ABOUT THIS COURSE
This course is designed to assist a Level Dance teachers and students to gain access to high grades in all three practical elements of the A Level dance course. It focuses on strategies and activities that will allow both teachers and students to gain an insight into what the exam board are looking for.
The day is split up to focus equally on each practical element and will conclude with a look at examples of work with a variety of marks (including top marks) from each of the practical elements. The course leader will also provide a range of resources for you to take back to the classroom and dance studio to use with students. The course is non-practical.
BENEFITS OF ATTENDING
- Gain practical strategies to access the high grades in the practicals
- Find out new ways of how to become the Solo Dance Practitioner
- Take away strategies to utilise rehearsal time in an effective way including feedback
- Quartet preparation – how to create interesting work that shows off students’ abilities
|COURSE DATES||London | Tuesday 15 June 2020|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.30am
Overview of whole practical area in relation to exam requirements
- What are the examiners really looking for in each practical element (overview only, details look at each throughout the day)
- Looking at your own cohort before make choices about the work
10.30 – 11.00am
Decoding the Practical Mark schemes and working towards developing student friendly versions for use in the studio
11.00 – 11.15am
Discussion: coffee break
11.15 – 11.45pm
Looking at successful strategies to use in the studio relating to rehearsal/feedback/SMART Targeting for all three practical elements of the course
11.45 – 12.15pm
How do we become the Solo Dance Practitioner?
- Identifying the key features of a range of practitioners that can be utilised for Technical
- Solo and looking at ways these are easily communicated and retained by students whilst working in the studio
- Utilising rehearsal time in an effective way (Feedback/Peer2Peer/non studio activities)
- Utilising warm up activities to reference the skills embodied within the chosen technical solos
12.15 – 1.15pm
Lunch and informal discussion
1.15 – 2.00pm
How do we inspire complexity and in depth responses to the Choreography Paper?
- How to get away from superficial responses to the exam paper. Strategies to get students to think more deeply about their research and responses.
- First steps after the research
- Do’s and Don’ts for the choreographic process
- Making smarter music choices
- The importance of the Programme Note/Strategies for success
2.00 – 2.30pm
Quartet Preparation/ How do we create interesting work that shows off students ability to create RELATIONSHIPS on stage
- What do the exam board mean by ‘relationships’ on stage?
- Picking an idea and movement content that fits the mark schemes more effectively
- Strategies for ‘how to draw out relationships on stage’ between your performers
- How to weave more Performance focused skills into studio practice and rehearsals
- Do’s and Don’ts for the Quartet process
2.30 – 2.45pm
Discussion: afternoon tea
2.45 – 3.15pm
Observation of Practical Examples
- Looking at a range of Solos, Choreography and Quartet work to begin to identify what works and what doesn’t
- Practicing marking work whilst using the examination mark schemes
3.15 – 3.45pm
Resource Packages handed out and Final Thoughts
Jason trained as a professional dancer at The Northern School of Contemporary Dance before becoming the senior dancer/teacher at Ludus Dance company. In the last 19 years he has been teaching GCSE and A Level Dance with a great deal of success. In that time he has built up a bank of resources which have been honed over time to provide excellent provision for students and teachers. Whilst Ofsted no longer grade observations in the period where they did, Jason continually received outstanding grade 1’s on each visit he took part in. He is passionate about teaching and passionate about sharing skills and good practice.