A resource for students that need to develop their skills in using the choreographic device ‘motif development.’ I used this for a 3-week virtual/remote project, however it could easily be adapted to be used in one-off workshop or lesson or extended to a 6-week scheme of learning with an assessment/peer-assessment task at the end. The resource is on a PDF document and the option to ‘copy’ the resource to an electronic Google Form for ease of use is available! Includes: Step by step instructions to learning the son’s solo motif highlighting action, spatial and dynamic content. It would be beneficial if you were also able to access the video of ‘Shadows’ by Christopher Bruce from the E-AQA website - the selected motif starts at 7 minutes. Link to an extract of Rutka Laskia’s diary from the Polish ghetto in 1943 which is used as a stimulus. Informative quiz which breaks down the choreographic device of ‘motif development’ into developments of action, spatial and dynamic content (as students should know them for the GCSE Dance written paper examination) along with definitions and examples. The quiz asks students to select the ‘motif development’ devices that they think are appropriate for their solo. Suggestions for aural settings. Visuals throughout the resource to support students’ understanding of the choreographic device ‘motif development.’ Nb. When I assessed this, I graded students on: a) Choreographic device of ‘motif development.’ /8 b) Choreographic devices of contrast highlight and climax. /8 c) Structuring devices and form /8 d) Spatial content /8 GCSE Dance Specification E-AQA is available to teachers in registered UK schools. Alternatively, you can purchase Phoenix Dance Theatre’s digital resource pack through their Learning and Participation department. I strongly recommend booking a workshop with Phoenix Dance Theatre. Their youth/education dance practitioners, in my experience, have an excellent understanding of the ‘Shadows’ repertoire and are highly engaging teachers! Please give feedback and feel free to ask any questions about delivery of these activities! Good luck!

An ambitious cross-curricular scheme of work using war poetry by Siegfried Sassoon and Kate Tempest, and photographs from the Imperial War Museum collection as stimuli to create an episodic performance work for assessment. Includes PowerPoint presentations, visual worksheets that can be printed out or used digitally in class, optional homework tasks and music to accompany performances. Great for encouraging students to develop a physical theatre style or for working with realism, improvisation and writing for performance. A series of six lessons which can be augmented or diminished to suit your curriculum delivery. The scheme can also be adapted into a series of stand-alone workshops. Materials can also be adapted for use with students in KS4 and KS5, or across across other Performing Arts disciplines including Dance. https://twitter.com/becky_smithson

Based on 'dreams and nightmares' this one hour one-off workshop draws on teaxt from &'Twilight&'; as a stimulus and Hans Zimmer's music from &'Inception&';. Students use unison, floorwork, low level transitions, push, pull, fall & support and assisted jump to create a character and communicate with the audience. Your feedback would be greatly appreciated. This could easily be adapted fro year eight classes all the way up to GCSE.

GCSE Performing Arts (Double Award) Unit 4 Designs for the Chosen Commission. This is a research task for the 2011 commission on the theme of 'Separation'. Students use the websites/printouts to develop their understanding of the rural and community touring scheme. The scheme used as an example is one in North Yorkshire. There are links to resources from the National Rural Touring Forum and the student notes from the AQA website.