Overview
Dance
Autumn term
Key ideas and topics covered
Dance Style one: The Jiving Lindy Hop: Students learn key motifs of this dance style; Duet work; The key actions for dance: Jump, turn, gesture, stillness, travel. Exploring choreographic processes: simple motifs; actions; space; Choreographic Devices: Unison & Canon; Developing physical skills.
Dance Style one: The Jiving Lindy Hop: Students learn key motifs of this dance style; Duet work; The key actions for dance: Jump, turn, gesture, stillness, travel. Exploring choreographic processes: simple motifs; actions; space; Choreographic Devices: Unison & Canon; Developing physical skills.
Professional work one: Swansong by Christopher Bruce
Appreciating contemporary professional dance work; Learning repertoire challenging sections of material from the work; Working with a prop; Developing & performing motifs from professional work; Understanding Narrative/semi narrative structure; Working as a trio: relationships: Call and response, counterpoint, solo, duo; Choreographic Devices link to intention: unison, canon, climax, motif development; Expressive skills; Aural setting & Staging (Lighting)
Students will learn to develop technique (physical skills)
TEMPS Skills:
- Understanding technical skills
- Introduce expressive skills
- Mental Skills
- Developing physical skills
- Safe Practice
Understanding choreographic Principles: Action, Space, Dynamics, Relationships
Task 1: Learning new skills- teacher led
Task 2: Choreography in pairs
- Responding to a stimulus
- Improvising and Creating motifs and applying key actions, space, dynamics
- Performance in groups
Teacher assessment 1: Group performance and choreography
Choreography: FOCUS: Within Her Eyes (James Cousins) Technical Skills; Contact Work; Performance Environments; Site Sensitive Performance; Dance for Camera
Appreciation: FOCUS: Within Her Eyes (James Cousins) Analyse choreographic content of the piece; Key Facts Constituent features: Use of Camera; Staging/Set, Lighting, Costume, Aural setting, structure; linked to stimulus and intention.
Choreography: FOCUS: Shadows Christopher Bruce; dynamics, use of aural setting; neo classical dance style, use of props; semi-narrative
Performance: quartet; using props; characterisation; neo classical style;
Appreciation: FOCUS: Shadows (Bruce): Constituent Features: Aural setting, lighting; movement analysis; set design; staging; costume
Performance: Shift/Breathe-developing TEMP skills for assessment 1
Choreography: Students will choreograph their exam pieces in response to AQA AO1 Examination brief
Appreciation: Focus: Shadows (Christopher Bruce) Analyse choreographic content of the piece; Constituent features: Key Facts, Staging/Set, Lighting, Costume, Aural setting, structure; linked to stimulus and intention
Spring term
Key ideas and topics covered
Professional Work one: Matthew Bourne’s Nutcracker– Gobstoppers
Physical skills: posture, alignment, extension, coordination, fluency. Expressive skills: Musicality, Facial expression; Phrasing; Projection; Contemporary/classical genre; Learning repertoire; Spatial Awareness; Movement memory
Choreography: Space: Levels, pathways, directions, group design; Dynamics: Flowing abrupt/Fast & Slow; Relationships: Mirroring Compliment/contrast; lead and follow; Narrative structures
Performance: Performing as a group; Communicating with other dancers
Appreciation: Identify and describe detail linked to success criteria; Analyse components of own and other’s work; Give articulate & perceptive responses in relation to the dance idea; Engage and offer personal opinions and emotional responses; Accurately evaluate own and other’s work; Learn how to offer and receive critical feedback.
Dance Style 2: Contact work; Exploring the principles of contact improvisation; Lifts and using/taking weight; Working safely
Choreography: Creating contact duos, Responding to Stimulus: The London Bombings; Devising original material; motif and motif development: ASDR
Performance: Creating whole group performance, developing expressive skills; interpreting aural setting
Appreciation: Understanding how to use a stimulus- developing creative skills, devising original material; developing the use of key terminology, describing and articulating strengths and areas for development.
Professional work one: Infra
Performance: Teacher Taught Motifs: Key material learnt from different sections of Infra, developing expressive skills: Focus, facial expression, musicality
Choreography: Motif Development, understanding Action, space, dynamics and relationships; Key choreographic devices: Motif and development, highlights, climax, unison and canon; use of Aural setting, solo, duet and group work. Understanding formation and how space impacts on the audience. Stage
Appreciation Fact file, motif writing, choreographic intention, Analysis ASDR; Description costume, lighting, aural setting, set
Drama
Music
Autumn term
Key ideas and topics covered
Unit 1 African Drumming: Students learn about the rhythm family, the elements of music and performance as an ensemble through a focus on African culture and music.
Unit 2 Performance skills: Students focus on basic performance skills through keyboard and singing while also strengthening their listening and appraising skills and understanding of treble clef and rhythm.
Unit 1 Film Music: Students will revisit and build upon the knowledge base that was gained during year 7 through the exploration of music for film. Utilising both instruments and technology, students will explore mood, setting, emotion, and theme through a focus on composing and performing.
Unit 2 Blues: Students learn about the development and musical features of the Blues. Through the exploration of the 12-bar blues, students will focus on composing melodies, bass riffs, and rhythms within groups to create a performance within the Blues style.
Listening
- Texture
- Harmony
- Melody
- Dynamics
- Articulation
- Structure
- Listening exam practice
Performance
- Three Little Birds Performance
- 1 Performance chosen by the student
Composition
- Pachelbel Sibelius project
Listening
AOS 3: Rhythms of the world
- Indian Classical
- Bhangra
- Calypso
- Samba
- African drums
- Greek
- Palestinian and Israeli
Performance
2 performances chosen by the student (one ensemble and one solo)
Composition
Composition exercises relating to AOS 3
Revision over music theory vocabulary and AOS 4 & 5 – Rhythms of the World & Conventions of Pop
Listening skills, practice questions and mock exams
Performance
At least 1 solo or ensemble performance
Composition
Composition 2 (set to a brief)
Spring term
Key ideas and topics covered
Unit 4 Ukulele: Students learn about chords and basic harmonic progression through a focus on the Ukulele while also strengthening their listening and appraising skills.
Unit 4 Arranging EDM: Students will continue to build on their understanding of music technology by creating an arrangement of a well-known melody in an EDM style. Students will need to utilise their understanding of instruments, harmony, and basic music theory.
Mock Exam over vocabulary from term 1
AOS 5: Conventions of Pop
- 1950s Rock
- 1960s Rock
- Stadium Rock
- Pop Ballads
Performance
Elvis Presley Performance Task
1 ensemble performance chosen by students
Composition
Composing a chord sequence and melody
Composing a bass line and 2nd section
AOS 4: Film Music
- Leitmotif
- Diegetic vs Nondiegetic
- Action
AOS 2: Concerto Through Time (Baroque)
Performance
2 performances chosen by the student (one ensemble and one solo)
Composition
Composition exercises relating to AOS 4 and AOS 2
Listening
Revision of AOS 2 & 3 (Film Music & Concerto Through Time)
Listening skills, practice questions and mock exams
Performance
At least 1 solo or ensemble performance every half-term
Composition
Complete Composition 2 (set to a brief)
Summer term
Key ideas and topics covered
Unit 6 EDM and Technology: Students learn how to use technology to create music using a computer. This project also builds upon and strengthens prior knowledge about song writing and music theory that was gained throughout the year.
Listening
AOS 5: Conventions of Pop (Solo Artists)
Mock Exam on AOS 5
Performance
1 ensemble performance chosen by students
1 solo performance chosen by the student
Composition
Serialism Composition project
Listening
AOS 2: Concerto Through Time (Classical, Romantic)
Revision and mock exam over all AOS
Performance
2 performances chosen by the student – one ensemble and one solo
Composition
Composition 1
Listening
Revision of all AOS
Listening skills, practice questions and mock exams
Polish and finalise all coursework before hand in date