DANCE LEVEL 1

DANCE LEVEL 1

The focus is predominantly on acquiring and developing skills (performing), although opportunities should be given for some selecting and applying skills (composing).

Simple actions and simple skills

Travel - on feet, hands and feet, sliding, rolling

Jump - showing control when landing (bending knees, landing quietly on feet, head up) 2 feet (2 feet, 1 (other 1, 1 (same foot, 2 feet(1 foot & 1 foot ( 2 feet Turn - with different body parts on the floor (on feet, backside, stomach, hands & feet)

Gesture - using individual body parts to express a movement idea e.g. a wave of the hand, nod of head, pointing of the finger, kick of the foot

Stillness - holding a balanced position with control (no wobbling)

Beginning to use movements to express ideas and feelings.

Linking Ability to copy peer and/or teacher

Ability to repeat individual movements

Ability to create short phrases (2 movements) but not to remember the specific movement detail. E.g. travel and jump but not the body parts used, the body shape or body parts used to take-off and land

Phrases will not necessarily be performed fluently - (starting to link)

Basic control and co-ordinationSome awareness of the need for good body tension, e.g. stretching/extending limbs, tightness of major muscle groups

Evaluate and improve (appreciate)

Describe and comment on own movement and that of others e.g. "He did a big jump. I liked it because he went very high and stretched his arms out in the air"

Use of correct movement vocabulary, e.g. all movement learnt and quality criteria (e.g. stretched, strong..)

Health and fitness

Talk about how their body feels when taking part in dance

Know how to take part safely

DANCE LEVEL 2

The focus is more on acquiring and developing skills, although opportunities should be given for selecting and applying skills.

Explore simple skills/actions

Travel - e.g. vary directions and pathways and speed when travelling Jump - e.g. vary body shape in air

Turn - e.g. vary the levels

Gesture - e.g. vary use of body parts and the weight of the movements

Stillness - e.g. vary the level and the body shape

Deliberate use of space and dynamics:

Pathways

Direction

SPACE

Levels

Speed (sudden and sustained)

Weight (strong and light)

DYNAMICS

Flow (free flowing and jerky)

Beginning to use simple compositional principles such as: follow the leader, mirroring, next to partner group formations

ExploreChoosing movements to express a feeling, mood or a character in response to a dance idea offered by teacher e.g. explore how a soldier might travel, turn, jump and gesture or explore actions in response to contrasting emotions e.g. happy/sad, excited/disappointed

Remember/recall movements which can be repeated and applied to the dance idea e.g. a short phrase

Control and co-ordination

Demonstrate good body tension in the limbs and strength in the whole body e.g. extension of movements and focus on a body part or object in still or moving positions e.g. watching your hand stretching out, watching the hand as it leads your travel around the space

Linking

Combining (travelling whilst turning) or linking movements (travelling followed by turning)

Evaluate and Improve

Talk about the differences between their own performance and that of others and suggest ways to improve by using appropriate movement vocabulary

Health and Fitness

Understand how to exercise safely

Describe how their body feels during dance activity

DANCE LEVEL 3

The focus is on acquiring and developing and selecting and applying skills.

Travel Jump

Turn

Gesture

Stillness Perform with increased control and co-ordination e.g. maintain focus and clarity of body shape

Vary actions by contrasting the above through the use of space, dynamics and relationships Pathways

Direction

SPACE

Levels

Speed (sudden and sustained)

Weight (strong and light)

DYNAMICS

Flow (free flowing and jerky) Mirroring Following

RELATIONSHIPS By the side Close to / far away Pairs or larger groupsSelect and Apply Choose from movements previously learnt e.g. select from a wider range of travelling, turning, gesture, jumping and stillness actions in order to create motifs that express a feeling, mood or a character in response to a dance idea.

Link appropriate movements fluently

Vary responses by

Choose appropriate movements for motif

Select appropriate compositional strategies e.g. action/reaction, question/answer, complement/contrast

Performing with an awareness of the dance style Evaluate and Improve

Compare and contrast their performance with that of others, using this knowledge to improve future work

Health and Fitness

Give reasons to explain why we warm up and why physical activity is good for your health

DANCE LEVEL 4

The focus is more on selecting and applying skills (not at the exclusion of acquiring and developing skills), but there is a shift of emphasis.

Therefore, the following outcomes will be a focal point:

Link

Perform extended phrases of linked actions Perform extended phrases independently, with fluency and co-ordination Accuracy Show precision and control in the use of dynamics and space

Perform with awareness and sensitivity to the music and the dance style

Communicate a variety of styles and meanings to an audience

Composition

Show increased independence in the composition process (motif, phrase, section, structure) Show increased knowledge of composition process e.g. repetition, cannon, unison, group formationsEvaluating and Improving

Comment when comparing own performance/composition with that of others. Use this knowledge to improve future work.

Comment on style, story, costume, set and music when watching a professional dance work

Health and Fitness

Use reasoning skills to explain and apply basic safety principles in preparing for exercise.

Explain how valuable exercise is to their fitness and health.

DANCE LEVEL 5

The focus is more on selecting and applying skills (not at the exclusion

of acquiring and developing skills), but there is a definite shift of emphasis.

The following points will be the main outcomes when focusing on progression:

Select and combine techniques and ideas e.g. select from a variety of actions, movements and compositional principles.

Apply movements accurately, appropriately and consistently.

Consistently is the key word. Pupils show their skills of selecting, combining and applying consistently well.

Accuracy

Demonstrate a variety of levels, directions, size, speed and energy with precision, control and fluency in a vareity of dance styles.

E.g. demonstrate fluency in sequences

one movement moving effortlessly into another changes of direction and level performed without unnecessary pauses. creative methods used to link movements e.g. use of gesture, twisting movements consistently refine detail within performanceE.g. demonstrate control

managing contrasts and transitions in dynamics e.g. being able to move very slowly or very quickly and the ability to accelerate and decelerate

E.g. demonstrate precision

movements are technically accurate movements reflect rhythmical phrasing within the musicComposition

Demonstrate the ability to develop and repeat motifs and phrases

Can create dances in response to a theme or idea that show contrast and climax

Can work in groups to show unison, canon, action/reaction

Understanding of compositional principles is embedded in practice

Evaluate and Improve

Analyse and comment on own performance and that of others

Analyse aspects of style and production in the composition of others including professional dance works

Ability to refine performances

Health and Fitness

Explain how the body reacts during different types of exercise and why regular safe exercise is good for fitness and health

CM October 2005