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Download Complete guide to primary dance by National Dance Teachers Association, Visit Amazon's Lyn PDF

Download Complete guide to primary dance by National Dance Teachers Association, Visit Amazon's Lyn PDF

Posted on April 13, 2017 by admin

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Extra resources for Complete guide to primary dance

Example text

Interpret meaning and intention. • Evaluate own and others’ dances. • Identify areas of improvement in own and peers’ performance and composition. • Show awareness of different dance styles and contexts. The next decision regards the type of dance, which often relates to the stimulus and theme. It might be narrative (interpreting a story), abstract (a dance inspired by shapes and patterns), comic (a dance inspired by cartoon characters), traditional (a dance exploring folk dance figures and formations) or lyrical (a dance inspired by a piece of music).

Ownership of the composition selves safely for dance by wearing appropriate • Clarity about what is being communicated clothing, dancing barefoot as a norm, tying back • Familiarity with accompaniment long hair and removing jewellery. • Clarity about own and others’ roles • Sense of audience Warming Up and Cooling Down All this requires opportunities to rehearse, Children need to know why they warm up and an understanding of what is being aimed for cool down in a dance lesson. The youngest chiland regular and effective feedback.

Remember that as the teacher, you are the facilitator and the children are the choreographers. Also, remember to have fun! Planning for Progression A successful scheme of work in dance will • reflect the ethos of the school, • belong to those who deliver it, • be regularly reviewed and updated, • be flexible so that it meets teachers’ and children’s needs, • provide challenge and high expectation, • provide progression and continuity and • be enjoyable. The scheme of work on the web resource included with this book is based on the following principles: • High-quality outcomes (see chapter 1): the skills and knowledge children should acquire by the end of the year or key stage • Progression and continuity • Amount of time per year, term, week and lesson • Opportunities to perform, compose and appreciate • A range of stimuli to reflect children’s needs and interests • Cross-curricular links, topics and themes • A range of styles and cultural contexts • Different types of dance • A range of accompaniment • Assessment opportunities • Alternative ideas for stimuli and accompaniment, where appropriate This scheme is not intended to be prescriptive.

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