Primary School Dance Key
Stage 2 features specially composed and arranged
music on 6 CDs |
Primary School Dance
Key Stage
2
A teaching manual
Written and compiled by Val Sabin 2003
With many thanks to the following people
for their invaluable expert contributions:-
Bobby Gargrave (8 creative dances), Ann Hinchcliffe (Tudor Dances),
Carolyn Robson (English Country dances).
Music arranged and performed by: Darren Lee, Laura Whittle, Amy
Whittle, Jacob Grant, Carolyn Robson, Paul Tabbush, Ann Hinchcliffe,
Caroline David, David Holland Gina Holland.
This most comprehensive and user-friendly teaching manual contains
a complete, progressive scheme of work for dance for Key Stage
2. It is complete with its own specially composed and arranged
music on 6 CDs. The 19 units of work each have 6 to 10 lesson plans
providing 137 lesson plans in total that progress and develop 49
dances using 195 tracks of music.
 The teaching guide gives practical and definite guidance on planning,
teaching styles and strategies, choosing and using stimuli for
dance, and suggestions for additional forms of accompaniment. It
describes the movement material or language of dance, examines
the essential aspects of composing, performing and appreciating,
and describes how dances are made. Dance activities appropriate
for each age group are linked to National Curriculum requirements.
Minimum Expected Standards are identified and assessment sheets
provided.
The detailed teaching material has been organised to form a complete
and detailed scheme comprising 4 units of creative dance for each
year group (each unit contains between 6 and 10 lesson plans).
In addition to these units there is a Traditional and Historical
section at the back of the manual containing units of English Country
Dance and Tudor Dance suitable for all year groups. Every creative
dance is preceded by a page giving a brief description of the dance,
stimuli and suggested resources. (There are 67 pages of photocopiable
resources in the appendices, in the form of cards, pictorial stimuli,
text and poems). In addition, there are suggestions on how the
dances may be further extended, developed and enriched.
The whole scheme has been written to develop children’s
knowledge, skills and understanding, in a progressive manner. Learning
Objectives, Expected Learning Outcomes and dance frameworks clarify
planning and focus learning. The lesson plans are written in great
detail so they can be used immediately as they stand or adapted
to suit the expertise or teaching style of the teacher or the attitude
and ability of the class.
The lesson plans have been tried and tested, however, the rate
at which individual classes progress may be very different. Whatever
the rate of progress there will always be more than enough material
in each lesson plan for one lesson and indeed, in some cases, could
be extended to 2 or even 3 lessons.
The dances arose from a wide range of stimuli including tactile,
characters, masks, story, legend, poems, words, music, sport, natural
occurrences, forms of greeting, social, moral and environmental
issues etc. These dances encourage children to respond to a range
of stimuli, improvise freely, acquire and develop specific dance
skills, select and apply appropriate movements to express dance
ideas. Children are also encouraged to understand, develop and
use a range of compositional ideas, develop their use of relationships
with others and group organisation, improve both their own and
others’ work and understand the value of “getting ready” and “ending” activities.
The music includes a range of cultural rhythms, pop, reggae, rap,
ethereal, lyrical, sound effects, music that tells a story etc.
and is presented in a user friendly way. If there are several sections
to a dance the sections are presented individually on tracks for
ease of practise as well as in the composite form of the complete
dance. This enables the teacher to isolate the section for practice
and also means that any one section could be taken out and used
to develop a dance which is complete in itself e.g. “interdependence” from “Rainforest” or “colliding
snooker balls” from the “Snooker Championship”.
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