Knowsley Approach to Dance Key Stages 1 & 2

Knowsley Approach to Dance

Key Stages 1 & 2

Introduction Welcome to the Knowsley approach to dance for Key Stages 1 & 2. I hope you will enjoy using the scheme and

that dance will become a fun area of PE to teach.

This project has been devised and written by Rebound Dance & Health CIC as a guide for teachers delivering dance in the curriculum at primary level key stages 1&2. The overall aim is to provide essential information along with schemes of work to make dance in the curriculum more achievable to a none dance specialist.

The SchemeThe lesson plans will follow a basic structure of make – do- show or Plan - Perform – Evaluate.Each year group has 6 session plans. Session plan means that they should take more than one lesson to complete. They have suggested learning objectives, tips for success (teaching points), assessment pointers and an indicator of how the lesson splits up according to a multi-abilities framework (the green boxes). You may decide to use a few leaning objectives from one session in one lesson and cover the rest in the next lesson. They are not set in stone so be creative too!

STEP – Space, Task, Equipment, PeopleEach card also has STEP suggestions. These will help extend the lesson from one to the next, challenge more able students and give new ideas. When using STEP follow the format of the ‘Activities’ section using the ideas presented as the instructions.

Multi-abilitiesThese session plans incorporate the multi-ability framework to encourage an holistic physical education environment that caters for a full range of pupils' talents. The multi-ability framework supports inclusive opportunities for all pupils to be recognised and achieve within a range of physical education contexts. For example:Physical ability is pupil’s competence and fitness to perform a range of physical abilities. Social ability is exhibited in social contexts, and is the basis of leadership, teamwork Cognitive (thinking) ability is shown in planning and compositional settings Creative ability is evidenced when learners respond to challenges and tasks with fluency, originality and sensitivity to problems.

National Curriculum Requirements

For Dance

Dance at key stages 1 & 2 pupils are required to:

KS1 Use Movements imaginatively, respond to stimuli including music and perform basic skills. To include, travelling, being still, making a shape, jumping, turning and gesturing.Change rhythm, speed, level and direction of movement.Create and perform dances using simple movement patterns including those from different times and cultures.Express and communicate ideas and feelings.

KS2Create and perform dances using a range of movement patterns including those from a different times, places and cultures.Respond to a range of stimuli and accompaniment.

Prepared with information available from department of education for dance in PE last revised 2011

Record of Assessment KS 1

Copy basic actions

Use movements with imaginationRemember and repeat actions

Respond to a range of stimuli

Sequence actions to include being still, making a shape, jumping, turning and gesturing.

Understand change of :Levels, Speeds ,rhythm & directions

Create and perform dances

Express & communicate ideas

Explore & improvise to create original movements

YEAR GROUP…………………………………………Date……………….

Curriculum Requirements Completed Notes or comments

Teacher’s signature ……………………………………………………………………………Date………………………………………………

Record of Assessment KS 2

Copy basic actions

Use movements with imaginationRemember and repeat actions.

Respond to a range of stimuli and accompaniment.

Link actions to make dance motifs and phrases. Then develop and adapt motifs to make dances.

Understand change of :Levels, Speeds ,rhythm & directions

Create and perform dances using a range of movement patterns including those from different times, places and cultures

Express & communicate ideas with use of dance terminology

Explore & improvise to create original movements

YEAR GROUP…………………………………………Date……………….

Curriculum Requirements Completed Notes or comments

Teacher’s signature ……………………………………………………………………………Date………………………………………………

SAFETY TIPS FOR DANCE

It is essential before any activity takes place to make sure the pupils are aware of safety issues relating to:

•The space - The room pupils dance in needs to be clean, warm and free of any clutter. When pupils arrive for the session ask them to sit at the front and play the ‘HOT SPOT’ game where they call out to the teacher any danger spots they can see. This way you make sure the participants are fully aware of the room they are dancing in.

• Personal space – when the group is ready to start moving in the room ask them to find a space on their own not to close to anyone else. Next ask them to lift their arms out to the sides at shoulder level and turn around on the spot slowly whilst being aware of other people in the room.

•Suitable clothing for dance - In most cases PE kit or loose fitting clothing like a tracksuit or shorts and T shirt is best. Pumps or bare feet is advised for footwear but we suggest pupils should not be allowed to wear socks due to slippery surfaces.

•Jewellery and accessories – To minimise the risk of accident and injury jewellery and watches should not be worn for dance activity.

ACTIONS: The six skills of travel, turn, jump, stillness, gesture and fall.

BALANCE: To hold the body in any shape and try to evenly distribute the weight.

CANON: An overlap in the dancers movements one after another similar to a Mexican wave.

COOL DOWN: A relaxing end to the class to bring the heart rate back to normal.

COMPOSITION: Organising and arranging sounds, words, movements and images into a unified whole.

CHOREOGRAPHY: Art of arranging movements into a finished performance.

FOCUS: The dancers sight line used to increase communication with the audience.

GESTURE: Movements which do not move or bear weight.

IMPROVISE: Unplanned exploration of movements.

MOTIF: The central movement theme of the dance which is repeated and varied.

STIMULUS: The starting point for your dance and basic theme.

SECTION: A large separate part of the composition.

WARM UP: Muscle preparation for exercise to avoid injury.

DANCE TERMINOLOGY

PHRASE: A collection of movements put together based on any given theme either on the spot or travelling.

HOP: To jump up and down on one foot and landing on the same foot.

JUMP: To jump off 2 feet and land on 2 feet (2 to 2)

LEAP: To jump from one foot and land on the other foot (1 to1)

LEVELS: There are 5 levels to be aware of:1. on the floor2. Low to the ground3. Mid height4. High above the head5. In the air or jumping.

PATHWAYS: Possible directions in which to travel in the space.

TRANSITIONS: Links between movement themes, motifs, phrases or actions.

TRAVEL: To move across the room using steps and movements starting at one point in the space and arriving at another.

UNISON: All dancers moving at the same time in the same direction together and in time.

SOLO/ DUET/ TRIO How many will dance 1,2 or 3 more than this is a small group more than 5 is a large group.

DANCE TERMINOLOGY

CREATING A DANCE MOTIF

Example

THEME : WEATHER

Stage 1 Brainstorm ideas linked to:

Sunshine Snow/Ice Storms Wind Rainbow Rain

Stage 2 Select one of the ideas as a starting point:

RAIN

Stage 3 Select some appropriate movement words:

Drop Dash Splash Scatter Bounce Shake

Stage 4 Select five words from the above list (one for each of the BASIC ACTIONS below)

TRAVEL JUMP GESTURE TURN STILLNESS

DASH

BOUNCE

SPLASH

SHAKE

Stage 5 Create a phrase of movement to include each of your chosen words.

Now you are ready to develop your motif!!

Year 1 SHAPE SHIFTER

Year 2 H2O

Year 3 ROCK N ROLL

Year 4 LINKING IN

Year 5 INDIAN DANCE

Year 6 HEART TO HEART

Key Stage 1

Key Stage 2

Topic, Theme or Idea

Cool Down Key stages 1&2

Find a space and lay down on the floor and close your eyesPlay some calm music on a low volume and:

*Breathe in for 4 – hold the breath – and slowly breathe out.

*Bring the breathing back to normal and try to identify any areas of tension in the body, with each breath out allow that tension to slip away.

*Use this time to think about all the things learned in the class, what was enjoyed most and what needs to be remembered for the next class.

*Allow the class time to recover and just relax for 1 minute. Slowly sit up, have a stretch then slowly stand and stretch out again.

Towards the end of each session the class should orally review/ evaluate the work they have created. In doing this we are allowing the heart rate to return to normal naturally.

This section of the class is specifically for the mental and physical ‘cool down’ of the participants.

The atmosphere should be peaceful and quiet.

YEAR 1 DANCESHAPE

SHIFTER

Year 1 DanceSession 1: Shape Shifter

Activities

Warm upRefer to warm up sheet for year 1

Development •Using body parts demonstrate how to draw circles in the air.•As a group choose 4 body parts and link them together to create a phrase of movements. Try to perform them as a group to music taking 4 counts for each circle.

Composition •As a whole group practice standing still in a starting position, let the music start playing and count to 8 then begin the circle dance moving to the music slowly and the whole group moving in unison.•Ask each child to choose 2 body parts to draw a circle in the air on their own in a space and count to 4 for each circle. Link this to the circle dance. Split into 2 groups to perform and discuss.

Cool DownFind a space on the floor and lie down. Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretch 4 times then lay still for 1 minute to relax.

Resources:Music - download Sacred spirit by Native American musicBody parts flash card

Learning Objectives:

Understand the importance of warm up and cool down.

Create movements using body parts to draw circles in the air. Work alone and in a large group

Dance terminology key words in red

Tick box assessment sheet KS 1 - Can children: Copy basic actions? Use movements with imagination. Understand change of levels, speeds, rhythm and

directions.

Tips for success

•Always make sure that the task is clear

•Give praise to achievements and draw attention to examples of good practice.

Physical

Social

Thinking

Creativity

S – Safety first- hot spot game.

T – talk through the aim of the session at the start and introduce the dance idea.

E – Make sure children are aware of the importance of warm ups and cool downs for the body.

P – Fill out tick box assessment sheets to keep track of class progress


Activities


Development Recap the work from previous week and perform to the music 3 times.Talk about the movements the children created by themselves (pick 2 body parts and draw circles in the air) give them a moment to practice this and get it right with music taking 4 counts for each circle.

Composition •Ask children to join up with a partner and learn each others movements and link them together. Practice doing this in unison facing the front.•Split into 2 groups to perform duets and discuss how to improve moves•As a whole group practice dance from start•In your own space perform in unison 4 body parts circles taking 4 counts for each making up your own motif. Next do your own 2 body part circles on your own. Then take 8 counts to walk to your partner then do your duets in unison to finish.


Resources:Floor spaceMusic - downloads


•Learn about levels and direction

•Work in pairs and learn each others moves.

•Explore and improvise to create new movements.

Tick box assessment sheet KS 1 - Can children: Respond to a range of stimuli Express and communicate ideas.

Tips for success

•Monitor creative work in groups by moving around the room


Physical

Social

Thinking

Creativity



E –Flash cards, music player and CD

P – Ask children to contribute to movement ideas.


Activities

Warm up•Refer to warm up sheet for year 1.

Development Practice the dance so far and ensure everyone is happy, if not go over any problems.Run through with music 2 times talk about how to make movements better by making them bigger and keeping your eyes off the floor and looking out to the front.

Composition Working with your partner find 2 symmetrical shapes and 2 asymmetrical shapes and practice them to music holding them for 4 counts, at the end find a shape to hold very still for 8 counts.


Resources:Floor spaceVideo cameraShape flash cardsMusic - downloads


•Work in pairs as a duet. Link up into small groups.

• Express and develop ideas.

•Observe and communicate thoughts.

Tick box assessment sheet KS 1 - Can children: Explore and improvise to create original movements.

Tips for success

•At the start of class talk about what you want to achieve.

•Introduce the idea of symmetry and show images.

•Ask children to show a symmetrical shape and an asymmetrical shape

Physical

Social

Thinking

Creativity


T – Demonstrate symmetrical and asymmetrical shapes before giving the task.

E – Leave music running in the back ground whilst pupils are creating.

P – Ask children to contribute to movement ideas through improvisation.


Activities

Warm up•Refer to warm up sheet for year 1

Development Recap whole dance then run through with music 2 times. Talk about how to make the dance better and how we do this with bigger moves and where we look with our focus for each movement.

Composition Teacher to choose one pupil as a leader that will start off a pathway that everyone will follow around the room just like follow the leader. Eventually group should make a large circle and stand still. Whole group to show one big symmetrical shape and hold for 8 counts then change to show an asymmetrical shape and hold for 8 counts. Everyone turn to face outside of the circle then the same leader is to bring arms over the head one after another to touch the ground facing the inside of the circle Complete this with everyone in canon to finish the dance.


Resources:Floor spaceVideo cameraDance terminology flash cardMusic - downloads


Work as a team and finish the dance with a clear beginning, middle and end.•Learn and repeat simple dance terminology.•Observe and communicate thoughts about the dance so far. Dance key words in red

Tick box assessment sheet KS 1 - Can children: Express and communicate ideas.

Tips for success•At the start of class ask children to talk through the dance.

•Sit quietly and listen to the music and ask children to visualise the dance and be aware of being in time to the music.

Physical

Social

Thinking

Creativity


T – talk about possible pathways you could make with your feet around the room.

E –Music and flash cards

P – Learn to hold very still when not moving.


Activities

Warm up•Refer to warm up sheet for year 1

Development Recap and run through with music 3 times. Remember how we make the movements better, where should we look for each move.Remember the importance of being still when not moving and pretend you are a statue.

Composition Now the dance is finished make sure everyone knows their part, if not go over any issues.Give lots of praise to examples of hard work to highlight handy hints for everyone to follow.


Resources:Floor space, Video cameraTV for watching back the danceMusic - downloads


•Perform the dance from start to finish and iron out any problems.

•Video the class performing the dance to their best ability.

•Use dance terminology when describing the dance.

Tick box assessment sheet KS 1 - Can children:

Create and perform dances

Tips for success

•After the warm up walk through the dance without music.

•Run through the dance with music 3 times holding at the start and at the finish.

• video the work and watch it back.

Physical

Social

Thinking

Creativity

S –. Show you are ready to start the dance by holding your starting position and wait for your music.

T – Focus should try to follow the movements if possible.

E – Hold very still when not moving

P – Allow the group to watch their performance and give tips on how to make it better.


Activities

Warm up•Refer to warm up sheet for year 1.

Development Recap and run through with music 3 times. Remember how we make the movements better, where should we look for each move.Remember the importance of being still when not moving and pretend you are a statue.

Composition Now the dance is finished make sure everyone knows their part and explain that everyone has made the dance together with their own ideas created through improvising.Give lots of praise and encouragement recap handy hints for everyone to follow.


Resources:Floor spaceVideo cameraMusic


•Perform the dance from start to finish and feel confident

•Use dance terminology when describing the dance.

•Perform in front of another class or assembly.

Tick box assessment sheet KS 1 - Can children:

Use movements with imagination.

Tips for success

•warm up in the usual way and walk through the dance without music.

•Run through the dance with music 3 times.

•Perform in front of an audience.

• video the performance for future reference.

Physical

Social

Thinking

Creativity

S – Show you are ready to start the dance by holding your starting position and wait for your music.

T – Focus should try to follow the movements if possible.

E – Hold very still when not moving

P – Perform with confidence and instil pride and ownership in the creation of the dance.

Warm Up

Safety firstRemember to do a safety check first and talk through the possible danger hot spots in the space.

Personal spaceWhen pupils are asked to find a space make sure they can stand with arms stretched out to the side and do a slow turn to ensure they have a clear space all around them.

Counting the beatsIn dance we count up to 8 when we move around, this will make it easier to stay in time with the music and enables the dancers to keep in time with each other.

Year 1 KS 1 warm up

In a space to start

Feel the heart beat – note how steady the heart rate is and ask children to describe what they feel.

Gently mobilise the head and neck by tilting chin to chest and then side to side in rhythm with music slowly.

Next stretch arms up to the sky lengthening the sides of the body then curl up in small ball close to the ground.

Walking on the spot then develop into a gentle jog on spot then jumping on spot.

Hop on one leg then the other.

Stop and feel your heart again and make a note of any difference and ask children to describe how they feel.

Shake out and stretch various body parts – bringing the breathing and heart rate back to normal.

SYMMETRY

All of these shapes are symmetrical, this means they have lines of symmetry. Symmetrical shapes are of equal balance which means if you cut them down the middle they will be the same on both sides.

This is an asymmetrical shape, this means it if you cut it down the middle it would be different on each side.

Year 1 DanceShape Shifter flash card

Creative Circles Flash Card

F, KS 1 year 1

Body awareness

Mobilising joints

Responding to commands

creative improvisation

Creative improvisation

Circles and Body Parts

•On your instruction children should touch e.g. elbow, Head, nose, ear, knee, foot

•Staying on the spot ask children to draw a circle in the air with a finger.

•Next draw a circle in the air with their elbow then with their nose.

•Ask children to shout out some ideas of body parts and ask the group to have a go and try out suggestions.

•Now ask the group to think about timing and rhythm and ask them to clap 4 beats to some music. Try to keep in time with the rhythm.

•Next ask the group to draw circles in the air using the 4 count timing to music.

•Teacher to lead group and show 4 body parts drawing circles one after another keeping time to the music. This is your first creative motif made up from improvisation and it’s the starting point of your dance.

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YEAR 2 DANCEH2O

Activities

Warm up•Refer to year 2 warm up flash card for a weekly warm up routine.Explain the reason we need to warm up our bodies before we dance and why we cool down at the end.

Development Discuss the importance of water in our lives. For example what happens if we don’t drink enough, what happens if it doesn’t rain or if it rains to much.

Composition Talk about the journeys water can make either around the body or in nature using these key words teacher should create a simple motif based on (Float, Freeze, Trickle, Swirl and pour). Teach the whole class and practice until it flows easily.

Split into smaller groups of 4 and add 2 new shapes based on water.

Cool DownFind a space on the floor and lie down. Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretches 4 times then lay still for 1 minute to relax listening to calming music.

Physical

Social

Thinking

Creativity

Year 2 DanceSession 1 H2O

Resources:Hall spaceMusic - download Lonely Planet Theme ll by Ian RitchieYear 2 warm up and Motif flash cards


• Perform a simple dance using counts.

•Work in small groups and make team decisions to find a starting and finishing position.

Dance terminology words in red.

Tick box assessment sheet KS 1 - Can childrencopy basic actionsUse movements with imagination and respond to a range of stimuli.

Tips for success

At the start talk about how important water is to our bodies.

Teacher should create a simple motif in advance based on the key words and teach it to the group as a first step in the structure of the dance.

Physical

Social

Thinking

Creativity

S –Safety first – Danger hot spot game.

T – Teach the motif slowly and remember to use counts from the start.

E –Run through the dance with music many times.

P – Draw attention to examples of good work.

Activities

Warm up•Refer to year 2 warm up flash card for a weekly warm up routine.

Development Recap on last weeks session and discuss moving on with the dance idea. Looking at the flash card talk about how water travels in blood cells. Run through the dance at least 3 times with music.

Composition As a group perform the dance movements from last lesson then choose a partner to work with for today. In pairs create x2 lots of 8 counts of movements thinking about water as it travels around the body. Think about using different speeds i.e.. slow, fast, medium and different levels i.e.. on the floor, low to the ground medium height, high up to the sky and up in the air.Split into two halves and watch each other perform to music and give feedback.


Physical

Social

Thinking

Creativity


Resources:Hall spaceMusic - downloadsYear 2 warm up and flash card


• Perform a simple dance using counts.

•Work in pairs to create new movements based on given stimuli to add on to the work so far.

• Learn to sit quietly and watch each other perform. Clap and give praise about the work.

Tick box assessment sheet KS 1 - Can childrenUnderstand change of speeds, levels, direction and rhythm.Express and communicate ideas and work in a duet

Tips for success

•Hold the final position from last weeks work for 8 counts then walk a simple pathway to your partner then begin the new work in duets.

Physical

Social

Thinking

Creativity

S –Explain the transition from the group work done in session1 to the duets work done this week.

T –Encourage creativity using key words like slow and steady or high up to the sky.

E –Leave the music running in the back ground for inspiration.

P – At the end watch the work in 2 halves and evaluate as a group.

ActivitiesWarm up•Refer to year 2 warm up flash card for a weekly warm up routine.•At the end try to include some travelling movements across the room that will include: holding a shape for 4 counts. Jumping moves, a turn and a gestureDevelopment Recap on last weeks session and add on to the dance to create the middle section.Discuss the different qualities of water & how it flows. Talk about the word travelling and what it means then emphasise all the different ways in which we can travel from one point to another.Composition Working with a new partner find a starting point in the room and then walk a pathway to the opposite side of the room to find a finishing point. Use imagery to inspire movement ideas, i.e... Waves, waterfall, rain etc. use these ideas to create a travelling sequence to get you from point A to point B.


Physical

Social

Thinking

Creativity


Resources:Hall spaceMusic - downloadsYear 2 warm up and flash cards


•Create new movements based on travelling to include stillness whilst holding a shape, jumping, turning and gesturing

•Explore different qualities of movement to create a travelling sequence

Tick box assessment sheet KS 1 - Can childrenExplore and improvise to create new movements.Sequence actions to include: Stillness, making a shape, jumping, turning and gesturing.

Tips for success

Hold the final position from last weeks work for 8 counts then walk a simple pathway to your new partner them begin the new travelling sequence work in duets.

Physical

Social

Thinking

Creativity

S –In between point A and point B visualise your feet drawing a pattern on the floor

T –When you are creating your moves don’t forget to count with the music.

E –Whilst the pupils are creating their work leave the music running on low in the back ground to help with the rhythm and counting

P –Watch each other and evaluate.

ActivitiesWarm up•Refer to year 2 warm up flash card for a weekly warm up routine.

Development Recap on last weeks session and add on to the dance to create the next section.Discuss the shape and form of frozen water. Explore some words to describe i.e... Sharp, smooth, jagged, spikey etc.

Composition Duets from the last session link together to make groups of 4. Use the descriptive words to create 6 shapes to demonstrate “ice”. Each shape should be held for x4 counts. Practice to make the 6 movements flow and add onto the end of the work created so far then hold the final shape.

Cool DownFind a space on the floor and lie down. Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretches 4 times then lay still for 1 minute to relax listening to calming music. Take a big stretch with arms over head and point your feet. Next pull knees into your chest and rock from side to side then gently rollover to one side then sit up take a moment before standing.

Physical

Social

Thinking

Creativity


Resources:Hall space, Video cameraMusic - downloadsYear 2 warm up and flash cards


•Children should learn to;

•Link up duet work with another duet to create a small group. Learn each others work in unison.

Tick box assessment sheet KS 1 - Can children

In pairs and in a small groups develop working as a team.

Tips for success

Linking up duets will work better if you give each pair a number. Duet 1 teach the others their moves when finished swap over to duet 2 until you have a large phrase of movements to perform together in unison.

Physical

Social

Thinking

Creativity

S –At the start of the creative section make sure pupils are aware of safety in the space and remember to be aware of others moving with there traveling sequences.

T –Always work as a team and remember to count with the movements.

E – Have music playing in the back ground

P –Watch each other and evaluate.

ActivitiesWarm up•Refer to year 2 warm up flash card for a weekly warm up routine.Practice the warm up and imagine it is a performance, holding very still at the start and moving with the music keeping time and working with the whole class as a team at the end hold your final position.

Development Recap on all work so far and add on to the dance to create the final section. Talk about the work so far and how we can make any improvements. Discuss your focus and demonstrate how this will make a difference if your eyes are up looking out to your audience.

Composition In your small groups practice your linked up duet into groups of 4 and hold your final position. At the end repeat the motif from the start of the dance (week 1 teacher motif) with your group moving in unison. At the end hold your final position very still until everyone has finished.

Cool DownFind a space on the floor and lie down. Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretch 4 times then lay still for 1 minute to relax listening to calming music.

Physical

Social

Thinking

Creativity


Resources:Hall space, Video cameraMusic - downloadsYear 2 warm up and flash cards


•Finish the dance and talk about how to make improvements with quality and control.


Perform with confidence using focus and control.Express and communicate ideas and feelings.

Tips for success

•Practice the dance so far and at the end ask each group to repeat the motif taught in session1 for the end of the dance. Each group should do this in there own time and when everyone has finished moving this will mark the end of the dance.

Physical

Social

Thinking

Creativity

S –Allow the small groups to perform the final motif in their own space and in their own time.

T –Don’t worry about what groups around you are doing as everyone’s timing will be different.

E –leave the music running to help with the rhythm and counting

P –Tick box assessment sheets to keep track of class progress

ActivitiesWarm up•Refer to year 2 warm up flash card for a weekly warm up routine.Practice the warm up and imagine it is a performance, holding very still at the start and moving with the music keeping time and working with the whole class as a team at the end hold your final position.

Development Talk through the dance from start to finish. and discuss important key points to remember. When performing the dance try not to fidget or adjust clothing or hair. Run through the dance with music remembering to be very still at the start and counting to the music in your head throughout.

Composition At this point there is no further creation of movements required but it is still important to remember each section of the dance. Perform it keeping your eyes up and out to your audience and not looking down to the floor.

Cool DownFind a space on the floor and lie down. Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretch 4 times then lay still for 1 minute to relax listening to calming music.

Physical

Social

Thinking

Creativity


Resources:Hall space, Video cameraMusic - downloads


•Perform the dance with control and quality to an audience.

•Watch the video back and ask children to write about how they felt about the project and after the performance.


Perform with confidence using focus and control.

Tips for success

At the start of the session do a run through of the dance without music allowing the group to mark through the dance to remember key points and be spatially aware.

Prepare the group before the audience comes into the room and talk through any worries.

Physical

Social

Thinking

Creativity

S –Make sure you keep you spacing throughout the dance

T –Enjoy your performance!E –Make sure your music is ready on pause for the performance.

P –video the sharing and after the audience has left allow the group to watch themselves and discuss how they felt about performing a dance. Fill out pupil evaluation sheets

Warm Up

•A Safety firstRemember to do a safety check first and talk through the possible danger hot spots in the space.


Counting the beatsIn dance we count up to 8 when we move around, this will make it easier to stay in time with the music and enables the dancers to keep in time with each other.

Year 2 KS 1 warm up

In a space to startFeel the heart beat – note how steady the heart rate is.

Traffic lights – A quick but effective warm up RED – Freeze AMBER – Walk GREEN – Jog BLUE – Allow someone to choose an action for blue each

week.

Continue with this game for 4 minutes

Back to a spaceFeel heart beat and discuss the changesBreath in arms go upBreath out arms fall down ( do this 4 times slowly)

Shake out and stretch various body parts – bringing the breathing and heart rate back to normal.

Year 2 flash card

HUMAN BODY WATER FACT SHEET

Travel sequence key words

Hold a shape for 4 counts

Jump high in the air

Include a turn in your sequence

Make a movement about flowing water

YEAR 3 DANCEROCK N ROLL

Year 3 Rock N Roll Counts 1,2 - Hit your thighs twice Counts 3,4 – x2 hand claps

Counts 5,6 – hands cross Counts 7,8 – Hands cross x 2 Right hand on top x2 Left hand on top

Hand Jive

1

Year 3 Rock N Roll Counts 1,2 – Do the mash Counts 3,4 – Do the mash

Right hand on top Left hand on top

Counts 5,6 – hitching a ride Counts 7,8 – hitching a ride x 2 with Right hand x2 with Left hand

Hand Jive

2

Year 3: DanceSession 1: Rock n roll

ActivitiesWarm upRefer to warm up sheet for year 3

Development Introduce the dance idea and look at flash cards for hand jive 1&2.Listen to music and count to the beat.

Composition Start the dance with everyone in a space feet in a wide position. First 7 counts point to the front with right finger arm stretched out in front. On count 8 hold the position and nod the head. Repeat on the left side.Raise arms above the head for 8 counts then lower arms to the sides of the body. With hands flexed jog on the spot for another 8 counts.

Teacher to teach hand jive motif to pupils using x2 lots of 8 counts. First teach slowly without music, when all pupils are familiar with the moves try to music. Hand jive motif should be done 2 times then finish with hands flexed, jog on the spot until the end of the verse in the music.

Cool DownRefer to cool down flash card

Resources:Floor spaceFlash cards Hand jive 1&2Music - downloads Bill HaleyRock around the clock


Learn opening phrase and the set Hand Jive motif.

Perform to music and work in unison in a whole group.


Copy basic actions. Remember and repeat simple actions.

Tips for success

First try the moves sitting on the floor then in your own space

Make sure the group is well spaced and spread out in the hall.

Music will seem very fast so before dancing with the music try counting it first.

Physical

Social

Thinking

Creativity



E –Flash cards & music

P – Make sure children are aware of the importance of warm ups and cool downs for the body.

Year 3: DanceSession 2: Rock n Roll


Development Recap last weeks work and run through 3 times first without music slowly, then repeat at full speed then try with the music and remember to count to the beat.

Composition Ask the pupils to find a partner who is close by in the space and face each other with each set of partners side on to the audience.Repeat the hand jive twice facing your partner (Instrumental section of music) at the end hold hands. Next repeat the stepping sequence and continue to hold hands with your partner, both travel in the same direction. Do the kicks (refer to kick movements on flash card 3) going to the opposite side whilst still holding hands. Without letting go of hands carefully lift arms up and over the heads whilst completing a full turn together (see image) then repeat the other way. Next do the twist down for 4 counts the up 4 counts then repeat until the end of the phrase.


Resources:Floor spaceFlash card 3 step phraseMusic - downloads


Develop the dance and repeat motifs using change of direction.

Work with a partner.

Tick box assessment sheet KS 2 - Can childrenRespond to a range of stimuli and accompaniment.Link actions to make dance motifs and phrases. Thendevelop and adapt motifs to make dances.

Tips for success

When doing partner work and repeating the motifs walk through the moves very slowly especially when doing the kicks to the opposite direction.

Ensure partners are kicking in opposite directions to avoid any collisions.

Physical

Social

Thinking

Creativity

S – partners should travel in the same direction in the step sequence holding hands

T –Introducing a change of direction to the set motif.


P – it is important to encourage pupils to work as a team with their partners and the rest of the group to achieve an overall performance.

Year 3: DanceSession 3. Rock n Roll

Activities


Development Recap last weeks work and run through 3 times first without music slowly, then repeat at full speed then try with the music and remember to count to the beat. To ensure the dance starts to flow take time to clear up any problem areas with movement or timing.

Composition Last week the group finished in partners holding hands and doing the twist. Next jog to a large circle in the space. Repeat the twist motif twice and then the step sequence from flash card 3. This time at a faster pace with the music. Do 1 count for each step to the side and do 4 hop kicks, all of this should take 8 counts.


Resources:Floor spaceFlash card 4 in the circleMusic - downloads


Develop the dance andLearn next section.

Introduce new spatial dynamics working as a whole group in a large circle.


• Understand change of levels, speeds, rhythm and direction.

Tips for success

Take time to sit on the floor and listen to the music and mentally go through the dance keeping time with the verses and chorus.

Physical

Social

Thinking

Creativity

S – Choose a pathway to reach the large group circle and repeat every time.

T – practice doing the side step routine and kicks at a faster pace taking only 1 count for each move.


P – Be careful not to collide with anyone else when you jog your pathway to the large group circle


Activities


Development Recap last weeks work and run through 3 times first without music slowly, then repeat at full speed then try with the music and remember to count to the beat.Last weeks finish point in a group circle repeating the step motif faster.

Composition Look at flash card 4 (step phrase 2) teach the stepping motif in a circle moving inwards followed by the jumps going backwards. Perform this twice then Jog to a new space to form groups of 4.

Ask the group to select and create 6 x 8 lots of counts using any material from the dance so far this should be completed by creating a strong ending group position to finish the dance. Create a large photo finish shape to end the dance and ask everyone to wave both hands.


Resources:Floor spaceFlash card 4Music - downloads


Finish the dance and be clear about the framework from start to finish.

Tick box assessment sheet KS 2 - Can children• Create and perform dances using a range of

movement patterns including those from different times, places andcultures.

Tips for success

•Encourage groups to count with the music when they are creating their own favourite moves from the dance. They should all perform this section in unison in their own groups.

Physical

Social

Thinking

Creativity

S – When the group leaves the circle to form small groups of 4/5 make sure they are spread out in the space.

T – when they perform their own selections in the small groups all groups should perform their own moves all at the same time.


P – Give big smiles at the end to finish.


Activities


Development Recap last weeks work and run through 3 times first without music slowly, then repeat at full speed then try with the music and remember to count to the beat.

Composition Concentrate on performance qualities and how to use your focus, timing and rhythm to improve the dance piece. Try to make all movements larger than life and as big as you can, really stretch through all movements.

Practice from the start with music implementing improvements.

Split into 2 groups and perform and evaluate the work as a group.

Video the dance from the start to finish with all improvements and perform to your best ability. Allow the class to watch the video and evaluate the performance.


Resources:Floor spaceVideo camera & TVMusic - downloads


Performance qualities and how to make the dance better.

Practice makes perfect.


• Express and communicate ideas with use of danceterminology.

Tips for success

Walking through the dance without music is useful for the teacher to see if anyone needs help to go over any sections of the dance.

When performing the dance try not to fidget or talk. Concentrate on the dance and work together to make the dance as good as it can be.

Physical

Social

Thinking

Creativity

S –When travelling in the space from one section to another try to take the same pathway every time and avoid collisions.

T –Iron out any problems and go over spacing and timing.

E – Video camera and TV

P – Take time to make sure everyone is confident with all movements.


ActivitiesWarm upWeekly warm up routine but this time encourage group to use their focus from now on. Lift the eye line up high and above any audience.Ask group to hold still and wait for the warm up music then start. Remember all the performance qualities learned in previous session.

Development Run the dance without music once and work through any problems and then run it twice with music.

Composition Key points for performance:•Look up high above the audience.•Stretch through all movements and make them as big as you can.•Listen to your music and move to the rhythm and beats.•Work as a team and no talking when performing the dance.•Keep your spacing and remember key land marks for each section of the dance.

Video the performance

Cool Down Cool down to finish with eyes closed . Lie on floor and think about your achievements and the journey the group has taken from week 1 to the performance. Each pupil should feel proud of their performance.

Resources:Floor spaceVideo camera Music - downloads


To perform the dance for an audience to the best of pupils ability.

Tick box assessment sheet KS 2 - Can children•Create and perform dances using a range of movement patterns including those from different times, places andcultures.

Tips for success

•When performing the dance no fidget or talking. Concentrate on the dance and work together to make the dance as good as it can be. •Remember to hold very still at the start and at the end hold your final position until the music fades.

Physical

Social

Thinking

Creativity

S – Remember key points and land marks in the space so everyone knows where they should be for each section of the dance.

T –When you perform don’t count out loud but quietly in your head

E –Video camera and TV

P –When performing look out above the audience so you can’t be put off by anyone.

Year 3 Rock N Roll Side step moves

Starting position Counts 1,2 – step to R Counts 3,4 – feet back together

Count 5,6 – step to R Counts 7,8 back together

Repeat to the left side.

Kick movementsCounts 1,2 3,4 5.6 7,8Step to R - kick across the body with left foot - step to L - Kick to R sideRepeat.

Jogging with flexed hands to meet a partner in a new space until the end of verse in the music.

Flash card 3

Step Phrase

Under arm turn with partner image

Year 3 Rock N Roll Starting position Counts 1,2 – step forwards with R foot and clap hands

Feet together in a circle to right side of the head. Repeat to the left side.

Do this moving forward 4 times moving inwards to the centre of the circle.

Then jump back with both feet and clap low with knees bent 4 times to arrive back at your start position.

Jump backwards and clap low down with knees bent 4 times

.

Flash card 4

Step Phrase

2In the circle

Warm Up



Counting the beatsIn dance we count up to 8 when we move around, this makes it easier to stay in time with the music and enables the dancers to keep in time with each other.

Year 3 KS 2 Set warm up

• Find a space and feel your heart beat.• Walk around the room – ‘freeze’ when you hear a clap (repeat 4

times)• Find a space – Arms stretch up. (do this 4 times) • Shake: R arm x 8 counts then drop L arm x 8 then drop R leg x 8 then change. L leg x 8 then change • Shake whole body x 8 counts then repeat on 4’s, 2’s & 1’s. • 8 Jogs on the spot.• 8 Jumps on the spot – repeat • End with Marching on the spot to allow breathing to return to

normal rate. Feel heart beatBreath in – arms upBreath out - arms down (repeat 4 times)

YEAR 4 DANCELINKING

TOGETHER

Year 4: DanceSession 1: Linking Together

Activities

Warm upRefer to warm up sheet for year 4.

Development As a group explore & discuss the ways that different parts of the body can move. i.e. shake, stretch, twist etc.

Composition •As a group explore and create movements using different body parts which focus on ‘shaking’! Each one should last 4 counts.Ask each child to choose 3 of their favourite ‘ shaking’ movements

•In groups of 4/5 teach each other the ‘shaking’ movements and link them together for form a phrase of movement.

•Share the work with the rest of the class and give feedback.


Resources:Floor spaceMusic - download by Blue Foundation, Eyes on fire


•Understand the importance of warm up and cool down.

•Travel in different directions/levels

• use movements imaginatively.

•Work individually and as a group


• Copy basic actions.• Explore and create original movements.

Tips for success


•Monitor creative work in groups by moving around the room


Physical

Social

Thinking

Creativity



E – Make sure children are aware of the importance of warm ups and cool downs for the body.

P – Ask children to contribute to movement ideas.



Development Recap the ideas and work from previous week Introduce new movement qualities– ‘Contract’ (find other words that could help to inspire movement ideas. i.e. tense, tight, etc.). And ‘Release’ (relax)

Composition •Ask children to create individually one shape to demonstrate ‘Contract’ and another to demonstrate ‘Release’. There should be a clear contrast between the 2 shapes and interesting use of levels.•Practice changing from one shape to the other – hold each shape for 4 counts.•In the groups of 4/5 from the previous class share these new movements and add to the ‘Shaking’ phrase.•Spend time making the work flow so a longer movement phrase starts to take shape.•Share work with the rest of the class. Give feedback & praise.




•Remember and repeat simple actions.

•Work in groups and learn each others moves.

•Explore and develop ideas and movements with a focus on different qualities.

• Tick box assessment sheet KS 2 - Can children• Respond to a range of stimuli and accompaniment.• Link actions to make dance motifs and phrases. Then

develop and adapt to make dances.

Tips for success



Physical

Social

Thinking

Creativity


T – Explore different qualities of movement to create original phrases.

E – play the music when exploring movements.

P – Ask children to contribute to explore and share ideas.


ActivitiesWarm upRefer to warm up sheet for year 4.

Development Discuss and recap the ideas and work from previous classes. Key words to inspire movements in this class will be Stretch and Levels

Composition •Ask the group to walk around the hall paying attention to making good use of the space.•When you clap your hands ask them to create a ‘stretching’ movement /shape toward the ceiling (high)– hold for 8 counts.•Continue to walk around the hall and repeat the task asking for a stretching movement towards the floor (low) followed by a shape/movement at medium level. All children should have 3 shapes at different levels they are happy with.•In groups of4/5 learn each others shapes and movements•3 shapes in any order of levels(each held for 8 counts)•Split the class into 2 halves and share the work created so far.

Cool Down Play some calm, relaxing music and ask the group to find a space and lie down on the floor. Still continuing with the muscle theme ask them to tense then relax different muscles throughout the body. End the class by feeling relaxed and bring breathing and heart rate back to a normal



•Remember and repeat simple actions.

•Work individually and in groups.

•Explore and develop ideas and movements with a focus on different qualities and levels.

Tick box assessment sheet KS 2 - Can children• Understand change of: Levels, speeds, rhythm &

directions.• Explore and improvise to create original movements.

Tips for success



•Emphasise quality of movement & encourage contrast of levels and direction.

Physical

Social

Thinking

Creativity

S – start becoming more aware of the space and how to make best use of it.

T – Explore and use different levels.

E – play the music during the creative section encouraging the group to count to 8 for each shape.

P – create shapes individually and then perform with set groups.



Development Discuss and recap the ideas and work from previous classes.Todays task will be to start fitting all the work together so a choreography starts to take shape.

Composition •Walk through each section of work that has been created so far. •Make sure that each section flows smoothly to the next.•Emphasise the use of contrasting qualities and levels•Encourage the use of music so timing is precise.•Ask each group to create 2 x counts of 8 using levels – hold final position.•Run from beginning to end at least twice & share work with the other groups.•Give feedback on how the work could be improved during the next class.

Cool Down Play some calm, relaxing music and ask the group to find a space and lie down of the floor. Still continuing with the muscle theme ask them to tense then relax different muscles throughout the body. End the class by feeling relaxed and bring breathing and heart rate back to a normal



•Link phrases together to form the structure of a choreography.

•Work individually and in groups.

•Have a good understanding of use of space ,levels and timing.

Tick box assessment sheet KS 2 - Can children• Perform dance using a range of movement patterns• Use movements with imagination .• Remember and repeat actions.

Tips for success

•Make sure the dance has clear sections.

•Use the music to help with the structure of the dance.

•Encourage constructive feedback to help improve work and boost confidence.

Physical

Social

Thinking

Creativity

S – use the space wisely when structuring the choreography.

T – Communicate with each other to develop the dance.

E – use of the music is really important when pulling the dance together.

P – work as a team to achieve a final piece of work.


Activities


Development Todays class should focus on bringing the dance together as a completed piece of work and making sure everyone is clear about what they are doing. The dance should have a nice flow from beginning to end and the group should start ‘performing’ the work.

Composition It is important that the group rehearses with the music several times to give them the feeling of completion and ownership. Point out key parts in the music to use as a reminder of where they should be at that point. Attention should be drawn to enhancing the work by ‘performing’ it to the best of their ability. Note good use of space, focus, not talking etc. Discuss how it can be improved in order to prepare for the final performance in the next session.


Resources:Floor spaceVideo cameraMusic - downloads


• Have a better understanding of ‘performance’.

•Work individually, in groups and as a whole class.



Tips for success

•Make sure everyone is sure of what they are doing.

•Use the music to help with the timing of the dance .


Physical

Social

Thinking

Creativity

S – be aware of use of space when rehearsing the dance.

T – rehearsing several times from start to finish will help to give the dance a good flow.

E – use of the music is really important when pulling the dance together.

P – work as a team to achieve a final piece of work.


Activities


Development Todays class should pull all the hard work together and have a positive feeling of achievement and team work.

Composition Ask the group to ‘walk through’ the dance without music - stop at any point to clear up any problems and answer any questions. Now run through the dance twice with the music encouraging the group to cover any mistakes, not talk etc.Finally ‘perform ‘ the dance either for another group or for the video camera. End on a high note and give lots of positive feedback. Discuss with the group.


Resources:Floor spaceVideo cameraMusic - downloads


• Have a better understanding of ‘performance’.

•Work individually, in groups and as a whole class.



Perform movements with imagination and effort.

Tips for success

•Make sure everyone is sure of what they are doing.

•Use the music to help with keeping the timing of the dance .


Physical

Social

Thinking

Creativity

S – use the space wisely when performing the choreography.

T – focus on performance skills and team work.

E – the music is an important part of the choreography, listen carefully.

P – work as a team to perform the final piece of work.

Warm Up




Year 4 KS 2Set warm up

In a space to start: Arms at your sides with feet together.

•Walking around the hall, changing directions. Be aware of the space and other people and try not to bump into each other.

•Call out different levels – High – travel around stretching on tip toes, Low – squat down or move along the floor etc.On the floor – Sit on the floor or touch the floorMedium – in the middle at standing level.

•Face front of the hall – start to mobilise the joints of the body by circling;Shoulders 4 timesArms 4 timesHead - slow and gentle for 4 counts

•Start to increase the heart rate by;Marching on the spot for 16 counts. Jogging on the spot x 16 counts. Small jumps on the spot x 16 counts.

Feel the heart beat to demonstrate the effect of the exercise.

(Repeat 4 times)

Levels

Year 4 Key Words

YEAR 5 DANCEINDIAN DANCE

ActivitiesWarm up•Refer to year 5 warm up flash card for a weekly warm up routine.Discuss the importance of warming the body up before dance and how we do this effectively.

Development As a group look at the flash card with the Indian hand gestures and discuss how in Indian dance the hands are very prominent.Teach the whole class a simple motif based on linking some of the hand gestures together.

Composition When the class has learned the motif ask them to try to music and encourage counting with the music. Everyone should be dancing in unison all moving together at the same time in the same direction.

Split the group into 2 halves and watch each other perform the motif. Ask the group to give feedback.

Cool Down*Breathe in for 4 – hold the breath – and slowly breathe out.*Bring the breathing back to normal and try to identify any areas of tension in the body, with each breath out allow that tension to slip away.*Use this time to think about all the things learned in the class, what was enjoyed most and what needs to be remembered for the next class.*Allow the class time to recover and ask them to slowly sit up, have a stretch, slowly stand and stretch out again.

Physical

Social

Thinking

Creativity

Year 5 DanceSession 1 Indian Dance

Resources:Hall space, Video cameraFlash cardsMusic - download by Baila Morena Zumba track


•Learn the set warm up.

•Learn a short motif based on the flash cards.

•Learn to work in unison as a group.

•Dance to a set rhythm with music and counts.

Tick box assessment sheet KS 2 - Can childrenUse movements with imagination. Remember and repeat actions. Link actions to make dance motifs and phrases.

Tips for success

•When looking at the flash cards ask the group to sit in a group on the floor. Next try some of the hand gestures whilst sitting to get a feel for the movements.

•Listen to the music before dancing to it and count out loud as a group to get the timing right.

Physical

Social

Thinking

Creativity

S – First learn the dance in your own space. Then try it in a circle.

T –Ask the group to work on moving to the music by encouraging counting to the beats.

E –Flash cards

P –The beginning of the dance is now set with performing the motif in unison as a big group in the space working as a team.


Development Recap on last weeks work and run section1 of the dance 3 times. First time without music. At the end hold the final position for 8 counts.

Composition Show the flash card image of the circle dance and give the class 8 counts to walk to a large circle. Ask individuals to choose 4 hand gestures from last weeks class to repeat in any order. Still in the circle hold each hand gesture for 4 counts.Practice from the start with music.

Split into 2 groups and perform Evaluate the work so far as a group.

Cool Down*Breathe in for 4 – hold the breath – and slowly breathe out.*Bring the breathing back to normal and try to identify any areas of tension in the body, with each breath out allow that tension to slip away.*Use this time to think about all the things learned in the class, what was enjoyed most and what needs to be remembered for the next class.*Allow the class time to recover and ask them to slowly sit up, have a stretch, slowly stand and stretch out again.

Physical

Social

Thinking

Creativity

Year 5 DanceSession 2 Indian dance

Resources:Hall space, Video cameraMusic - downloadsFlash cards


•Develop the dance onto the next stage.

•Pupils to create movements of their own based on stimuli.

•Perform dance from start with music.

Tick box assessment sheet KS 1 - Can childrenExplore and improvise to create original movements.Create and perform dances using a range of movement patterns including those from different times, places and cultures.

Tips for success

When walking to the circle ask the class to walk a set pathway from their first space to the circle and repeat this pathway every time.

As a group count out loud the 4 counts that you will be holding your chosen hand gestures in the circle.

Physical

Social

Thinking

Creativity

S –Ask pupils to be aware of other people in the space and avoid crashing into one another.

T –When the pupils have chosen their hand gestures practice holding very still and showing the shapes.

E –Flash cards

P – Encourage use of dance terminology words when describing the dance.

Activities

Warm up•Refer to year 5 warm up flash card for a weekly warm up routine.•Re cap last weeks work and run the dance with music 2 times.

Development Sit and talk through the dance from the start linking all sections together. Talk about the next section and look at the middle image on the dance images flash card. Discuss Levels speeds and directions. Pick up the dance from the group circle and walk to a new space and into groups of 3 or trio’s.

Composition Still in groups of 3 create 6 new hand gestures inspired by the images on the hand gestures flash card.

Now the groups of 3 should form a line and create 4 arm gestures based on the middle image on the card. Take 8 counts for each movement and hold your shape very still. Walk through the dance from the start without music and add onto the dance.

Practice from the start with music.

Split into 2 groups and perform. Evaluate the work so far as a group.

Cool DownRepeat cool down from last week to finish.

Physical

Social

Thinking

Creativity


Resources:Hall space.Music - downloadsFlash cards


Develop onto the next section of the dance.

Create new phrase of movement based on flash cards and work in a trio.

Link all sections together seamlessly.


Express &communicate ideas with use of dance terminology. Respond to a range of stimuli.

Tips for success

•When creating your new hand gestures allow each person to choose 2 so the group ends up with 6 in total.

•When creating the arm sequence think about how it will look from the front and remember to include levels.

Physical

Social

Thinking

Creativity

S – Make sure all the trio groups are well spread out in the space.

T –Allow the groups time to create movements and walk around each group to monitor progress.

E –Flash cards

P –Encourage use of dance terminology words when describing the dance.

Activities

Warm up•Refer to year 5 warm up flash card for a weekly warm up routine.

Development Re cap last weeks work and run the dance without music once and then 2 times with music. Next look at the final image on the flash card of the group in a line showing a fan like movement with their arms. Talk about the use of canon and how this works.

Composition Ask the group to stand in the space in their groups of 3 in a line. Next ask them to walk to a new space to form 2 separate straight lines. Move arms from right side over head to left side and drop down to the floor and hold position. This should start with the front person of each line – canon effect.

Practice from the start with music.

Split into 2 groups and perform. Evaluate the work so far as a group.

Cool DownRepeat cool down from last week to finish.

Physical

Social

Thinking

Creativity


Resources:Hall space, Music - downloadFlash cards


Roughly finish the framework of the dance.

Learn about the use of canon and what this means for the timing of the piece.


Link actions to make dance motifs and phrases. Then develop and adapt to make dances.

Tips for success

•When organising the 2 straight lines give each child a number 1 or 2 number1’s walk to the line on the left number 2’s walk to the line on the right.•When talking about canon mention the effect of a Mexican wave in football matches and try to have a go with the group.

Physical

Social

Thinking

Creativity

S –Whenever walking to a new space chose a pathway and follow that pathway every time.

T –Timing is very important for the use of canon with the first person moving on count 1 then the next on count 2 and so on.

E –Flash cards

P –Encourage use of dance terminology words when describing the dance.


Development Re cap and talk through the dance from start to finishRun the dance without music once and work through any problems and then run it twice with music.

Composition Concentrate on performance qualities and how to use your focus, timing and rhythm to improve the dance piece. Try to make all movements larger than life and as big as you can, really stretch through all movements.

Practice from the start with music implementing improvements.

Split into 2 groups and perform. Evaluate the work as a group.

Video the dance from start to finish with all improvements and perform to your best ability. Allow the class to watch the video and evaluate the performance.

Cool DownCool down to finish.

Physical

Social

Thinking

Creativity




Performance qualities and how to make the dance better.

Iron out any problems and go over spacing and timing.

Take time to make sure everyone is confident with all movements.


Create and perform dance using a range of movement patterns.

Tips for success

•Walking through the dance without music is useful for the teacher to see if anyone needs help to go over any sections of the dance.•When performing the dance try not to fidget or talk. Concentrate on the dance and work together to make the dance as good as it can be.

Physical

Social

Thinking

Creativity

S – Try to have key points or land marks in the space so everyone knows where they should be for each section of the dance.

T –When walking through the dance without music ask the class to count out loud for every section.


P –Encourage pupils to talk about what they see using dance terminology

Activities

Warm upWeekly warm up routine but this time encourage group to use their focus from now on. Lift the eye line up high and above any audience.Ask group to hold still and wait for the warm up music then start. Remember all the performance qualities learned in previous session.

Development Run the dance without music once and work through any problems and then run it twice with music.

Composition Key points for performance:•Look up high above the audience.•Stretch through all movements and make them as big as you can.•Listen to your music and move to the rhythm and beats.•Work as a team and no talking when performing the dance.•Keep your spacing and remember key land marks for each section of the dance.

Video the performance

Cool DownCool down to finish with eyes closed on floor and think about your achievements and the journey the group has taken from week 1 to the performance. Each pupil should feel proud of their performance

Physical

Social

Thinking

Creativity




•To perform the dance for an audience to the best of pupils ability.


Create and perform dance using a range of movement patterns including those from different times, places and cultures.

Tips for success

When performing the dance no fidget or talking. Concentrate on the dance and work together to make the dance as good as it can be.

Remember to hold very still at the start and at the end hold your final position until the music fades.

Physical

Social

Thinking

Creativity

S – Remember key points and land marks in the space so everyone know where they should be for each section of the dance.

T –When you perform don’t count out loud but quietly in your mind


P –When performing look out above the audience so you can’t be put off by anyone.

Warm Up





In a space to start: Arms at your sides with feet in parallel position.

Stretching up high - Arms lift up to shoulder level and then out to sides.(1,2,3,4)Next palms meet in the middle with arms straight out in front of body. (1,2,3,4)Pull both arms inwards to the chest in prayer position(1,2,3,4)Both hands reach up and stretch as high as possible keeping hands together(1,2,3,4)Hold this position for 8 counts then release arms down reaching out into a big circle then arrive back at your sides. (repeat this 4 times)

Neck mobilise and knee bends Count 1. 2. – Drop head down with your chin into your chest “ 3. 4. - Lift head back to centre. “ 5. 6. - Look with head to the side “ 7. 8. - Bring head back to centre. “ 1. 2. - Look with head to the other side. “ 3. 4. - Bring head back to the centre. “ 5. 6. - Slowly bend the knees down (Keeping the heels on the floor at all times) “ 7. 8. - Slowly straighten knees up to standing.

Rolling circlesCircle the right shoulder 4 timesRepeat on the left.Circle the left elbow 4 times.Repeat on the left.Circle the whole straight arm 4 times on the right side.Repeat on the left.

Quick knee bends and jumpsTo start bend the knees quickly for 8 counts (Keep the bounces small) repeat 4 times. Next on count 1 do a small jump on the spot. Repeat 4 times. Next on count 1 with a jump do a quarter turn. (Do 4 times until they arrive back at the front) Next do half turns x2 and arrive back at the front. To finish try 1 full turn. As you turn pull your tummy in tight and think tall. When you land make sure you bend your knees.

(Repeat 4 times)

Year 5 flash card Indian dance images

Year 5 flash card Indian dance hand gestures

YEAR 6 DANCEHEART TO HEART

Activities

Warm up•Put your hand to your heart and feel the heart beat at rest be aware of calm rhythm.•Refer to set year 6 warm up flash card.•Stop and feel your heart again and make a note of difference.Development Talk about how our bodies work and the function of the heart. Explore the size and weight of the heart and how it reacts to physical changes. Reflect on the different speed your heart was after the warm up. Discuss some of the changes inside the body and use creative words like pulse, throb, beat, rhythm.Composition Teach the whole class a simple motif based on the beating heart. Start off slow then increase in speed then run through with music a few times.Next in groups of 4 or 5 practice the motif and find a good starting shape and a finishing position. Groups work in unison to perform the dance in time with the music.Watch the work in 2 halves and give feedback.Cool DownFind a space on the floor and lie down. Feel the heart beat and visualise the journey of the blood around the body and the movements of the heart.Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with big stretches 4 times then lay still for 1 minute to relax.

Physical

Social

Thinking

Creativity

Year 6 DanceSession 1: Heart to Heart

Resources:Year 6 set warm upHeart flash card. Music download - Kal ho na ho Instrumental music


• Learn to dance in unison.

•Learn and identify dance key words in red.

•Learn a heart beat motif and perform in 2 halves.

Tick box assessment sheet KS 1 - Can children copy basic actions Respond to a range of stimuli and accompaniment Link action to make dance motifs and phrases

Tips for success

• Practice holding starting position very still no fidgeting.

• At the end hold the finishing position for 10 seconds.

• No talking during the dance everyone should know their part and perform in silence.

Physical

Social

ThinkingCreativity

S – Safety first- hot spot game. Personal space.

T – talk through the aim of the session at the start and introduce the theme and dance idea.

E –Music player and warm up flash card.

P – Develop ideas physically in the space and turn your idea into a dance movement or phrase.

ActivitiesWarm up•Put your hand to your heart and feel the heart beat at rest be aware of calm rhythm.•Refer to set year 6 warm up flash card.•Stop and feel your heart again and make a note of difference.• Run through last weeks work at least 3 times with music.Development Recap on the last session and ask pupils to use some of the dance terminology they learned when describing the work.Talk through the aim of the lesson and develop the dance further by creating new movements in duets.Composition Thinking about the heart and the pumping action ask the class to work in pairs to create 16 counts of movements to represent this action.Run through the dance from the start working as a whole group then give 8 counts to walk to your partner then perform your duet. Hold the finish position for 8 counts.Perform the work in 2 halves, ask pupils for feedback using dance terminology.Cool DownFind a space on the floor and lie down. Calm music.Feel the heart beat and visualise the journey of the blood around the body and the movement s of the heart.Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretches 4 times then lay still for 1 minute to relax.

Physical

Social

Thinking

Creativity

Year 6 DanceSession 2 Heart to Heart

Resources:Hall space.Music - downloadsYear 6 set warm up, Vein, heart and blood flash cards


•Work in duets or pairs.

Create a short motif based on given stimuli.

•Use dance terminology when describing the work done so far.


Express and communicate ideas and feelings. Explore and improvise to create original movements

Tips for success

• As a group sit and listen to the music and everyone should learn to count the rhythm out loud.

• Monitor work by moving around the room to assist in the creative process.

Physical

Social

Thinking

Creativity

S – Safety first- make pupils aware of personal space and be cautious when travelling around the room to avoid collision.

T – show flash cards of the heart and list some key words like flow , pump beat ,throb.

E –Music player & Flash cards

P – Encourage pupils to explore unfamiliar movements.

ActivitiesWarm up•Refer to set year 6 warm up flash card.• Include some new travelling phrases to go across the room.• Run through all of last weeks work at least 3 times with music.

Development Recap on the last session and ask pupils to use some of the dance terminology they learned when describing the work.Talk through the aim of the lesson and show flash cards for the blood cells and veins.

Composition Talk about blood moving around the body how fast or slow? Use key words like gush, drip, flow. Next talk about levels and directions how many can the group shout out? Introduce the key words flash cards and leave on display for inspiration when creating the work.In pairs start at point A and choose a pathway and travel to point B. Working as a team create movements to travel along your pathway then hold your last position for 8 counts.Run through the dance 3 times with music then split into 2 halves and ask the group to give feedback on how to make it better.

Cool DownFind a space on the floor and lie down for the cool down. Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretches 4 times then lay still for 1 minute to relax. Play calming music.

Physical

Social

Thinking

Creativity


Resources:Hall space, Music - downloadsYear 6 set warm up, vein, heart and blood flash cards


• Develop the dance with new movement gestures.

• Create new travelling phrase working with a partner

• Add on to work so far to develop the dance.

Tick box assessment sheet KS 1 - Can children Create and perform dances using a range of

movement patterns. Understand change of levels, speeds, direction and

rhythm.

Tips for success

•When a group is watching others perform at the end always clap to encourage a positive and none competitive feeling within the group.•When the group is evaluating the work ask them to describe the positive or good points and what can be done to improve the work.

Physical

Social

Thinking

Creativity

S – First find starting point then walk your pathway then fill in the gaps with movement.

T –Encourage pupils to explore levels and direction when creating there travelling sequence. See flash cards for inspiration.

E –Music player and flash cards.

P – Encourage team work when creating new movements

Activities

Warm up•Refer to set year 6 warm up flash card.• Include the new travelling phrases to go across the room.• Run through all of last weeks work at least 3 times with music.

Development Recap on the last session and ask pupils to use some of the dance terminology they learned when describing the work.Linking up with another duet to develop the work into small groups. Learn each others creative work and perform all as one unit.

Composition From where your duet finishes walk a pathway to meet another duet. Each duet to teach each other their 16 count heart beat phrase from session 2. Perform the new work as a small group in unison (32 counts). Leave music playing in the back ground so pupils can count to the music whilst working.

Cool DownFind a space on the floor and lie down. Feel the heart beat and visualise the journey of the blood around the body and the movement s of the heart.Close your eyes and then take a deep breath in for 4 counts then breath out 4 counts repeat with a big stretches 4 times then lay still for 1 minute to relax.

Physical

Social

Thinking

Creativity


Resources:Hall space.Music - downloadsYear 6 set warm up, vein, heart and blood flash cards.


• Develop phrases, by teaching others their work.

• Link up 2 duets to make a small group.

• Add on to work so far to develop the dance.

Tick box assessment sheet KS 1 - Can childrenPerform with more consistent control.Working in small groups and teaching movements with confidence and counting to the music.

Tips for success

• As a group sit and listen to the music and everyone learn to count the rhythm out loud.

• Monitor work by moving around the room to assist in the creative process.

Physical

Social

Thinking

Creativity

S – First find starting point then walk your pathway.

T –Timing is important for everyone to work as a team.

E – Play music in the background whilst the pupils are creating movements

P – Encourage pupils to explore unfamiliar movements.

ActivitiesWarm up•Refer to set year 6 warm up flash card.• Include travelling phrases to go across the room.• Run through all of last weeks work at least 3 times with music.Development Recap on the last session and ask pupils to use some of the dance terminology. Run through the dance 3 times with music then discuss performance qualities.Key points for performance:•Stretch through all movements and make them as big as you can.•Listen to your music and move to the rhythm and beats.•Work as a team and no talking when performing the dance.•Keep your spacing and remember key land marks for each section of the dance.Composition From where your group work finishes walk a pathway to meet up in the middle of the space and form a tight group in the middle of the space. Repeat the motif from session 1 as a group in unison. To finish the dance let music fade out as you all hold the final position.Cool DownFind a space on the floor and lie down refer to cool down flash card.

Physical

Social

Thinking

Creativity


Resources:Hall space.Music - downloadsVideo camera and TV


• Whole group works as one unit

• Add on to work so far to finish the dance.


Performing with more consistent control to explore changes of speeds and timing.

Tips for success

•At the start discuss the aim of the session and finishing the dance. •When you repeat the motif in a tight space make everyone aware of being careful.

Physical

Social

Thinking

Creativity

S –When you walk to a new space walk the same pathway every time.

T –When walking through the dance without music ask the class to count out loud for every section.


P – Encourage use of dance terminology words when describing the dance.

Activities

Warm up•Refer to set year 6 warm up flash card.• Include some new travelling phrases to go across the room.• Run through whole dance 3 times with music.Development Recap on the whole process remembering the beginning middle and now you are at the end of your story. Now it’s the final stage before the performance the group needs to practice performance qualities.PerformanceStanding very still at the start in your position when the music starts count being still for the first 8 counts then start the dance. Key points for performance:•Look up high above the audience.•Stretch through all movements and make them as big as you can.•Listen to your music and move to the rhythm and beats.•Work as a team and no talking when performing the dance.•Keep your spacing and remember key land marks for each section of the dance.

Take a bow at the end you deserve it well done!

Cool Down When the audience has gone sit and watch the video of your performance and talk about how it made you feel. Write about your experience.

Physical

Social

Thinking

Creativity


Resources:Hall space Video camera & TVMusic - downloads


•Perform the dance in front of an audience or camera.

•Perform dance from start to finish use of performance qualities.

• Review the video from last week and discuss key points for performance.


Perform with feeling, imagination, control and confidence.

Tips for success

• As a group sit and watch the video and talk through what will make it better.

•Run through the dance 3 times with music before the sharing

Physical

Social

Thinking

Creativity

S –Prepare the space for a sharing performance and invite another class to watch the dance.

T – Timing is important for everyone to work as a team.

E –Video the performance.

P – Ask pupils how they feel after the performance and ask them to write about the experience for your own feedback for future delivery.

Warm Up

Safety firstRemember to do a safety check first and talk through the possible danger hot spots in the space.




In a space to start: Arms at your sides with feet in parallel position.

1.Stretching up high Arms lift up to shoulder level and then out to sides.(1,2,3,4)Next palms meet in the middle with arms straight out in front of body. (1,2,3,4)Pull both arms inwards to the chest in prayer position(1,2,3,4)Both hands reach up and stretch as high as possible keeping hands together(1,2,3,4)Hold this position for 8 counts then release arms down reaching out into a big circle then arrive back at your sides. (repeat this 4 times)

2.Neck warm up and knee bendsCount 1,2 – drop head down with your chin into your chest 3,4 – Lift head back to centre 5,6 – Look with head to the side 7,8 – Back to centre 1,2 – Look with head to the other side 3,4 – Bring head back to centre 5,6 – Bend knees keeping heels on floor 7,8 – Straighten knees back to standing (Repeat all 4 times with music)3. Bend stretch rise and lowerBend the knees on count 1. stretch back to standing on count 2. Rise to the balls of the feet count 3 keeping legs straight then lower the heels with control on count 4. (Repeat 4 times with music)

4. Rolling circles - Start with arms by your sides and feet in a parallel position.Circle right shoulder 4 times 1,2,3,4 then repeat on the left side 5,6,7,8Put your hand on your shoulder then circle the elbow 4 times 1,2,3,4 repeat on the left 5,6,7,8Next circle the whole arm keeping it a straight as possible 1,2,3,4 repeat on left 5,6,7,8.

5. Standing in parallel bounce up and down bending knees but don’t jump or leave the floor with your feet 8 countsNext do 8 small jumps then 8 jumping jacks then jog on the spot when you stop feel the heart beat and talk about the dance theme and what is happening inside the body with the heart and blood flowing through the veins.

Year 6 flash card

VEINS BLOOD CELLS

HUMAN HEART

The heart beats over 3 billion times in a persons life. That’s about 100,000 times a day. It pumps over a gallon of blood in a minute. The human heart weighs less than 1 pound.

Your body has about 5.6 litres of blood and it circulates through the body three times every minute.Blood cells are shaped like a donut so they can twist through capillaries easier.

Veins have little valves in them to stop blood from flowing backwards.There are 60.000 miles of blood vessels in an adults body that’s long enough to circle the earth two and a half times!

Levels

Directions

Knowsley Approach to Dance Key Stages 1 & 2

Documents

Transcript of Knowsley Approach to Dance Key Stages 1 & 2