Dance

Staff

Mrs Suzi Groom: Head of Dance and Dance Leaders College Representative.

BA (Hons) Ballet Education and PGCE Dance Teaching from the Royal Academy of Dance in London. During my degree I toured with a contemporary dance company.

I have been training as a dancer for over 25 years and I have successfully completed advanced examinations in ballet, tap and jazz. I have also had professional training in flamenco, Latin American and freestyle dance. After training I returned to my home county Cornwall, as a teacher of secondary dance, which has been the most rewarding eight years of my life.
My interests: I attend adult ballet and contemporary dance classes and over the last 6 years I’ve been attending Yoga sessions and workshops. I am a qualified Zumba instructor and use this as one of my warm up methods in my teaching. I am inspired by Matthew Bourne, Christopher Bruce, Wayne McGregor, Akram Khan and Eastman Dance Company. My favourite hobby is going to the theatre to watch dance companies, musical theatre productions and physical theatre shows.

Teaching and performance spaces

Dance is taught in one fully equipped Dance Studio, including mirrors, barres, sprung flooring, sound system and projector.

The Studio (C11) is used for dance performances, including; Dance Platform, College Production and the Summer Showcase.

Extra-Curricular Opportunities

Monday Tuesday Wednesday Thursday Friday
Lunch Sixth Form Tap TEMPO Years 7/8 Unleashed Year 7/8 Year 9 Dance Group Ballet Years 10-13
After school Company Years 9-13 B.O.I.

All years

Apprentice Company Years 7/8 Year 11 Additional Rehearsals

 

Curriculum

Currently dance is taught from years 9-13 as an optional subject.  The programmes of study are;

Key Stage 4 - BTEC Level 1/2 Tech Award in Performing Arts (Dance)

Key Stage 5 – BTEC Level 3 Extended Certificate in Performing Arts (Dance)

Level 2 Dance Leaders qualification

Dance Leaders:

Currently the Dance Leaders course is taught during two tutor lessons per week. The qualification allows students to develop the skills required to become a successful leader; communication, team work, problem-solving, self-belief and organisation.  Students will need to lead dance activities (such as dance clubs) and plan a dance event (Cornwall School Games) to pass this qualification.  Students must keep a written log of their lesson plans, evaluations and risk assessments.

KS4

Overview

Pearson BTEC Tech Award Performing Arts: Dance

This is taught over 3 years; during year 9, 10 and 11 you’ll complete 3 units:

  1. Exploring the Performing Arts
  2. Developing Skills and Techniques in the Performing Arts
  3. Performing to a Brief
Assessment

Component 1 - Exploring the Performing Arts

  • Internally assessed

Component 2 - Developing Skills and Techniques in the Performing Arts

  • Internally assessed and moderated. You will be assessed on your contribution to the performance piece through your use of Dance skills and techniques.

Component 3 - Performing to a Brief

  • Externally set task from Pearson assessment of your ability to work as a Dance Company to create and develop a piece of choreography for a final performance.
Year 9 from September 2019

Key Stage 4 students will study the AQA GCSE Dance course

Overview:

Component 1: Performance and Choreography

Performance 30%

  • Set phrases through a solo performance (contemporary style)
  • Duet/trio performance (any style linked to a chosen theme)

Choreography 30%

  • Solo or group choreography – inspired by a stimulus set by the exam board

Component 2: Written Exam (1 hour and 30 minutes) 40%

  • Knowledge and understanding of choreographic processes and performing skills
  • Critical appreciation of own work
  • Critical appreciation of professional works (A Linha Curva, Infra, Emancipation of Expressionism, Artificial Things, Within Her Eyes and Shadows)

HOW IS THE COURSE ASSESSED?

Component 1:

Practical exam under exam conditions which is internally marked and externally moderated by AQA

Total component 60%

Component 2:

Written exam under timed conditions

Total component 40%

Students will succeed on this course if they are happy to perform in front of a live audience and willing to try many styles of dance (these will include; contemporary, street, ballet, samba, contact, flying low and capoeira).  Students are encouraged to attend additional rehearsals in preparation for practical assessments.

Students will have opportunities to take part in;

  • workshops with professional dancers and choreographers
  • theatre trips
  • College production and Dance Platform

Year 9 - 3 learning zones per fortnight

Term 1 Term 2 Term 3
Component 1 mock – students practically explore three works; ‘Still Life at the Penguin Café’ by David Bintley (ballet), ‘A Linha Curva’ by Itzik Galili (samba) and ‘Nutcracker!’ by Matthew Bourne (contemporary). Students will produce a research log about these three works and their associated dance styles. Component 2 mock – students improve their dance technique and skills.  They learn a piece of professional repertoire in the jazz style.  Currently students are learning ‘All that Jazz’ and ‘We Both Reached for the Gun’ from Bob Fosse’s ‘Chicago’. Choreographic Skills – preparation for component 3

 

Students will learn and explore the ten stages of the choreographic process.  They will work with a given stimulus to create a class dance.

Students perform at Dance Platform Students perform in College production Students perform in Summer Showcase

Year 10 – 3 learning zones per fortnight

Term 1 Term 2 Term 3
Component 1 – students practically explore three works; ‘Swan Lake by Matthew Bourne (ballet), ‘Emancipation of Expressionism’ by Kenrick H20 Sandy (urban) and ‘Rosas danst Rosas’ by Anne Teresa De Keersmaeker (contemporary). Students will produce a research log about these three works and their associated dance styles.  This forms 30% of their final grade. Component 2  – students improve their dance technique and skills.  They learn a piece of professional repertoire in the jazz style.  Currently students are learning ‘All that Jazz’ and ‘Me and My Baby’ from Bob Fosse’s ‘Chicago’.

This forms 30% of their final grade.

Choreographic Skills – preparation for component 3

 

Students will work in groups to explore a range of stimuli to create a dance piece in a style of their choosing.

Students perform at Dance Platform Students perform in College production Students perform in Summer Showcase

Year 11 - 3 learning zones per fortnight

Term 1 Terms 2&3
Component 3 mock

students are given the stimulus from the previous year’s paper. They must work in groups of 3-7 to create a 7-10 minute piece.  They will complete three written activities as part of this mock assessment.

Component 3  - students are given a stimulus and target audience from the exam board. They must work in groups of 3-7 to create a 7-10 minute piece.  They will complete three written activities as part of this assessment.

This forms 40% of their final grade.

Students perform at Dance Platform Students perform to an invited audience

KS5

Overview

BTEC Level 3 National Extended Certificate in Performing Arts: Dance

The Level 3 National Extended Certificate in Performing Arts: Dance was launched here at Bodmin College in September 2017, due to its diverse and exciting content! The Dance Certificate is the equivalent to one A-Level and with no formal written examinations at the end of the course, its structure and diversity prepare students for Dance at University.

Year 12 and Year 13 - 6 learning zones per fortnight

Term 1 Term 2 Term 3
Unit 22: Movement in Performance

Students create a 3-5 minute dance based upon the fundamentals of movement; actions, space, dynamics and relationships. They select their accompaniment, style and theme/s. Students learn about different theories of movement, such as; Rudolph Laban, Bartenieff Fundamentals and Lester Horton technique.

Unit 3: Group Performance Workshop

The exam board releases a stimulus, which students will need to research and practically explore it to create a 10-20 minute dance production. They will complete four written milestones as part of this course.

 

 

Unit 2: Learning Aim A ‘The Role of a Dancer’

Students will create a 15 minute presentation about the ‘role of a dancer’.  They will research working conditions, styles of dance, professional dancers and choreographers as well as career opportunities. Alongside the presentation students will create a group performance inspired by one of their chosen practitioners.

Students perform at Dance Platform Students perform to an invited audience Students perform in Summer Showcase
Term 4 Term 5 Term 6
Unit 1: Investigating Practitioners’ Work

Students must learn about the contextual factors that influence practitioner’s repertoire.  Students will study Alvin Ailey, Akram Khan and Christopher Bruce as part of this unit.  This unit is assessed as a 3 hour written assessment.

Unit 2: Developing Skills and Techniques for Live Performance

Students will develop their dance techniques and skills, preparing them for a career in the dance industry. They will learn and perform chosen repertoire in a selected dance style.

 

 

Retake opportunity for units 1 and/or 3.

 

Students perform at Dance Platform Students perform to an invited audience