Scheme of Work: Dance

Key Stage: 2 YEAR: 6 DURATION: 6 LESSONS

AIM: The Ballroom Blitz

Prior learning It is helpful if the pupils have:

experienced a wide range of stimuli for dance

copied and adapted movement material from videos

composed and performed dances with a partner, in trios and in groups

experienced different styles of dance

Evaluating and Improving

Identify what makes a performance effective

Suggest improvements based on this information.

Equipment Music Suggestions

Warm up Hot Chip Over and Over http://www.youtube.com/watch?v=1mdgLn5BFRQ Choreography Jive Bunny http://www.youtube.com/watch?v=085VgRX6jbA Glee versions of Grease Hand Jive http://www.youtube.com/watch?v=StASsCWGMek Hairspray You cant stop the beat http://www.youtube.com/watch?v=K54VMAmjNSk Ballroom Blitz http://www.youtube.com/watch?v=VzpWJx3I2DY

Key Points (KP’s) for Skills:

1: Balancing 1. Perform balances that take the weight of others 2. Strong body tension 3. Balances performed with control

2: Timing 1. Adapt and refine the way the rhythm

of their dances to express themselves 2. Can respond to a range of

accompaniment

3: Coordination 1. Able to coordinate their body with the actions

they wish to express

4: Actions 1. Perform challenging actions 2. Select creative actions from the stimulus

5: Movement Patterns 1. Perform complex movement patterns

Assessment

Expectations After carrying out the activities in this unit.

All

use a small range of movements and patterns in their dances

express some of their ideas clearly when composing and performing

work in a group, cooperating with and following others to complete work

with help, use specific activities to warm up and cool down for dance

show some understanding of how dance helps to keep them healthy

show some understanding of how to structure a dance

talk about dance, with guidance

Most

work creatively and imaginatively on their own, with a partner and in a group to compose motifs and structure simple dances

perform to an accompaniment expressively and sensitively

perform dances fluently and with control

warm up and cool down independently

understand how dance helps to keep them healthy

use appropriate criteria to evaluate and refine their own and others’ work

talk about dance with understanding, using appropriate language and terminology

Some

interpret different stimuli with imagination and flair

create, refine and structure movements and patterns with artistic understanding

communicate the artistic intention of a dance clearly, fluently, musically and with control

take the lead when working in a group

help others to refine and structure movements and patterns

understand why dancing is good for their health

organise their own warm-up and cool-down activities to prepare for, and recover from, dance

describe, interpret and evaluate dance, using appropriate language and terminology

Year 6 Dance Lesson 1 Objectives

Able to select appropriate movements to choreograph an opening motif.

Be able to perform the hand jive. To show an understanding of the social and historical era from which Rock 'n' Roll evolved. Will understand how to set a realistic target for themselves to achieve over the unit.

Lesson Structure

Introduction/ warm up (Connection and Activation) With timings Differentiation (Extension/Support)

Warm up Routine – Teacher lead Stretches – Teacher lead Watch clip, brief discuss history of rock and roll dance http://www.youtube.com/watch?v=Rf55gHK48VQ

10 min

Key points on the board

Main (Development/ Application) With timings Differentiation (Extension/Support)

Learn Section A from the Dance framework up to the hand jive Practice Task Choreograph your starting positions and opening to the dance Add to choreography Discuss what is the hand jive http://en.wikipedia.org/wiki/Hand_jive Task Learn the hand jive http://www.wikihow.com/Do-the-Hand-Jive Add to choreography Performance Whole class performance of work so far

15 min

10 min

5 min

5 min

5 min

5 min

Teacher lead. Encourage pairs to help other pairs if they have picked up the work quickly. Remove the bounce from the flick kick to slow the steps down. Adapt the back-to-back twist so that partners do not hold hands, the more able can adapt the move to make it a jump. Facts and key information on the board. Provide images of the actions so that pupils have a visual guide. Slow down the hand jive timing if pupils are struggling.

Plenary ( 5 min) How do you rate the quality of learning in this lesson? Outstanding 1 – 5 Inadequate

Year 6 Dance Lesson 2 Objectives

Be able to perform dance steps and actions in the style of Rock 'n' Roll. Understand how to lift your partner and the safety elements of lifting. Be able to evaluate a performance using appropriate and technical language.

Lesson Structure

Introduction/ warm up (Connection and Activation) With timings Differentiation (Extension/Support)

Warm up Routine – Teacher lead Stretches – Teacher lead Watch clip http://www.youtube.com/watch?v=j4yBj_ojVxM Discuss characterization of the dance

10 min

Suggestions on the board as a guide for pupils to consider later.

Main (Development/ Application) With timings Differentiation (Extension/Support)

Recap Section A so far – highlight the characteristics of the dance i.e. flick kicks are bouncy, gallops are performed with high energy, performance qualities smiling, finishing every move, dynamics of the actions are sharp and performed with attack etc. Task Learn the Assisted Lift Jump http://www.youtube.com/watch?v=qTrPv_ogUtg 1:47 – 2:10 See safety points in the dance framework Allow time for children to develop confidence with the lift Task Learn Section B from the dance framework Add choreography to Section A Task Learn Lift Around the World Discuss the various safety points, please adapt this lift as necessary.

5 min

10 min

10 min

Adapt the lift where necessary: G&T aim to lift and twist partner at the same time so they jump 180 / 360 G&T take hands off partners shoulders, pupil will need to run and jump with momentum and shift their weight Adapt the flick kicks ie remove the bounce to slow the timing down G&T for the walks in the circle pupils can try with a bent leg to lead with the heel so that it is more of a twisting

Evaluation With talk partners set a target you wish to achieve over the unit, write on a post it note. Provide sentence starters or suggestions i.e. over the unit I want to improve my ability to…. Choreograph a phrase / lead a warm up / develop my ability to evaluate others etc.

1 2 3 4 5

Performance Half class perform to the other half

10 min 10 min

step Teach pupils how to lift into cradle, pupils decide if they wish to progress further

Plenary ( 5 min) How do you rate the quality of learning in this lesson? Outstanding 1 – 5 Inadequate

Performance Half class perform to the other half Evaluation Evaluate one thing they need to improve on and one thing that is good about their choreography

1 2 3 4 5

Year 6 Dance Lesson 3 Objectives

Be able to perform various “Dance Crazes” from the 1960’s. Will be able to choreograph a short phrase of movement. Perform to an accompaniment with expression and sensitivity Understand how to lead a safe warm up routine, understand why we warm up and the benefits of participating in a warm up.

Lesson Structure

Introduction/ warm up (Connection and Activation) With timings Differentiation (Extension/Support)

Warm up Routine – Student lead Stretches – Student lead What is a “Dance Craze”? Dance Crazes are a reflection of popular music and culture of the time for example Gangnam Style is a current Dance Craze? Do you know any others? For a list of Dance Crazes http://en.wikipedia.org/wiki/Novelty_and_fad_dances

10 min

Write suggestions on the board, for pupils to refer back to later

Main (Development/ Application) With timings Differentiation (Extension/Support)

Task Learn the various dance crazes – add names to the board The Twist, The Jerk, The Monkey, The Pony, Swim, The Shimmy, The Mashed Potato, The Skate, The Egyptian, The Hitch Hiker, The Temptation Walk, Locomotion If you are unsure of the examples please see: http://www.youtube.com/watch?v=GDL_0pPVX7s Task Dance Off – play music and call out a dance craze, pupils keep performing the movements until you call out the next one, eliminate pupils if they are not performing

10 min

the correct action until the last man standing Task At this point pairs could now form groups and combine the various pair work into a group dance Task Choreograph next section showing off the various dance crazes? And add to choreography so far

7 min

15 min

Depending on how students are progressing pairs can now join into groups See board for suggestions

Plenary ( 8 min) How do you rate the quality of learning in this lesson? Outstanding 1 – 5 Inadequate

Performance Choose a star pair to share their work so far to the class Evaluation With talk partners discuss if you have achieved your target yet, set a new target

1 2 3 4 5

Year 6 Dance Lesson 4 Objectives

To be able to use video extracts as a stimulus for dance. To select and adapt the movements seen to create a dance. Understand how to lead a safe warm up routine, understand why we warm up and the benefits of participating in a warm up. Will understand the safety elements of lifting your partner.

Lesson Structure

Introduction/ warm up (Connection and Activation) With timings Differentiation (Extension/Support)

Warm up Routine – Student lead Stretches – Student lead Watch clip for inspiration http://www.youtube.com/watch?v=zngOcOP3Go0

10 min

Main (Development/ Application) With timings Differentiation (Extension/Support)

Recap dance so far. Task Learn pull through the legs http://latin-dance.wonderhowto.com/how-to/perform-partner-dance-lift-pull-through-legs-0141467/ Task Recap the safety involved in lifting your partner, discussed from previous lesson Bullet points on the board for example:

5 min

5 min

5 min

Lift with legs not back

Respect each other and their needs

Talk to each other

Lock arms and elbows if lifting up in the air

Adapt if necessary

Bend knees when landing Task Develop your own partner lift section Add to choreography Rehearse work so far

10 min

10 min

Consider variations of sports acro or gym balances pupils could perform if they do not feel confident with the prospect of lifting their partner. Develop a work sheet with various images of partner contact work that pupils can select ideas from, see Partner Work sheet below for ideas

Plenary ( 5 min) How do you rate the quality of learning in this lesson? Outstanding 1 – 5 Inadequate

Performance Pair and Share - Perform work to another pair Evaluate One thing they can improve on One thing that is good about their dance

1 2 3 4 5

Year 6 Dance Lesson 5 Objectives

To develop a dance phrase from a video extract. To use video to enhance performance. Understand how to lead a safe warm up routine, understand why we warm up and the benefits of participating in a warm up. To recognise certain actions that are used in Rock and Roll dance ie flick kicks, the twist etc.

Lesson Structure

Introduction/ warm up (Connection and Activation) With timings Differentiation (Extension/Support)

Warm up Routine – Student lead Stretches – Student lead Watch clip http://www.youtube.com/watch?v=HB4MXF_So5w Action bingo Pupils write on a sheet the actions, tick off as they watch the clip, when they have scored all words shout out bingo

10 min

Re cap what specific moves have been taught so far ie spins, jumps, partner work, kicks etc write list on the board

Main (Development/ Application) With timings Differentiation (Extension/Support)

Recap dance so far, allow time to rehearse Task The end of the dance needs to be a climax, like in the video watched at the start, choreograph an explosive ending to the routine Allow time to rehearse Task Discuss how the assessment lesson will be conducted next lesson What criteria they will be assed on Task Share work with another group Pupils conduct an assessment, what level would they give for the work they have watched Pupils conduct a self-evaluation, what level would they give themselves.

5 min

10 min

10 min

5 min

5 min

Have examples of the board of different I can statements, see lesson plan 6, adapt where necessary.

Plenary ( 5 min) How do you rate the quality of learning in this lesson? Outstanding 1 – 5 Inadequate

Evaluation Pupils set a target level they wish to achieve next lesson Plan any costume requirements

1 2 3 4 5

Year 6 Dance Lesson 6 Objectives

I can perform and create motifs in a variety of dance styles with accuracy and consistency I can select and use a wide range of compositional skills to demonstrate ideas I can suggest ways to improve quality of performance I can lead my own warm up and demonstrates all round safe practice showing sound knowledge and understanding

Lesson Structure

Introduction/ warm up (Connection and Activation) With timings Differentiation (Extension/Support)

Warm up Routine – Student lead Stretches – Student lead Discuss the I can statements for Level 5, this is what they are aiming to achieve Arrange order of performance, write order on the board so that pupils know when they are performing

10 min

Discuss the role of the audience how to conduct yourself when others are performing

Main (Development/ Application) With timings Differentiation (Extension/Support)

Task Final rehearsal Discuss what makes a FANTASTIC performance i.e. smiling, no talking, extending all moves, listening to the music etc. Task Perform and film the performances Teacher assess performance Task Watch back the performances, pupils evaluate if they have achieved the target level they set themselves

10 min

20 min

10 min

Nervous groups can perform together but try to encourage every group to perform on their own

Plenary ( 5 min) How do you rate the quality of learning in this lesson? Outstanding 1 – 5 Inadequate

Evaluation One wish one star, what target would they set themselves for the next dance unit What are they most proud of from this unit If they could do it again what would they change about their dance

1 2 3 4 5

Year 6 Warm up Routine

8 Knee bends

8 Heel lifts

8 Jumps

8 Gallops forwards clap

8 Heel flicks clap

8 Grape vine right clap

8 Grape vine left clap

8 2 star jumps facing forwards, 2 star jumps turn to the right

Repeat sequence now facing this direction up to, 2 star jumps facing forwards, 2 star jumps turn to the right (you are now facing the back of the room)

Repeat sequence now facing this direction up to, 2 star jumps facing forwards, 2 star jumps turn to the right you should now be facing the front of the room back to the start

Repeat the whole sequence but this time everything starts on the left

8 Knee bends

8 Heel lifts

8 Jumps

8 Gallops forwards clap

8 Heel flicks clap

8 Grape vine left clap

8 Grape vine right clap

8 2 star jumps facing forwards, 2 star jumps turn to the left

The star jumps are a quarter turn so the phrase is repeated facing each side of the room

Rock and Roll Dance Framework

Section A

8 Flick Kicks facing partner starting with right leg

8 Gallop up stage (away from audience) hold hands with partner, swing your arms up and over so you twist back to back (see 0:46 – 0:48 http://www.youtube.com/watch?v=HB4MXF_So5w)

8 Gallop down stage (towards audience) and repeat the back to back twist

8 Repeat flick kicks

8 Hold hands gallop in circle to right (no messing around!)

8 Gallop in circle to left

Hand jive – http://www.wikihow.com/Do-the-Hand-Jive

8 Shimmy facing partner shimmy leaning forwards and your partner leans backwards, repeat

Lift – A run jump place hands on partner shoulders, lock elbows so you are pushing your weight into shoulders ie you are supporting yourself, B wide base one foot back on forwards, bend knees, hold partner on hip bones when they place hands on shoulders as they jump up lift them and turn then lower to the ground, see for example http://www.youtube.com/watch?v=qTrPv_ogUtg 1:47 – 2:10

Section B

8 Side by side with partner now facing the audience

8 Flick kicks travelling backwards (upstage away from audience)

8 Clap right hand walk round in a circle waving the left hand

8 Repeat to the left so swap hands

8 Flick kicks travelling forwards (down stage towards audience)

8 Spin partner A around

8 Spin partner B around

Hand Jive – Repeat above

Lift – B catch partner A in cradle, A put hands around partner shoulders, B needs a wide base in second position, B bends his knees to give A some momentum, A swings both legs around and B catches both legs behind his back, see http://www.youtube.com/watch?v=hGD5Gm9Qlac only go as far as catching your partners legs behind your back ie as far as 1:50

Section C

Dance Craze – pupils choreography their own section reflecting different dance crazes

Section D

Partner lift work

Section E

Finishing positions

Partner Work Ideas