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Dance2

Intent

The Dance department aims to provide opportunities for students to experience and develop their knowledge, skills and experience of Dance alongside nurturing their ability to become independent, creative and confident young people. We aim to engage all students in original themes of work and provide high quality technical training to support students who choose to enter the professional industry.

Introduction 

The Dance Department prides itself on making dance accessible to all students, using a variety of dance styles either in the classroom, or through extra-curricular and touring companies. All students will experience dance during their time at Prince William School and will gain expertise in choreography, performance and analysis.

Many of our students continue on to develop careers in dance, choreography, teaching, journalism and performing.

The department is extremely well equipped with two dance studios, both of which house full height mirrors and sound systems, and our biggest studio is rigged with performance lighting. The future for Dance is exciting at Prince William School as, in addition to our current facilities, we are anticipating having some beautiful new spaces built.

Examples of cross-curricular links

English:

Non-fiction reading  -  critiques

Vocabulary strategytechnical vocabulary taught explicitly

Purpose and audience writing - analysis and evaluation, instruction, critiques.

Mathematics: Notion of sequences and pattern
Science & technology: Muscle groups
Humanities: Social, historical and cultural influences

 

Examples of Cultural Capital entitlement from NC

  • Knowledge and appreciation of exemplary artists world-wide
  • Knowledge and appreciation of the culturally significant professional works
  • Presentation of self and self-identity through body image - a big part of social classification

Key Stage 3

In KS3, Dance is taught as part of the PE curriculum.

Key Stage 4

The AQA GCSE Dance course allows students to study an anthology of professional works which develops their ability to appraise professional dance works critically and provides a springboard for engaging in practical tasks.

Component 1: Performance and Choreography 60%

  • Set phrases through a solo performance (approximately one minute in duration)
  • Duet/trio performance (three minutes in a dance which is a maximum of five minutes in duration)
  • Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

Component 2: Dance Appreciation 40%

  • Knowledge and understanding of choreographic processes and performing skills
  • Critical appreciation of own work
  • Critical appreciation of professional works

Year 10

Term 1 Term 2 Term 3

Anthology: A Linha Curva (explored in theory & practically)
Choreography: Skills
Performance: Technique

Anthology: Emancipation of Expressionism (explored in theory & practically)
Choreography: Solo
Performance: Set Phrase ‘Shift’
Anthology: Artificial Things (explored in theory & practically)
Choreography: Solo
Performance: Technique
Term 4 Term 5 Term 6

Anthology: A Linha Curva (explored in theory & practically)
Choreography: Group
Performance: Set Phrase ‘Breathe’

Anthology: Emancipation of Expressionism (explored in theory & practically)
Choreography: Group
Performance: Rehearsal methods

Anthology: Artificial Things (explored in theory & practically)
Choreography: Skills
Performance: Rehearsal methods & exam practice
Filmed Exam: Set Phrases 

 

Year 11

Term 1 Term 2 Term 3

Anthology: Infra (explored in theory & practically)
Choreography: Skills
Performance: Skills

Anthology: Infra (explored in theory & practically)
Choreography: Solo (Exam work)
Performance: Duet/Trio (Exam work)
Writing Practice: Content, De-coding & Structure
Anthology: Within Her Eyes (explored in theory & practically in a professional workshop)
Choreography: Solo (Exam work)
Performance: Duet/Trio (Exam work)
Term 4 Term 5 Term 6

Anthology: Shadows (explored in theory & practically)
Choreography: Solo (Exam work)
Performance:  Duet/Trio (Exam work)
Writing Practice: Content, De-coding & Structure’

Filmed Exam: Solo & Duet/Trio
Revision: Section A, B & C

Writing Practice: Content, De-coding & Structure
Revision: Section A, B & C

Example of skill progression:

In year 10, students will explore inclusive contemporary dance to understand how able and disabled dancers move within Artificial Things by creating a chair duet. This enables students to understand how to move without the use of their legs, depending on the chair and their partner for support, and how they have to translate their movement to suit their body. This assists the language used when writing about Artificial Things in Section C of their written paper.

In year 11, students will learning set motifs taught by the teacher. Students then use their skills and knowledge from previous lessons to develop the motifs in interesting ways. This is a collaborative process. All students are given the same phrases, but students apply the tools and devices they know of to develop movement that is more interesting. This enables students to understand how to develop movement, and this will also assist the understanding of the skills, tools and devices used in practical work that they will have to discuss in Section A & B of their written paper.

 

 

Key Stage 5

The A Level Dance course is a dynamic qualification which encourages students to develop their creative and intellectual capacity, alongside transferable skills such as team working, communication and problem solving.

Students will study a variety of practitioners through both practical and theoretical elements in preparation for the final exams. All students will complete three performances and one written paper.

Component 1: Performance and Choreography 50%

  • Solo performance linked to a specified practitioner within an area of study
  • Performance in a quartet
  • Group choreography
  • Component 2: Critical Engagement 50%

Knowledge, understanding and critical appreciation of two set works.

  • One compulsory set work within the compulsory area of study
  • One optional set work within the corresponding area of study, from a choice of four.

​Year 12

Term 1 Term 2 Term 3

Rambert: (explored in theory & practically)
•    Robert North
•    Lonely Town, Lonely Street (1981)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Akram Khan
•    Rush (2005)
Performance:
•    Technique
•    Quartet ideas    

Rambert: (explored in theory & practically)
•    Richard Alston
•    Wildlife (1984)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Matthew Bourne
•    Cinderella (2017)
Performance:
•    Technique
•    Quartet
Rambert: (explored in theory & practically)
•    Rambert History
Writing Practice:
•    Short answer & essay questions
Performance:
•    Solo practitioner
•    Quartet
Term 4 Term 5 Term 6

Rambert: (explored in theory & practically)
•    Robert North
•    Death & the Maiden (1984)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Akram Khan
•    Zero Degrees (2005)
Performance:
•    Solo Practitioner
•    Quartet

Writing Practice:
•    
Short answer & essay questions
Independent Contemporary Dance Scene: (explored in theory & practically)
•    ICDS History & Features
Performance:
•    Solo practitioner
•    Quartet    

Rambert: (explored in theory & practically)
•    Richard Alston
•    Soda Lake  (1986)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Matthew Bourne
•    Swan Lake (2000)
Performance:
•    Solo Practitioner
•    Quartet

 Year 13

Term 1 Term 2 Term 3

Rambert: (explored in theory & practically)
•    Christopher Bruce
•    Ghost Dances (1981)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Sidi Larbi Cherkaoui
•    Babel (2005)
Revision:
•    Previous works
Performance:
•    Solo Practitioner (Exam work)
•    Quartet (Exam work)
Choreography:
•    Skills   

Rambert: (explored in theory & practically)
•    Christopher Bruce
•    Rooster (1994)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Sidi Larbi Cherkaoui
•    Sutra (2008)
Revision:
•    Previous works
Performance:
•    Solo Practitioner (Exam work)
•    Quartet (Exam work)
Choreography:
•    Group (Exam work)
Rambert: (explored in theory & practically)
•    Christopher Bruce
•    Swan Song (1997)
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Sidi Larbi Cherkaoui
•    Foi (2003)
Revision:
•    Previous works
Performance:
•    Solo Practitioner (Exam work)
•    Quartet (Exam work)
Choreography:
•    Group (Exam work) 
Term 4 Term 5 Term 6

Rambert: (explored in theory & practically)
•    Revision
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Revision
Performance:
•    Solo Practitioner (Exam)
•    Quartet (Exam)
Choreography:
•    Group (Exam)

Rambert: (explored in theory & practically)
•    Revision
Independent Contemporary Dance Scene: (explored in theory & practically)
•    Revision

Writing Practice: Content, De-coding & Structure

 

 

 

Example of skill progression

Students will study their theory practitioners and works in their theory lessons but also through practical tasks. This will allow students to explore styles of dance and the way in which choreographers approach their work through the practical tasks. Practical tasks include choreographing for a group of dancers, solo performance pieces and group performance pieces; all of which the students will have to complete for their exam in response to an exam paper. Having worked and explored a variety of ways to choreograph and respond to tasks, this will inspire students way of working and approaching their own choreography tasks for their exam in Year 13.

Careers and progression

Qualification pathways 

The Performing Arts department has responded to student requirements by broadening the offer at KS5 to include Performing Arts Level 3 BTEC as well as A level Drama and A level Dance.

GCSE Dance progresses naturally to A level Dance or the Performing Arts Level 3 BTEC, both of which can lead to further study at specialist Higher Education providers and a career in professional dance and performance.

Example of successful progressions

4 students from Y13 progressed to higher education/careers in a performing arts related area in 2019.

Examples of links to Gatsby benchmark 4 (Linking curriculum to careers) 

  • Case studies of a successful professional dancer
  • Case studies of successful choreographer

 

Examples of link to Gatsby benchmark 5 (encounters with employers)

  • Opportunities to meet performers (local and professional)
  • Workshops led by visiting choreographers (local and professional)
  • Visits to the theatre

 

Employability skills

Collaboration, communication, creativity, resilience, presentation skills, analysis and evaluation.

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