School Dance for Key Stage 3 and Key Stage 4

Written and compiled by Val Sabin

The Dances included in the manual

The creative dances for Key Stages 3 and 4 contained in this manual offer a wide range of stimuli and teaching strategies.

The dances are:-

1. WORDS
2. COMPUTER SPY GAME
3. RHYTHMS SHAPES AND PATTERNS
4. THE JOURNEY
5. AIR RAID
6. TEXTING
7. CITY STREETS
8. CHESS - DEFEND THE KING
9. SURFING THE NET
10. THE OLYMPICS
11. REFLECTIONS ON LIFE

What does each unit (dance) contain?

Each dance or unit of work contains:-

1. a short overview of the content of the dance and its benefits and
   a list of the music tracks specific to the dance
2. a "header" page which is the medium term plan detailing...
   - learning objectives
   - dance framework
   - expected learning outcomes
3. a synopsis of the dance structure briefly identifying the different
   phases of the dance and the type of movement used in each phase
4. the phases of learning as detailed teacher notes. The phases
   gradually build into the complete dance
5. an accompanying CD of music (exept for the WORD dance which
   uses percussion)
6. resources in the form of cards in the appendices and warm-up/cool
   down activities in section C

The dances are built up very logically. There is ample time and opportunity allowed for pupils to develop knowledge, skills, understanding, concentration and physical competence in each phase and fluently to link them together.

How are the phases presented?

To cater for the very different approaches, styles and requirements of teachers of dance in Key Stages 3 and 4 the phases of learning are presented in varying degrees of detail so teachers can choose the one they feel most comfortable with.

1. a synopsis of the dance structure with each phase briefly described with suggestions for appropriate movement to convey the intention of the dance
2. detailed teacher notes for each phase preceded by a brief description of intention. Specific suggestions on actions, dynamics, spatial possibilites and relationships complete the notes
3. some dances ("words", "computer spy games" and "texting") contain the phases written up as detailed lesson/session plans for those who prefer specifics

How are the CDs constructed?

The original music for the dance has been composed especially to fit the intention and the "story" of the dance. The music for each individual phase of the dance has been isolated and transferred to its own track for ease of practice. Similarly, there are tracks where two phases are joined together, and indeed sometimes whole sections. This allows for the gradual build-up and continuity of the dance to take place. Each dance is accompanied by its own CD.

There is a seperate CD containing warm-up tracks of music.

Are there any teaching resources?

Yes! Where appropriate there are resources such as word banks, action cards, "alphabetashapes", check lists etc. These are all presented as photocopyable "masters" in the yellow section in the back of the manual.

In a similar way there are "masters" for a series of general warm-up and stretching cards which can be used as an aid to independent learning. These can be found in Section C at the end of the Teaching Guide.

Which dances do I choose?

The dances roughly follow an order of complexity in their presentation - with the least complex nearer the beginning of the manual and the more complex closer to the end of the manual.

BUT-REMEMBER any dance can be made more or less complex by changing the actions / dynamics / spatial features / relationships / group sizes etc. Because of this, a dance could be chosen by topic rather than by degree of complexity and changes can be made as the teacher feels necessary.

LISTEN TO THE IDEAS OF THE PUPILS - they will often change the whole focus of a dance with their combination of ideas - thus creating a unique dance.

Constructing a scheme of work

There are more than enough dances in this manual to construct a scheme of work for Key Stages 3 and 4.

The scheme of work identified by a school is very much the particular pathway they have chosen to follow. They will select the dances and the order in which they will deliver them and create their own unique scheme.

When selecting dances for a scheme it is important to choose a variety of topics which give pupils the opportunity to:-

1. explore the different types and styles and dance
2. focus on developing their knowledge and understandin of composition
3. develop their understanding of communicating the choreographic intention, both as performers and choreographers
4. explore and communicate ideas and issues, and their own thoughts and feelings
5. develop an awareness of the historical and cultural origins of different dances

The dances in this manual provide opportunities for all of these.