Overview

Dance

Autumn term

Key ideas and topics covered

Safe Practice: students learn how to warm-up effectively and safely

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.

Safe Practice: students learn how to warm-up effectively and safely

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)

Developing performance and choreography skills; Performance piece one

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

Performance: Development of Physical & Expressive Skills through introduction of the set phrases: Shift/Breathe

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

Listening

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 3 Melody: Students continue their knowledge of keyboard skills, the rhythm family, time signatures, and treble clef while also learning about melody writing.

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 3 Chords: Students continue to build on their knowledge of chords and basic harmonic progression through a focus on harmony and melody, 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.

Listening

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

Listening

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 5 The Orchestra: Students learn about the instruments of the orchestra and the basic features of Baroque and Classical music. This unit instils an appreciation for music history.

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.

Unit 5 Rock Band: This project forms a steppingstone into the performance work that students will experience during the GCSE music course. In this project, students will focus on learning a full song on a chosen instrument. Students will then form into ‘bands’ to create a full ensemble performance.

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