Victorian Dance Narratives
•Year 8
•Dance
•Position centrally for clear audio throughout dance space
Alternative: Bluetooth speaker, laptop with external speakers
Ensure track is downloaded and ready to play repeatedly
Alternative: Other steampunk or Victorian-themed instrumental music
Distribute to groups at start of skill development section
Alternative: Laminated cards, digital versions on tablets
Position on tripod at corner of room for full stage view
Alternative: Tablet, smartphone, school camera
For recording peer feedback and performance notes
Alternative: Flip chart paper and pens
A choreographic device where movements are performed one after another, like a round in music, creating overlapping sequences
The shape or pattern created by dancers' positioning in space, such as lines, circles, triangles, or diagonals
Connecting movements or sequences that link different sections of choreography together seamlessly
The complete dance sequence from beginning to end, incorporating all choreographed sections with proper transitions
Tools and techniques used to vary, develop and enhance movement, such as canon, unison, repetition, and contrast
A method of creating dance where elements are determined by random selection, dice, cards, or other chance methods
Understanding where pupils are coming from and where they're going
Vocabulary development, descriptive language, peer feedback communication, creative writing about dance
Victorian design aesthetics, industrial imagery, costume and set design concepts
Character development, Victorian social roles, performance skills, audience awareness
Victorian era industrial revolution, social changes, working conditions, technological advancement
Musical structure, phrasing, tempo, steampunk genre characteristics, rhythm and timing
Teamwork, cooperation, giving and receiving feedback, building confidence, respecting others' creativity
Circulate between groups during creation time, position centrally for whole class activities and performances
Group cooperation, creative use of chance choreography, clear canon and formation work, musical timing
Step in if group cooperation breaks down, if creative process stalls, or if safety concerns arise
Use students as examples when possible, demonstrate timing and quality rather than specific moves, show contrast between styles, emphasise performance commitment
Large hall or studio space minimum 15m x 15m for multiple groups plus performance area
Clean, dry, non-slip dance floor suitable for barefoot or indoor shoe movement
Stop activity immediately, assess situation, provide appropriate first aid or support, contact school medical personnel if needed
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