| Unit 1
Emancipation of Expressionism (Blue Boy Entertainment) | Students explore the professional work 'Emancipation of Expressionism' by Boy Blue Entertainment. This introduces them to the relationships between dance styles, focusing on urban and contemporary dance. Students explore themes of identity, emotion, and cultural expression. They engage with and develop motifs from the work, adapting its complex use of spatial design within the context of their own dances. Key knowledge developed: - Background of Boy Blue Entertainment and choreographer Kenrick H2O Sandy
- Understanding choreographic intent and theme
- Key hip-hop styles used in the piece (krumping, popping, locking)
- Structure and motifs in a professional dance work
Key skills developed: - Learning and performing hip-hop choreography
- Understanding and applying stylistic qualities
- Exploring expressive and performance skills
- Interpreting dance themes through movement
Assessment information: - Performance of a short excerpt based on the work
- Students’ performances and skill demonstration are formatively assessed throughout the unit
- Group task to create a section inspired by the theme of ‘chaos’
Assessed on performance skills including energy, precision, style, and understanding of theme |
| Unit 2
Hairspray
| Students explore musical theatre through 'Hairspray', focusing on themes of diversity, acceptance, and celebration. Students will explore and communicate their knowledge and ideas through movement. The unit includes storytelling through upbeat, character-driven dance with a focus on dance crazes from the 60s. Key knowledge developed: - Context and message of 'Hairspray' the musical
- Musical theatre dance characteristics
- Use of characterisation and storytelling through movement
- 1960s American culture and civil rights themes
Key skills developed: - Performing musical theatre choreography
- Developing expressive facial and body language
- Building ensemble performance skills
- Characterisation and theatricality in dance
Assessment information: - Performance of a routine inspired by 'Hairspray'
- Students will be assessed formatively each lesson, and will perform at the end of the unit
Assessed on energy, character, ensemble timing, and expression |
| Unit 3
Dance Around the World (Styles) | Students experience a variety of dance styles from different cultures such as Indian, African, and Latin dance. They explore the importance of cultural context and how to combine styles creatively. Students learn the key moves and stylistic features of these traditions and apply these to their own dances. Key knowledge developed: - Key features and steps of Indian, African, and Latin dance
- Cultural significance of different world dance forms
- Fusion and contrast in choreography
- Respectful representation of other cultures in performance
Key skills developed: - Learning stylistic movements from global dance forms
- Creating choreography using multiple cultural styles
- Working in groups to explore fusion and patterning
- Improving rhythm, timing, and creativity
Assessment information: - Group performance of a world dance fusion piece
- At the end of the unit there is a summative assessment in which students are assessed on both their performance and choreographic skills
- Assessed on accuracy, rhythm, creative use of styles, and teamwork
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| Unit 4
Graffiti | Inspired by street art and graffiti, students use visual imagery to create dance pieces that reflect youth culture, individuality, and rebellion, blending street and contemporary dance styles. Students will develop their understanding of ‘tags’ and ‘throw ups’, and learn how to create their own initials through movement. Key knowledge developed: - Origins and meaning behind graffiti and street art
- Themes of rebellion, identity, and expression
- Understanding of dance relationships (accumulation and mirroring)
- How to use visual art as a choreographic stimulus
- Basics of street dance style and dynamics
Key skills developed: - Creating movement from visual imagery
- Developing a movement motif based on a message
- Combining styles and creating thematic choreography
- Performing with attitude, clarity, and intention
Assessment information: - Choreographing and performing a group piece based on a chosen graffiti image
- This unit concludes with a summative assessment in which students perform their street dance pieces and are assessed on both their performance and choreographic skills
Assessed on use of stimulus, originality, theme clarity, and performance style |
| Units 5 and 6 Dance for Camera | In this unit, students adopt a new perspective on dance, taking their learning from stage to camera. Students explore how choreography can be enhanced through camera work. They create short dance films, considering movement, space, and how editing and location can support storytelling. Key knowledge developed: - Understanding of dance for camera vs. stage performance
- Basic cinematography and camera techniques
- Role of location, angle, and editing in dance presentation
- Planning and structuring a dance film
Key skills developed: - Creating movement with the camera in mind
- Directing and filming choreography
- Editing footage and combining visuals with music
- Teamwork, planning, and project development
Assessment information: - Completed dance film project in groups
- At the end of the unit there is a summative assessment in which students are assessed on both their performance and choreographic skills
- Assessed on choreography, creativity, visual presentation, and use of film techniques
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