"Great dancers are not great because of their technique, they are great because of their passion."
– Martha Graham
Dance at Aylward helps students to develop their technical and expressive skills as well as knowledge and understanding of dance through performance, choreography and critical appreciation.
Dance Department Objectives
Students study Dance through a series of workshops and performance in order to develop their performing, compositional and appreciation skills. Students develop social skills as well as improving their health as a result of studying Dance. In particular, Dance increases cognitive acuity and integrates several brain functions simultaneously.
KEY STAGE 4
THE OPTION FOUNDATION YEAR
Students focus on their performance and choreographic skills and take part in numerous performances both in and out of school.
Year 10 - 11
Students' develop skills, knowledge and understanding of a range of dance styles through the interrelated processes of performing, creating and appreciating dances. The course focuses on physical, technical and expressive skills through which students are able to communicate choreographic intention and develop their individual qualities as performers, something which is started in year 9. Students' develop skills, knowledge and understanding of choreography through which they are able to communicate ideas, thoughts and meaning drawn from a range of dance styles.
All of these practical elements are then reinforced via a critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts
Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.
Component 3: Responding to a Brief requires learners to apply performances skills and techniques in response to a brief and stimulus developing group performance workshop for a selected audience. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period.
At BTEC we follow the Pearson Performing Arts specification. This covers a broad range of styles and themes, the components are:
Component 1 :
Exploring the Performing Arts
(Internally Assessed 30%)
- Learners will examine live and recorded performances in order to develop their understanding of practitioners’ work in dance with reference to influences, outcomes and purpose.
Component 2 :
Developing Skills & Techniques in Performing Arts
(Internally Assessed 30%)
- Learners will develop their performing arts skills and techniques through the reproduction of dance repertoire as performers.
Component 3 :
Responding to a brief
(Externally Assessed 40%)
- Task set and marked by Pearson completed under supervised conditions.
- Twelve weeks before the supervised assessment period, learners will be provided with the set task in order to carry out the development of creative ideas and rehearsal for the Workshop Performance.
The set task will be completed in three hours within the period timetabled by Pearson.
Why Choose Dance?
What might the subject lead to...
BTEC Dance is an excellent base for A-Level Dance but also any subject within the Performing Arts industry. It builds confidence and creativity to support students in any path they choose to take in life.