dance. The lesson is focused on the work of Jerome Robbins “West Side Story” Lesson 1: Learn some stylised actions (videos provided for the non-specialist). Students explore the impact of the infamous walks and clicks and choreograph their own short sequences using this idea. Lesson 2: Focused more on the stylised actions and using them to develop the work from the previous lesson in their groups Lesson 3: Focus on expressive skills and preparing for performance of their work. Students will perform and then watch an excerpt from the musical to reflect on demonstrating critical thinking and appreciation of Jerome Robbins choreography. There are teacher guidance notes throughout, feel free to adapt and change slides according to your students needs.

NOTES FOR TEACHERS Included in this resource. This resource provides context in relation to the ‘isms’, meaning romanticism, classicism, modernism and post modernism. The examiners reports refer to the importance of “context where relevant” being a key factor for missing marks in the higher bands. Your students, where relevant should be able to put the works they are studying into the context of these art movements. Contents Notes for teachers on the artistic and architectural movements of Classicism, Romanticism, Modernism and Postmodernism and links to the ‘isms’. 10 pages of contextual information, images, and discussion points for your students. Timeline for Gene Kelly, Bob Fosse and Jerome Robins A suggested task to use this information. Essay structure and an example of how to include this contextual information.

Topic: Modern Dance (chance choreography) Age: year 9 This is a sequence of 8 lessons designed for blended learning (online / in person). It has been designed to incorporate motifs from Flux and Breathe in order to prepare your potential GCSE students. It focuses on the basics of choreography with a strong emphasis on GCSE dance language. Lesson 1: History of Dance (theory lesson to give context) Lesson 2/3/4: Learning motifs from the two set phrases with video instruction for your online learners. L5 :Using Chance spinners to manipulate action, space and dynamics of the set phrases in duets (could also be a solo if you are distancing) L6- 8: Using Chance spinners to manipulate relationships in larger groups (using the solos/ duets already created). Structuring all the sections you now have (in each group you will have a min of 2 duets, a quartet and the original set phrases)

In this resource you will have 6 lesson PPTs: Analysis of movement: daughter and mother Analysis of movement: son and father Analysis of set and props Analysis of costumes Analysis of Lighting Analysis of Aural setting I have taught this myself with my own students and it was very successful.

With the run up to the Olympics this was a a really fun session. It is for a double period and the resources I have added are based specificaly around Australia. This could easily be adapted to also suit KS2. I have provided the task briefs that I used but again these could be adapted to suit your students. Have fun, we did and we also created some excellent work for display!

In the lesson I designed this ppt for the student learn the dance by the Ghosts as a technical study. This is a fun lesson and a good starting point for a scheme of work.

This powerpoint was written to inspire debate amongst my year 8 form and discuss the idea of punishment before a trial. I wrote it the morning the news of Gadafi's death so it is a bit skitchy - feel free to add you own ideas.