|
PEMediumTerm Plan Roman Battle Dance Autumn 1Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session1 | Moving to a beator rhythm. Group andspatial awareness. Working inpairs, small and large groups. Moving togetherat the same time in unison. Moving one afterthe other. Creating asimple sequence to repeat. | Warm-up Based onphysical exercises used to keep Roman soldiers fit small, light,running steps and swimming arm actions. 2.Sequence one: The Roman testudo or tortoise attackformation Marching on thespot and in straight lines to gradually create 2 class tortoiseformations marching alone,then join partner and march side by side two pairs jointo march in a line of 4 two lines offour join, marching one line behind the other to make agroup of8 two groups of 8join to march in a square formation of 16 Trumpet cuesboth class tortoise formations to create protective shieldor shell byholding flat palms of hands above head and out to the frontand sides 3.Sequence two: Attack! One group staysin Roman tortoise formation, while the other group dispersesaround the sides of the room to represent the disorganised Britishtribes The tortoiseformation marches in straight lines, changing direction with quick,accurate quarter or half turns Then, theBritish tribes-people dash through the spaces, alone or insmall groups,spinning and turning with quick, free movements The Romanmarching steps become louder and faster, while the dashing andspinning movements of the disorganised British tribes become quieterand slower Afinal trumpet cues everyone to freeze before marchingtriumphantly round theroom, to celebrate the Roman victory 4.Sequence three: Roman defence and Hadrians Wall. Working with apartner or in a small group to create a simple sequence based oncollaborative building actions sawing (pushing andpulling), hammering(alternate swings), pulling ropes and carrying heavy rocksetc Link arms tocreate long class wall to finish 5.Cool down Walk to ownspace with slow, exhausted steps Stretch, liedown and relax.
| Less able children will be situated near to the front and have moreable peers to their side and behind to enable good examples at allangles for copying.Instructions will be repeated and rephrased wherenecessary.For sequences that are particularly difficult, they will work withteacher support. | Couldpupils co-ordinate runnersarm and leg movements?
Couldpupils gradually and smoothly form the tortoise formation withoutloosing the timing of the marching step?
Was therea clear contrast between the Romans strong, disciplined, marchingsequence and the Britons disorganised dashingand turning sequence?
Couldpartners / small groupswork together to select andco-ordinate timing ofmovements? | Music Gladiator |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session2 | Moving to abeat, and within the correct musical phrasing Creating andrefining a simple sequence of movements Selectingappropriate movements, gestures, posture and facial expressions toconvey the qualities of different characters through dance Contrastingspeeds of movements Developing apaired non-contact action-reaction sequence | 1.Warm-up: based on a selection of Roman athletic exercises energeticjogging steps strong javelinor discus throwing actions 2.Sequence 1: Opening procession Pupils processround the edge of the room in the style of their chosen character athlete, gladiator or entertainer (juggler or musician) travellingforwards for 8 counts, then stopping to perform appropriate actions orgestures on the spot for 8 counts Tofinish, everyone freezes in a strong, victorious pose; salutingthe Emperorand cheering crowd 3.Sequence 2: Athletes Class dividedinto 3 performance groups that move in turn Pupils developwarm-up actions into athletic sequence: small running stepsforwards lead into strong javelin throw; hold javelin throwingpose for a fewmoments then lower arms and swing body round on spot for powerfuldiscus throwing action Hold final poseand watch other groups perform the same sequence 4.Sequence 3: Gladiators Pupils travelthrough the spaces with threatening, heavy stamping steps andstrong, gladiator-style posture and upper body actions Then pupilspractise sequence of blocking and attacking movements focusingon clear body shapes and contrasting speeds of movements 5.Cool down Performingjavelin and discus throwing actions in slow motion
| Less able children will be situated near to the front and have moreable peers to their side and behind to enable good examples at allangles for copying.Instructions will be repeated and rephrased wherenecessary.For sequences that are particularly difficult, they will work withteacher support. | Did pupilsmove in time with the music?
Did pupilsselect appropriate movements,posture, facial expressions?
Did pupilsperform the sequencewith confidence and accurate timing?
Did pupilssuccessfully convey thepowerful, aggressivenature of the gladiators?
| Music Gladiator |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session3 | Working togetherin large groups, small groups and pairs Spatialawareness in a large group Followingprecise floor patterns Making choiceswhile dancing in a group - structured improvisation Makingsymmetrical shapes, in pairs Moving togetherat the same time - in unison Moving one afterthe other - in cannon Creating asimple sequence to repeat | 1.Warm-up Fast and fun; awarm-up of clapping, jogging and jump-turning to get the mind andbody warmed up 2.Sequence 1: Town planning Build up a wholeclass dance based on the straight, grid-like layout of a Romantown. The overall effect is a busy group dance, based on asquare formation,with some criss-crossing the grid while others mark thecorner pointswith a turn or with stillness. 3.Sequence 2: Mosaics Children work ingroups of five or six They use themusical introduction to jump onto two feet, in a single-Me lineformation Then theleader's movements get passed down the line; stepping and turningacross the space, one after another, following a straight,angular, questionmark floor pattern The music cues afaster section where the dancers turn round and follow their newleader (formerly at the back of the line) along a smooth, curving,wavy floor pattern with tiny, light running steps Finally, thedancers create a prearranged group mosaic by lying on the floor 4.Sequence 3: Roman architecture Partners worktogether to create three symmetrical shapes or balances - inspiredby Roman columns, arches and bridges They developsmooth linking movements or transitions and repeat their sequenceto the end of the music 5.Cool down sitting down,children perform gentle arching movements to the back, front andsides Afinal circling of the torso brings the programme to a close
| Less able children will be situated near to the front and have moreable peers to their side and behind to enable good examples at allangles for copying.Instructions will be repeated and rephrased wherenecessary.For sequences that are particularly difficult, they will work withteacher support. | Are thechildren counting their steps and pauses accurately?
Is there aclear contrast betweenthe slow but bouncysquare-sided floor pattern and the wavy floor pattern?
Do thepairs come up with a range of contrasting shapes andbalances? | Music Gladiator |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session4 | Sensitivity to apartner's intention when moving together Selectingappropriate movements, gestures, posture and facial expressions toconvey the qualities of different characters through dance Playing a partin a group dance using music cues, freezes and action Developing avisual awareness of how the individual dancer looks and how thegroup dance looks in space. | 1.Warm-up Clapping handsabove head while bending and stretching knees to beat of music Travellingforwards and backwards in preparation for the wrestling sequence 2.Sequence 1: Roman baths Inpairs, children grasp one another's upper arms for a stylisedwrestling action They take foursteps forwards and four steps backwards, rocking their body fromside to side with each rhythmic step When the musicchanges to a more lyrical section, pairs break strongly apart andindividual dancers perform circular hoop-spinning actions,on the spotand then travelling 3.Sequence 2: Sculpture Inthe same pairs; one person curls up small with legs and headtightly tucked in- like a piece of stone or marble The other personis the sculptor, who slowly walks around and lightly taps ormanipulates different joints and body parts in the sculpture sothat theygradually rise into a standing position through a series ofsculptural poses The final poseis calm, strong, muscular and heroic The sculptorwalks around to admire the finished sculpture Children swaproles and repeat the sequence 4.Sequence 3: The feast Children divideinto four groups: musicians, dancers, slaves and masters Two contrastingpieces of music guide children through the sequence First, the lyremusic cues the musicians and dancers to turn and twirl around thereclining masters - either dancing or playing an imaginary musicalinstrument Next, the flutemusic cues the masters and slaves to perform an exaggerated,stylised mime to enact part of the feast 5.Cool down Moving throughthe space as if carrying a jug on the head; first with arms up, andthen with arms down Focus on thesensation of growing taller through the top of the head, while thespine straightens down towards the floor | Less able children will be situated near to the front and have moreable peers to their side and behind to enable good examples at allangles for copying.Instructions will be repeated and rephrased wherenecessary.For sequences that are particularly difficult, they will work withteacher support.
| Do thechildren find a variety ofways to spin their imaginary hoops using different parts of thebody?
Can youclearly distinguish the different groups by their poses, facialgestures and style ofmovement? | Music Gladiator |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session5 | Working togetherin large groups, small groups and pairs Spatialawareness in a large group Developingcharacters in movement Rhythmicaccuracy Group spatialorganisation Performing inunison Performing fourcontrasting sequences Creating smoothlinking movements or transitions
| 1.Warm-up Energeticmarching and jogging! Rhythmic marching steps on the spot Travellingaround the room: taking seven jogging steps forwards, then stoppingto jump-turn on the spot to change direction. 2.Sequence 1: Tortoise formation Marching on thespot and in straight lines to gradually create two class tortoiseformations 3.Sequence 2: Town planning Walking in timeto the music, forwards for three or seven steps Onbeat four or eight, dancers turn to face a new direction on thegrid (quarteror half a turn) 4.Sequence 3: Sculpture Inpairs, one person curls up small with legs and head tightly tuckedin - like apiece of stone or marble The other is thesculptor, who slowly walks around and lightly taps or manipulatesdifferent joints and body parts in the sculpture so thatit graduallyrises into a standing position through a series ofsculptural poses 5.Sequence 4: Gladiators Children travelthrough the spaces with threatening, heavy stamping steps andstrong, gladiator-style posture and upper body actions Childrenpractise sequence of blocking and attacking movements, focusingon clear body shapes and contrasting speed of movements 6.Cool down Lying downrelaxation exercise 7.Music repeated Without thepresenter's voice - for performance use
| Less able children will be situated near to the front and have moreable peers to their side and behind to enable good examples at allangles for copying.Instructions will be repeated and rephrased wherenecessary.For sequences that are particularly difficult, they will work withteacher support. | Dochildren move to the beat?
Are themovements focused and energetic?
Dochildren perform the sequencewith confidence and accuracy? | Music Gladiator |
Evaluation
Session | Comments | Action |