Dance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides a unique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. People have always danced, and dance continues to evolve as a form of expression, fulfilling a variety of functions in society. As an art form, dance encourages artistic creativity and the active use of the imagination. The study of dance acknowledges the interrelationship between practical and theoretical aspects – the making and performing of movement and the appreciation of its meaning. It allows students to make and present dance relevant to their lives.
The Dance ATAR course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.
Students experience an intrinsic sense of enjoyment and personal achievement through expressing and challenging themselves physically. As a physical art form, dance is able to offer an opportunity for them to achieve an elite level of movement skills. They gain an understanding of the physical competencies specific to dance, including experiential anatomy (movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression. The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe dance practices and understand health issues that will enhance their general physical well being and prolong their dance involvement.
Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance making and the dance works of others. They use appropriate terms and language to describe dance.
In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms such as music, art and electronic media to broaden students’ knowledge and interest in the Arts.
Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.
Dance – Year 11 ATAR
Unit 1 Popular Culture
Within the broad focus of popular culture, we select learning contexts that relate to the interests of our students and build upon the understandings that they have already acquired.
The exploration of dance in popular culture leads to a wider understanding of the diverse contexts and functions of dance in our society. Students understand and value the way dance is subject to different interpretations, and appreciate that informed responses should take into account the varying contexts within which dance works are created.
Unit 2 Australian Dance
Within the broad focus of Australian dance, we select learning contexts that relate to the interests of our students and build upon the understandings that they have already acquired.
An understanding of the diverse range of functions and contexts of dance in Australia allows students to make relevant comparisons between their own dance and the dance of others. They analyse critically their own cultural beliefs and values in relation to traditional and contemporary dance forms and styles, and develop deeper understandings of their own personal dance heritage. They understand that dance may give form to ideas and issues that concern the wider community.
Dance – Year 12 ATAR
An understanding of the Year 11 content is assumed knowledge for students in Year 12. It is recommended that students studying Unit 3 and Unit 4 have completed Unit 1 & Unit 2.
Unit 3 Youth Voice
Within the broad focus of youth voice, we select learning contexts that relate to the interests of our students and build upon the understandings that they have already acquired.
Students explore learning contexts that reflect their own cultural understanding and produce unique work with a personal style. Students research factors affecting points of view, such as time, place, gender, age, culture, religion politics and the environment. They consider how dance reflects and is shaped by society and its values. They also investigate the impact of technologies on dance.
Unit 4 Extending the boundaries
The focus of this unit is extending the boundaries. Within the broad focus of extending the boundaries, we select learning contexts that relate to the interests of our students and build upon the understandings that they have already acquired.
Students investigate learning contexts that reflect their own artistic understanding and produce unique dance work. They investigate how technologies are used to extend and enhance dance design.
Students research issues and reflect on events which may influence dance. In their responses, they examine their own values, considering how dance is shaped by society and its values. In the critical analysis and interpretation of their own work and the work of others, they reflect on the relationships between dance works, audiences and contexts, and how these contribute to the development of different perspectives.
Practical = 60% (Performance/Production and Practical examination)
Written = 40% (Response tasks and Written examination)
Practical = Year 12 ATAR course is 50/50 weighting for Practical and Written.
Year 12 Semester 2 examination (practical) includes an external examiner
Assessments for Practical include – Exploring ideas, improvising, manipulating the elements of dance and using choreographic devices and structures to create original dance. Demonstrating competence in the use of technical dance skills, techniques/styles, interpreting choreographic intent and performance qualities in a range of performance contexts.
Assessments for Written include – Response to analysis and evaluation of own, others’ or professional dance works using a range of critical frameworks and primary and secondary sources. Research work in which students plan, conduct and communicate case studies. The focus of case studies can include dance works of companies and/or choreographers. Each should be explored in relation to a range of contextual factors (historical, cultural and social) and explore a range of primary and secondary sources. The findings can be communicated in any appropriate form, for example, written, oral or graphical, or various combinations of these.
Dance @ PLC additional expectations
Speech Night Performance
IGSSA Dance Festival