Unit Plan – Methods Of Practice

Subject: GCSE Dance

Objectives: Applying the skills learnt into both chorographical and performative dance. To make a decisions on use of action, dynamics, space and relationships to portray thought and meaning through movement that informs creative intentions. To be able to create and structure dances.

Lesson	Subject Matter	Objectives	Style	Logistics	Time	Comments
1	Introducing action and space (high, medium and low levels, pathways).	For students to gain a deeper understanding chorographical devices, in the early stages, of action and space.	E: Inclusion	Expect that students will feel uneasy and may cluster towards the back of the room. Encourage students to use whole space and rotate the ‘front’ throughout the class. Task sheets of the unit breakdown and definitions of action and space.	Three 40 minutes classes	Guided warm-up and cool-down in each lesson.
2	Introduce dynamics and relationships. Combine with action and space to extend motifs into a dance.	To understand and integrate all choreographic tools learnt so far and demonstrate them in the development of a motif.	A: Cued Response E: Inclusion	A task sheet that includes key terms and a breakdown of dynamics and relationships.	Three 40 minutes classes	Guided warm-up and cool-down in each lesson.
3	Using stimuli to create movement motifs including chorographical devices. Developing from being taught how to use stimuli such as images and poems to creating own dances in groups, demonstrating motifs and developments from the stimuli.	To be able to use a range of stimuli to create a motif and development whilst effectively demonstrating chorographical tools.	E: Inclusion J: Learner Initiated	Feedback sheets for the end of the week to outline how the students could make better use of chorographical devices. Equipment will be used in the form of photographs, paintings, images, poems to be used as the stimuli.	Three 40 minutes classes	Guided warm-up and cool-down in each lesson.
4	Introducing aural settings and props which may inform the development of group pieces.	To select appropriate aural settings and props to enhance the developmental pieces.	E: Inclusion H: Divergent Production	Equipment to be used; props and music including IPods, docking stations, CD players etc.	Three 40 minutes classes	Guided warm-up and cool-down in each lesson.
5	Allow students to make final decision on stimuli, props and aural setting for their ongoing group piece.	For students to select and refine a stimuli which enables them to create a piece which is interesting and well structured.	B: Practice C: Self-Check	Equipment will be used through the stimulus of their choice. Encourage them to work efficiently in the space whilst working in separate groups.	Three 40 minutes classes	Guided warm-up and cool-down in each lesson.
6	Introducing performance techniques.	To present a piece in performance that demonstrates the skills the students have learnt throughout previous lessons efficiently and creatively.	B: Practice J: Learner Initiated	Encourage students to adapt from the group spacing into the larger space when performing, urge students to use the whole space provided encouraging them think about chorographical devices. Each group may have chosen to use props in their performance.	Three 40 minutes classes	Guided warm-up and cool-down in each lesson.