WWII Dance Storytelling
•Year 7
•Dance
•Position for clear sound throughout hall, test volume levels before lesson
Alternative: Bluetooth speaker, laptop with external speakers
Cued to start, volume tested, spare device with same track available
Alternative: Other WW2 film theme music, classical march music
Fully charged, sufficient storage space, positioned for optimal viewing angle
Alternative: Smartphone, tablet, school camera
Performance criteria checklist displayed clearly for all to see
Alternative: Flipchart paper, printed handouts
Large print, clearly visible from performance area
Alternative: Displayed on board, verbal reminders
The overall standard of a dance performance including technical accuracy, expression, and audience engagement
Helpful comments that identify strengths and specific areas for improvement
When dancers perform the same movement one after another, creating a ripple effect
When all dancers perform exactly the same movement at exactly the same time
The arrangement and positioning of dancers in the performance space
The height at which movements are performed - high, middle, low
The confidence and energy that makes a performer engaging to watch
Understanding where pupils are coming from and where they're going
Vocabulary development through dance terminology, communication skills through peer feedback, performance confidence building
Creating visual formations and patterns, understanding composition and visual impact of group arrangements
World War 2 context and themes explored through movement, understanding historical events through artistic interpretation
Understanding rhythm, timing, and musical structure, responding to musical phrasing and dynamics
Building confidence and self-esteem, giving and receiving feedback constructively, supporting peers and celebrating achievement
Move around room during practice, position at corner during performances for full view, circulate during feedback sessions
Monitor performance quality against criteria, listen to feedback conversations, watch for confidence development and peer support
Step in if feedback becomes negative, support students struggling with performance anxiety, clarify criteria if confusion arises
Model enthusiastic audience behaviour, demonstrate specific criteria elements clearly, show how to give constructive feedback effectively
Large hall or studio space minimum 12m x 15m for full group performance, clear of obstacles and hazards
Clean, dry, non-slip floor surface suitable for dance movement, checked for debris or hazards
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students remain calm and safe
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