PGCE PE 2009
Donna Ramus
PGCE Physical Education
Dance
It is important that we maintain pupil enthusiasm and try to change the attitudes of those believing that dancers wear pink and are all girls!
Do not insist that everyone must like dance or want to be a dancer, but make clear the physical relevance it has to other sporting activities.
Strength, stamina, flexibility, agility, balance, co-ordination, are just some of the physical components that dance demands. It can be an effective tool in facilitating the performance of pupils in other activities. (EG) International Rugby players are trained in Dance.
Dance should always be CHALLENGING and FUN. Use differentiation wherever possible.
ABLE PUPILS - Use as choreographers for other groups.
Ask them to create more material.
Put in larger working groups.
Insist on more choreographic devises within their performance.
Exercise their appreciation skills through video analysis or analysis of other groups.
LESS ABLE - Focus on simple movement performed well.
Demand fewer choreographic devises.
Put in smaller working groups.
Assist them with an able dancer (Depending on the group)
Give them short-term targets.
Dance is important because:
Ø It is a form of exercise and therefore promotes health
Ø It captures pupil creativity and enables them to exercise their artistic intentions
Ø It demands good social skills in order to be successful within group work
Ø It can be a challenge for those who are naturally sporty
Ø Pupils that are not naturally sporty can achieve.
Ø It often caters for a different type of pupil, creating high participation levels within extra curricular activities at school.
Key stage 3
During key stage 3 pupils become more expert in their skills and techniques, and how to apply them in different activities. They start to understand what makes a performance effective and how to apply these principles to their own and others work. They learn to take the initiative and make decisions for themselves about what to do to improve performance. They start to identify the types of activity they prefer to be involved with, and to take a variety of roles such as leader and official.
Dance
Pupils should be taught to:
A create and perform dances using a range of complex movement patterns and techniques
B use a range of dance styles and forms
C use compositional principles when composing g their dances (motif development, awareness of group relationships, spatial awareness)
D apply performance skills in their dances.
Choreographic Devices
8 ways to develop a motif / phrase
1. CHANGE DIRECTION
2. CHANGE LEVELS
3. CANON. Perform the same movement but at different times
4. UNISON. Perform at the same movement at the same time
5. DYNAMICS. Speed, energy, flow
6. STAGING. Performed in a different stage space
7. REPETITION
8. RETROGRADE. Perform Backwards.
Main Tasks / Teaching Points / Differentiation / Organisation / ResourcesIntroduction – discuss dance styles. Introduce recent up to date dance artists that the pupils will know. Justin Timberlake, Britney Spears – dance style = Street / Hip-hop.
1) Warm ups
Traffic lights
2) Command style. Pupils copy teacher through 4 movements. Marching / side step and clap / 3 jumps (180o) and hold a shape / BirdSeed (Upper Torso dips to the left and right).
3) In pairs ask pupils to choreograph a sequence using those 4 movements in any order.
4) Ask pupils to try to change the structure of their routine without changing the movements. Lead them into changing levels, direction, timing (canon).
5) Add a start and a finish position.
6) Performance and appreciation / Ballroom / Country dancing / Tap / Ballet / etc
Ask the pupils to describe the movements that Justin Timberlake use.
Key words =
Sharp / Bold / Rigid / strong / Rhythmic
Green – Jog
Amber – walk in time with music
Red – Stop
Get into groups of number called
Create words or numbers with body
Hold shape and use as a strtch
Reinforce Street dance key words.
Choreograph – To make up a dance / sequence of movements.
Suggest using counts 8 or 16
Change direction – faced away or towards each other
Change levels – one pupils in knees or floor the other standing
Change timing - Unison = together in time
Canon = one after the other.
EXTENSIONS – Change speed and add movements of their own.
These should be held still.
Performance Rules
· No talking or giggling
· Hold the finish position until everyone has finished
· The audience always comment on the GOOD things that they have seen.
Split the class into two groups. One group performs, the other observes. Then change over.
Always give the audience and opportunity to comment on what they have seen. Ask them to identify the choreographic devises used within another pair’s dance.
EXTENTION – Video analysis / Pupils sit facing the teacher
“Shake hands with the person next to you, that is your partner"
Ensure pupils understand why they increase Heart rate, body temp and stretch
Pupils spread out facing the teacher. Ensure that they stand ready with their tummies in, shoulders back and arms by their side.
CD Player
CD / Ipod – (anything up to date)
Split the class into two groups. One group performs, the other observes. Then change over.
Main Tasks / Teaching Points / Differentiation / Organisation / Resources
1) Intro – Brainstorm Dance keywords. (Lit)
Q:What is choreography?
2) Warm Up activities.
· Traffic Lights
· Isolations
3) Create a Solo Motif.
· Pupils pick 6 actions at random
· Create a movement for each and attach a number
· A dice is thrown 4 times, the action that matches the dice number is selected. (Num)
· The chosen actions are linked together and a solo motif is created
4) Create a Movement Phrase.
· Pair up with another dancer (Cit)
· Teach eachother solo motifs to create movement phrase
5) Using previous knowledge, recap CP’s. (Lit)
· Incorporate choreographic principles into movement phrase.
6) Performance and appreciation.
· Each group performs their choreographed movement phrase.
· The audience identifies CP’s used.
7) Discuss the development of the original actions.
8) Pupil evaluation of lesson / 1) Movement, music, rhythm, timing, appreciation, perform, levels, unison, canon, direction etc
A: Creating a dance
2) Green – jogging using all of the space
- Amber – Walking changing direction
- Red – Freeze
- Incorporate stretching through body shapes
- Q: Why do you think that this warm up is known as ‘Isolation’.
A: Isolate body parts
- Q: What part of a warm up does it include?
A: Mobilisation
3) D – When picking cards let the less able pupils choose actions that they know they can perform.
4) D – Refrain from putting less able into large groups as there is more material to learn. If a group of three is necessary create it from the more able pupils.
- Ensure that the more able pupils are being stretched with the material that they use. Ensure that their movements are exaggerated.
5) D – State a minimum requirement (E.g.) Include a minimum of 3 Choreographic devices
6) Pupils should be aware of what the are appreciating. Give a clear structure.
8) Pupils are given the opportunity to write about an aspect of the lesson that they enjoyed/ found easy/ found difficult / Overhead Projector / OHP Pen / Interactive whiteboard
CD – Daft Punk Track 4
CD – Love Station
Action cards (Leap, bound, slow twist, fall, collapse, jump etc)
CD – Lemon jelly Track 1
Giant Dice
CD – Lemon Jelly Track 2
Overhead Projector
Audience sits along one wall. Performing pair remain on stage during appreciation
Pupils sit facing teacher
Pupils can write comments on post – it notes around room
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