| Unit | Content |
|---|---|
| Unit 1 MADHEAD |
In this unit, students develop their knowledge of choreographic processes by using a professional work, MADHEAD, as a starting point from which to develop their own skills. They will work in groups to respond to a stimulus by developing motifs, ultimately creating their own extended dance piece. Key knowledge developed:
Key skills developed:
Assessment: Students are formatively assessed throughout the unit, with a final performance at the end. |
|
Unit 2 |
This unit employs a professional work, ‘Mad Hatter’s Tea Party’, to build students' understanding of how choreographers create full-length dances that challenge audiences' thinking. 'Mad Hatter's Tea Party' uses dance to explore mental health using characters from Alice in Wonderland. Students put themselves in the shoes of the choreographer, using the work's processes, devices, themes and characters to create their own performance pieces on a related theme. Key knowledge developed:
Key skills developed:
Assessment: Students will be assessed on performances throughout the unit, and will complete a written task on their choreography, making links to their choreographic intent. |
|
Unit 3 |
In this unit, students study the professional work A Linha Curva by Itzik Galili. They develop the knowledge they gained in Year 8 by recapping capoeira moves and recognising how they have been developed in dance. Students also learn key motifs from A Linha Curva, and develop them using spatial content. Throughout the unit, they develop their ability to appreciate professional dance works critically. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment is given in each lesson and performances are assessed summatively at the end of the unit. |
|
Unit 4 |
Through engagement with a professional work, Contagion, students reflect on their experiences of Covid-19 and choreograph their own narrative dance forms, incorporating elements that emphasise the concept of human relationships, such as mirroring and accumulation. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment is given in each lesson and performances are assessed summatively at the end of the unit. |
|
Units 5 and 6 |
In this unit, students study the professional work 'Emancipation of Expressionism' by Boy Blue Entertainment. They engage with and develop motifs from the work, adapting its complex use of spatial design within the context of their own dances. Students use this work as a starting point to explore the relationships between dance styles, focusing on urban and contemporary dance. Key knowledge developed:
Key skills developed:
Assessment: Students' performances and skill demonstration are formatively assessed throughout the unit. In addition, their conceptual knowledge is tested in a short, in-class vocabulary assessment. |
