Dance - 2012
In 2012 Dance students explored their choreographic side, experimented with rhythms and sounds, mapped their choreography, practiced traditional Japanese dance, and explored the discipline of technical steps. What a busy year it was!
Dancing the Alphabet - Prep and Year 1 - Dance is Fun
In Term 2, the Prep and Year 1 classes Danced the Alphabet. Using letter posters as a guide, students practiced technical steps (based on the Royal Academy of Dance Syllabus) that started with each of the letters on the posters. Students then combined their technical steps in an order to create a dance that spelt out the saying Dance is Fun.
Throughout this course, students:
- Responded in technical movement to visual illustrations of letter posters.
- Experimented with and used dance elements (direction, level, shape) to expand technical movements.
- Experimented with locomotor or travelling movements (e.g. walk, run, skip, hop) to link sections of movement.
- Developed simple performance skills such as flowing and linking movements, and making a clear start and finish.
- Developed simple linking of ideas into a movement sequence.
Identified, described and expressed opinions about the dance elements of direction, level and shape.
Bon Dance - Years 2 and 3 - Bon Odor
Year 2 and Year 3 students immersed themselves in a cultural learning of Japanese folk dance, the Bon Odori. Students explored how Bon Odori is for the harmony of people where everyone moves their arms in graceful gestures and steps one after the other to welcome the spirits of deceased loved ones. Students created traditional costumes (a straw hat made from cardboard), and wore traditional Yukata (cotton kimono) when performing their dance at the end of the term.
Throughout this course, students:
- Explored Bon Dance noting the significance, purpose, period of celebration, people involved, how it is celebrated, and how this affects the movement.
- Developed simple performance skills such as flowing and linking movements and making a clear start and finish.
- Identified, described and expressed opinions about the dance elements of direction, level and shape specific to Bon Dance technique.
Dance Maps - Years 4 and 5 - Group Choreography
Students from Years 4 and 5 explored how everyday actions can be manipulated through time, space, and energy to create a choreographic piece. Working in pairs or small groups, students then mapped their dance onto a piece of paper to give a visual representation of choreographic form. Students presented their choreography to classmates at the end of the term.
Throughout this course, students:
- Explored dance elements (action, space, time, energy and form) in various choreographic exercises.
- Refined performance skills (coordination, control, clarity, projection, focus, movement qualities and tempo) through rehearsal and feedback.
- nterpreted dance maps as a structuring device to gain an understanding of dance form.
- Worked in pairs or small groups on dance movements and ideas.
- Responded to the use of dance elements to express ideas in their own and others' work.
- Discussed dance, in both oral and written responses, using suitable words from a dance word bank.
Bang, Crash, Dance - Years 6 and 7 - Stomp
The Year 6/7 class created movement sequences in small groups, large groups and as a whole by exploring the creation of rhythms in Tap technique, vocal and body percussion, and props. Students then ordered their movement sequences to create a 'Stomp' style performance, paying particular attention to transitionary movements, while asking themselves "What makes a good performance?".
Throughout this course, students:
- Explored vocal and body percussion and converted it to percussive sound sources.
- Explored different sound sources including the use and need for sets and props.
- Explored character development through movement and body language.
- Explored how movements can be manipulated to vary dynamics and energy.
- Explored the manipulation of timing through the variation of metre.
- Created a STOMP-style performances as a class.