Dance in Practice 2015 Study plan

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1 Section 1: School statement School: School code: Subject code: Composite class: School contact: Phone: No SEO Section 2: Course and assessment overview Dance Practice is a four-semester course of study. Semesters 1 and 2 of the course are designed to allow students to beg their engagement with the course content, i.e. the knowledge, understandg and skills of the subject. Course content, learng experiences and assessment crease complexity across the four semesters as students develop greater dependence as learners. Semesters 3 and 4 consolidate student learng. QCAA approval QCAA officer: Date:

2 ment technique, 1 Unit 1: Gettg grounded The unit explores basic technique and alignment focusg on modern or romantic ballet. Students will explore the key characteristics of ballet the context of historical and modern styles and explore its function as artistic expression. 28 Ballet Dance performance 1 Performance Ballet based on repertoire or teacherdevised choreography. Allocated time: 5 weeks. Dance performance and rehearsal Group mutes 1 Unit 2: A contemporary perspective The unit explores the contemporary genre through the lens of modern contemporary dance practitioners. For example, Mia Michaels. This style and its characteristics are used to develop performance explorg personal contexts with an artistic function. 27 Contemporary Dance performance 2 Project Class development of a school tour of a number of contemporary dance works for feeder primary schools. Each group is responsible for choreographg and performg one dance. Allocated time: 5 weeks Group performance at feeder primary schools mutes Script for dance work describg the dance, genre, style and context for the work to the primary school students words Page 2 of 5 17/05/2016

3 ment technique, 2 Unit 3: So you thk you want to make a video clip? The unit explores popular dance as it is used music video clips social and entertament contexts. Students will research dance video clips from the 80s to the present day, vestigatg key fluential performers and choreographers, e.g. Michael Jackson. They will explore the processes of learng a repertoire, planng and producg a dance video clip for a community audience. 55 Popular dance Dance performance Production design and enactment Respondg to dance formaton and dance works 3 Extended response to stimulus Evaluation of a dance/music video. For example, 'Thriller'. The focus of the evaluation could be 'Has the dancg the music video stood the test of time?' Allocated time: 3 weeks. Written response Individual response such as a media release for an onle magaze words 4 Project In groups, plan and create a dance/music video clip. Allocated time: 6 weeks. In a group, create a dance/music video clip. Repertoire and studentdevised choreography mutes Include an overview of the decisions the planng and modification of creative processes words Page 3 of 5 17/05/2016

4 ment technique, 3 Unit 4: Bust a move The unit explores a range of popular dance styles such as hip hop, breakdance, lyrical hip hop and krumpg. The styles are explored through their sociological and community contexts and their functions as personal/community expression and entertament. 55 Popular dance Dance performance Production design and enactment Respondg to dance formaton and dance works 5 Extended response to stimulus Promote a popular dance performance for a community event. Allocated time: 3 weeks. Multimodal non-presentation Student's choice: Multimodal non-presentation or Multimodal presentation. Individual. Maximum: 10 A4 pages Multimodal presentation Student's choice: Multimodal presentation or Multimodal nonpresentation. Individual mutes 6 Project Plan and create a performance event to showcase the popular dance style/s chosen. Component 1: Student choice of response mode Response cludes an overview of the decisions the planng and modification of creative processes. Component 2: Performance. Allocated time:6 8 weeks. Spoken component mutes words Group mutes Page 4 of 5 17/05/2016

5 ment technique, 4 Unit 5: It's all about the jazz The unit explores musical theatre as a form of entertament. Students vestigate the genre through its historical contexts and jazz styles used musicals for an artistic and theatrical purpose. They develop skills production and/or products to support dance performance the musical theatre style. 4 Unit 6: Action though dance The unit explores the Contemporary genre through the lens of postmodern dance practitioners, e.g. Pa Bausch. Students use this style and its characteristics to develop a performance explorg political contexts with an artistic function. 27 Jazz Dance performance Respondg to dance formaton and dance works 28 Contemporary Dance performance 7 Project Plan and create a musical theatre dance work. Component 1: Student choice of response mode written or spoken. Response to clude an overview of the decisions the planng and modification of creative processes. Component 2: Performance. Allocated time: 6 8 weeks. Group performance of musical theatre dance work mutes Spoken component mutes words 8 Performance Performance of teacher or studentdevised choreography that makes a particular political statement. Allocated time: 3 weeks. Dance performance and rehearsal Pairs or small group mutes Page 5 of 5 17/05/2016

6 Teacher: Student name: Queensland Curriculum and ment Authority Student profile Class: Year: Semester Unit ment Instrument No. ment Instrument Formative or Summative Knowg and understandg Applyg and analysg Creatg and evaluatg 1 2 Unit one Gettg grounded Unit two A contemporary perspective Unit three So you thk you want to make a video clip? 1 Performance F 2 Project F 3 Extended response to stimulus F 4 Project F Interim Standards Interim Level of Achievement 3 4 Unit four Bust a move Unit five It's all about the jazz Unit six Action though dance 5 Extended response to stimulus S 6 Project S 7 Project S 8 Performance S Exit Standards Exit Level of Achievement Student profile

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