| |
Students are also introduced to pre-1930 dance tradition/s, style/s and or work/s. Dance tradition/s, style/s and/or work/s selected for study might encompass dance traditions of indigenous cultures through to the works of ballet choreographers such as Leonide Massine and Michel Fokine; modern dance created by Ruth St Denis and Ted Shawn; early musical theatre/film choreography of Busby Berkeley and/or the work of tap/jazz peformer, Bill Robinson (Bojangles).
Students describe the movement vocabulary in their own and other's dances by identifying expressive body actions and ways the elements of movement have been manipulated. Students also analyse and discuss the communication of their own and other choreographers' intentions through the structuring of form, and the choreographic and expressive use of the the elements of movement.
 |
|
Area of Study 1: Dance Perspectives |
| |
|
This area of study focuses on ways the elements of movement (time, space - including shape - and energy) are manipulated to communicate an expressive intention, and on cultural influences pre-1930 dance traditions, styles and/or works. In this area of study the terms 'choreographer', 'tradition', 'style' and/or 'work' can be understood as one or more choreographers, traditions, styles and/or works. |
|
 |
|
|
Area of Study 2: Choreography, Performance and Dance Making Analysis |
| |
|
This area of study focuses on the choreographic exploration of the elements of movement and the development of expressive movement vocabulary to communicate the intention of students in the creation and performance of their own works. Students practise the safe physical execution of variations of the elements of movement in structured solo and/or group improvisations, and explore different types of form and the creation, ordering and linking of sections to create expressive formal structures in a solo or group dance work.
Students analyse their dance works focusing on the description and documentation of movement vocabulary and expressive use of the elements of movement (time, space - including shape - and energy). This analysis further develops their understanding of form and ways of ordering and structuring dance sections to create form. They also study dance-making and performance processes central to choreographing and performing their own dance works. |
|
|
|
|
Area of Study 3: Dance Technique, Performance and Dance Analysis |
| |
|
This area of study focuses on learning, rehearsing and performing a learnt solo or group dance work. By using these dance-making processes, students further develop their personal movement vocabulary and understanding of ways elements of movement can be used through the expressive execution of body actions and the safe use of technical and physical skills. Students also develop their personal movement vocabulary through regular and systematic training as they learn the movement vocabulary of the selected work. Students analyse processes involved in learning, rehearsing and performing a dance work. In this area of study, the term 'choreographer' can be understood as one or more choreographers. |
|
Assessment
The award of satisfactory completion for a Unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the Unit. This decision will be based on the teacher's assessment of the student's overall performance on assessment tasks designated for the Unit.
The key knowledge and skills listed for each outcome should be used as a guide to a course design and the development of learning activities. The key knowledge and skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and skills should not be assessed seperately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this Unit, students are required to demonstrate achievement of four outcomes. As a set, these outcomes encompass all areas of study. Demonstration of achievement of Outcomes 1, 2, 3 and 4 must be based on the student's performance on a selection of assessment tasks. Where teachers allow students to choose between tasks, they must ensure that the tasks they set are of comparable scope and demand.
Assessment tasks for this Unit are:
|
|
Outcome 1 |
| |
|
Report/s in one of the following formats:
- Written
- Oral
- Multimedia.
|
|
|
|
|
Outcome 2 |
| |
|
A solo or group dance work choreographed and performed by the student/s that communicates an expressive intention; and
- Complete
structured solo and/or group improvisations. |
|
|
|
|
Outcome 3 |
| |
|
A performacne of a learnt solo or group dance work.; and
- A report on the processes used to learn, rehearse and perform the dance work.
|
|
|
|
