Dance uses the body as an instrument for expression and communication of ideas. It encourages
the holistic development of a person, providing a way of knowing about oneself, others and the
world. It is a means by which cultural heritage is preserved and translated through time.
Engaging in dance allows students to develop important, lifelong skills. Dance provides
opportunities for students to critically examine and reflect on their world through higher order
thinking and movement. Through studying Dance as both artist and as audience, students will
develop a range of interrelated concepts, understanding and skills in dance as an art form and as
a means of social inclusion. Students will study dance in various genres and styles, embracing a
variety of cultural, societal and historical viewpoints integrating new technologies in all facets of
the subject. Historical, current and emerging dance practices, works and artists are explored in
global contexts and Australian contexts, including the dance of Aboriginal peoples and Torres
Strait Islander peoples. Students will learn about dance as it is now and explore its origins across
time and cultures
Pathways
| Objectives
|
Dance is a General subject suited to students who are interested in pathways beyond school that
lead to tertiary studies, vocational education or work. A course of study in Dance can establish a
basis for further education and employment in the field of dance, and to broader areas in creative
industries and cultural institutions.
| By the conclusion of the course of study, students will:
- demonstrate an understanding of dance concepts and skills in various purposes and contexts
2.
- Apply literacy skills to communicate ideas
- Organise and apply the dance concepts when choreographing dance in different genres and
styles and in various contexts and purposes
- Apply technical skills in various genres and styles when performing
- Realise meaning through expressive skills when performing for particular purposes in
particular contexts
- Create dance to communicate meaning for particular purposes in particular contexts
- Evaluate dance, justifying thee
|
Structure
Unit 1
| Unit 2
| Unit 3
| Unit 4
|
Moving Bodies
How does dance
communicate
meaning for different
purposes and in
different contexts?
- Genres:
- contemporary
- at least one other
genre
- Subject matter:
- meaning,
purpose and
context
- historical and
cultural origins of
focus genres
| Moving through
environments
How does the
integration of the
environment shape
dance to
communicate
meaning?
- Genres:
- contemporary
- at least one other
genre
- Subject matter:
- physical dance
environments
including site-specific dance
- virtual dance
environments
| Moving statements
How is dance used to
communicate
viewpoints?
- Genres:
- contemporary
- at least one other
genre
- Subject matter:
- social, political and
cultural influences
on dance
| Moving my way
How does dance
communicate meaning
for me?
- Genres:
- fusion of movement
styles
- Subject matter:
- developing a
personal
movement style
- personal
viewpoints and
influences on genre
and style
|
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3
| Unit 4
|
Summative internal
assessment 1:
Performance
| 20%
| Summative internal
assessment 3:
Dance work
| 35%
|
Summative internal
assessment 2:
Choreography
| 20%
| Summative external assessment (EA): • Examination
| 25%
|
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