Snr Dance 10 Syll

8/13/2019 Snr Dance 10 Syll

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DanceSenior Syllabus 2010


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ISBN: 978-1-920749-88-0

Dance Senior Syllabus 2010

The State o !ueenslan" #!ueenslan" Stu"ies $uthority% 2010

!ueenslan" Stu"ies $uthority1&4 'elbourne Street South Brisbane() Bo* +07 S,rin .ill!/D 4004 $ustralia

(hone: #07% +84 0299a*: #07% +221 2&&+3ail: oice5sa65l"6e"u6auebsite: 65sa65l"6e"u6au


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Contents Dance...............................................................................1

1. Rationale.......................................................................1

161 In"ienous ,ers,ecties666666666666666666666666666666666666666666666666666666666666662

2. General objectives.......................................................3

261 horeora,hy666666666666666666666666666666666666666666666666666666666666666666666666666666+

262 (eror3ance66666666666666666666666666666666666666666666666666666666666666666666666666666666+

26+ $,,reciation6666666666666666666666666666666666666666666666666666666666666666666666666666666664

264 $ttitu"es an" alues666666666666666666666666666666666666666666666666666666666666666666664

3. Course organisation....................................................5

+61 )erie66666666666666666666666666666666666666666666666666666666666666666666666666666666666666& +62 Ti3e allocation66666666666666666666666666666666666666666666666666666666666666666666666666666&

+6+ (rinci,les or "eelo,in courses o stu"y6666666666666666666666666666666666&

+64 (lannin a course o stu"y66666666666666666666666666666666666666666666666666666666667

+6& ore an" lectie6666666666666666666666666666666666666666666666666666666666666666666666668

+6 )ther consi"erations hen ,lannin a course o stu"y66666666666612

+67 o3,osite classes66666666666666666666666666666666666666666666666666666666666666666666612

+68 or; ,rora3 re5uire3ents6666666666666666666666666666666666666666666666666666661+

4. Learning experiences................................................14

5. Assessment................................................................15

&61 (rinci,les o e*it assess3ent66666666666666666666666666666666666666666666666666661&

&62 (lannin an assess3ent ,rora366666666666666666666666666666666666666666666617

&6+ S,ecial ,roisions666666666666666666666666666666666666666666666666666666666666666666666619

&64 $uthentication o stu"ent or;6666666666666666666666666666666666666666666666666619

&6& $ssess3ent techni5ues666666666666666666666666666666666666666666666666666666666666621

&6


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Coreograp( an! /er-ormance............................42


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1. Rationale

Dance is a lanuae o 3oe3ent here the ,otential o the bo"y as an instru3ent o

co33unication is realise"6 It is a ,oerul an" "yna3ic or3 o hu3an e*,ression6 Dance

encouraes the holistic inole3ent o the in"ii"ual6 It enaes the 3in"= bo"y an" s,irit

an" ,roi"es o,,ortunities or the "eelo,3ent o ,hysical= e*,ressie= >critical= i3ainatie=a,,reciatie an" ,erce,tie abilities? #Bannon @ San"erson= 2000%6 $s stu"ents e*,lore

3oe3ent= res,on"in to an" 3a;in Au"3ents about their e*,eriences they "eelo, their

,hysical an" sensory aareness an" strenthen their ,ersonal aesthetic6 *,lorin "ierin

conte*ts= enres an" styles osters a critical aareness o the aesthetic alues o others=

ithin an" across cultures= an" social rou,s6 In conte3,orary society= "ance e*ists in 3any

or3s= ulillin ritual= cultural= social an" entertain3ent ,ur,oses6 Dance in $ustralia is a

roin art or3 that relects the increasin "iersity o $ustralian society6

The senior school subAect= Dance= ,roi"es o,,ortunities or stu"ents to critically e*a3ine

their e*,eriences an" un"erstan"ins o "ance an" "ance or3s= e*,lorin the

interrelationshi, beteen ,ractical an" theoretical as,ects o "ance6 $s they stu"y an"

,artici,ate in arious "ance conte*ts= enres an" styles= stu"ents "eelo, as creatie=co3,le* thin;ers= eectie co33unicators= relectie an" in"e,en"ent learners an"

,artici,ants in an inter"e,en"ent orl"6 Stu"ents learn to choreora,h= ,eror3 an"

a,,reciate "anceor;s6

Throuh the ,hysicality o "ance an" the use o their bo"ies as a 3e"iu3 or artistic

e*,ression= stu"ents e*,erience a enuine sense o enAoy3ent an" ,ersonal achiee3ent6

Throuh choreora,hy an" ,eror3ance= stu"ents enae in ,roble3 solin an" critical

relection in in"ii"ual an" rou, circu3stances6 Throuh choreora,hy= stu"ents e*,lore=

3ani,ulate= interate an" structure 3oe3ent to relect an intent hich 3ay be to create

3eanin= e*,ress ,ersonal or social i"eas= tell stories an" entertain6 Throuh ,eror3ance=

stu"ents ain un"erstan"ins o technical co3,etencies an" e*,ressie s;ills6 By relectin

on= res,on"in to= an" ealuatin arious "ance enres an" styles= stu"ents "eelo, anaareness o ho an" hy "ance relects the conte*ts in hich it is create"6 It is this

un"erstan"in that inor3s their "ance 3a;in an" their a,,reciation o the "anceor;s o

others6

In the stu"y o Senior Dance= stu"ents also hae o,,ortunities to use an" e*,lore a rane o

technoloies= an" to "eelo, an un"erstan"in o the i3,act o those technoloies on the

creation= ,eror3ance an" analysis o "ance6 urther3ore= stu"ents e*a3ine the ays in

hich other arts or3s challene= sha,e an" inluence the creation an" ,eror3ance o

"ance6

ith a ocus on the use o the bo"y as the instru3ent o co33unication an" e*,ression=

Dance e"ucation osters the "eelo,3ent o s,ecial interests an" talents not e3,hasise" inother e"ucational areas6 Dance ,roi"es a oun"ation or uture inole3ent in "ance an"

relate" art or3s or e3,loy3ent an" leisure6 Stu"ents "eelo, i3,ortant transerable social=

e3otional= ,hysical an" intellectual s;ills6 Stu"ents sel-coni"ence an" the necessary social

s;ills to or; eectiely= in"ii"ually= an" in tea3s are "eelo,e" ithin the stu"y o Dance6

Dance heihtens aareness o= an" "eelo,s res,ect or= the bo"y= an" increases the

5uality o ,ersonal an" ,hysical ellbein6 reatie an" ,roble3-solin abilities are

ostere" throuh research= synthesis an" co33unication o conce,ts= i3aes= the3es an"

eelins6 The stu"y o Senior Dance encouraes stu"ents to "eelo, insihts about the orl"

in hich they lie= an" ,ro3otes an un"erstan"in o their on culture as ell as sensitiity

to other cultures6

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1.1 Indigenous perspectives

This syllabus reconises $boriinal an" Torres Strait Islan"er ,eo,les= their tra"itions=

histories an" e*,eriences ,rior to colonisation throuh to the ,resent ti3e6 To strenthen

stu"ents a,,reciation an" un"erstan"in o the irst ,eo,les o the lan"= releant sections o

the syllabus i"entiy content an" s;ills that can be "ran u,on to encourae enae3ent

ith: In"ienous ra3eor;s o ;nole"e an" ays o learnin

In"ienous conte*ts in hich $boriinal an" Torres Strait Islan"er ,eo,les lie

In"ienous contributions to $ustralian society an" culture6

In Dance= e*,lorin In"ienous "ance or3s an" artists oul" assist stu"ents to un"erstan"

the oriinal cultures o this country an" the uni5ue 3oe3ent or3s6 Schools shoul" see;

,er3ission an" ui"ance ro3 the a,,ro,riate In"ienous ,eo,les hen ishin to e*,lore

their 3oe3ent ocabularies an" artor;s6

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2. General objectives

The eneral obAecties are those that the school is re5uire" to teach an" stu"ents hae the

o,,ortunity to learn6 The eneral obAecties are rou,e" in our "i3ensions= i6e6 the salient

,ro,erties or characteristics o "istinctie learnin6 The irst three "i3ensions are the

assessable eneral obAecties6 The ourth rou, o eneral obAecties= $ttitu"es an" alues=is not "irectly assesse" as it is achiee" throuh the teachin an" learnin a,,roaches

oere" to stu"ents6

(roress in as,ects o any "i3ension at ti3es 3aybe "e,en"ent on the characteristics an"

s;ills oreroun"e" an" "eelo,e" in another6 The ,rocess o learnin throuh each o the

"i3ensions 3ust be "eelo,e" in increasin co3,le*ity an" so,histication oer the our-

se3ester course6

Schools 3ust assess ho ell the stu"ents hae achiee" the eneral obAecties6 The

stan"ar"s are "escribe" in the sa3e "i3ensions as the assessable eneral obAecties6

The "i3ensions or a course in this subAect are:

horeora,hy

(eror3ance

$,,reciation

$ttitu"es an" alues6

These are un"er,inne" by ;nole"e= un"erstan"in an" ,hysical e*,loration o "ance

co3,onents an" s;ills in a "ierin conte*ts= enres an" styles6 Stu"ents or; in"ii"ually

an" ith others to achiee the eneral obAecties6

2.1 Choreography

In horeora,hy= stu"ents use "ance co3,onents an" s;ills to e*,lore an" create

"anceor;s in "ierin conte*ts to coney their intent6

o33unication= i3,roisation= ,roble3 solin= critical relection= "ecision 3a;in= an"

,lannin an" oranisin actiities are ostere" in this "i3ension6

By the conclusion o the course= stu"ents shoul":

"e3onstrate ;nole"e= un"erstan"in= selection an" 3ani,ulation o "ance co3,onents

an" s;ills= in res,onse to sti3uli= to coney choreora,hic intent in "anceor;s

structure "ance or;s that "e3onstrate the interation an" synthesis o "ance

co3,onents an" s;ills to coney choreora,hic intent6

2.2 Perforance

In (eror3ance= stu"ents "eelo, an" "e3onstrate "ance co3,onents an" s;ills to inter,ret

an" co33unicate a choreora,hic intent in "anceor;s ro3 "ierin conte*ts6

/istenin= olloin "irections= in"e,en"ent an" rou, or;= rehearsin an" reinin throuh

critical relection are ostere" in this "i3ension6

By the conclusion o the course= stu"ents shoul":

"e3onstrate their ;nole"e an" un"erstan"in by interatin "ance co3,onents an"

technical s;ills hen ,eror3in "anceor;s

inter,ret choreora,hic intent throuh the synthesis o "ance co3,onents an" e*,ressie

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s;ills hen ,eror3in "anceor;s6

2.! Appreciation

In $,,reciation= stu"ents "eelo, their ;nole"e an" un"erstan"in o "ance co3,onents

an" s;ills to res,on" to "ance te*ts ro3 "ierin conte*ts6


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This rane shoul" be ei"ent across the to-year course6 hen ,lannin a course to ulil

this ,rinci,le= consi"er Section +64= (lannin a course o stu"y= an" Section &6=


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!." Planning a course of study

The ste,s outline" belo are not necessarily chronoloical6 (lannin courses o stu"y is an

iteratie ,rocess6

hen "eelo,in a course o stu"y= teachers shoul":

consi"er the rationale= the ,ur,ose an" inten"e" outco3es o the Dance course ta;e into account the:

location an" circu3stances o the school

aailable resources F ,hysical an" hu3an

,articular e*,ertise o teachers

interests o stu"ents

a,,ly the ,rinci,les or "eelo,in a course o stu"y

select the nu3ber o units an" "eise the ocus or each unit o or;= ensurin that there

is a balance beteen ti3e "eote" to choreora,hy= ,eror3ance an" a,,reciation

allocate the "ance co3,onents an" s;ills= "ance conte*ts= an" enres an" styles or each

unit o or;

ensure that a unit in each year has a ocus on conte3,orary "ance

a 3ini3u3 o 20 hours in Gear 11

a 3ini3u3 o && hours in Gear 12

construct assess3ent instru3ents that relect:

the learnin e*,eriences o the units o or;

the eneral obAecties

the ,rinci,les o assess3ent

the eriication olio re5uire3ents or a Gear 12 course an" su,,ort the eriication olio

re5uire3ents or a Gear 11 course

"eelo, learnin e*,eriences that:

su,,ort the eneral obAecties= hile interatin learnin beteen the "i3ensions an"

3aintainin a balance beteen the "i3ensions across the course o stu"y

"elier the subAect 3atter

su,,ort assess3ent instru3ents

,ro3ote "ance as an interal $ustralian an" orl"i"e art or3

hihliht or;s by In"ienous an" non-In"ienous $ustralian choreora,hers an"

,eror3ers

e*a3ine historical an" conte3,orary "ance or3s

e*,lore the "iersity o "ance

au"it the course o stu"y to ensure all core is coere" across the our-se3ester course6

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!.& Core and )lective

In Dance= a course o stu"y co3,rises both core an" electie ele3ents6 The core consists o

the stu"y o the "ance co3,onents an" s;ills as outline" in +6&61 #see also !S$ ebsite or

urther resources%6 /earnin o,,ortunities or stu"ents to e*,erience an" "eelo, all o the

"ance co3,onents an" s;ills 3ust be inclu"e" in the our-se3ester course o stu"y6 The

stu"y o these "ance co3,onents an" s;ills occurs ithin the ra3eor; o s,eciic "anceconte*ts= enres an" styles #see +6&62%6 $,art ro3 the co3,ulsory stu"y o conte3,orary

"ance in both Gear 11 an" 12= it is in the choice o these "ance conte*ts= enres an" styles=

here schools e*ercise electie choices6

3!5!1 Core: "ance components and s#ills

The Dance co3,onents an" s;ills or this syllabus are liste" belo6 They can be a,,lie" to

all "ance or3s rear"less o conte*t= enre or style6

Dance co3,onents consist o 3oe3ent an" non-3oe3ent co3,onents6 Dance s;ills

incor,orate both technical an" e*,ressie 3oe3ent s;ills6

These co3,onents an" s;ills are the oun"ation an" or;in 3aterial o "ance an" stu"ents

ill learn to 3ani,ulate "ance co3,onents an" s;ills throuh "ierin conte*ts= enres an"

styles6

The 5uality o ,eror3ance is enhance" hen the ,eror3er has not only 3astere"

co3,onents o "ance an" s;ills but can also un"erstan" an" relate to the choreora,hic

intent6

Stu"ents e*,lore= analyse= un"erstan" an" use as,ects o "ance co3,onents an" s;ills

ithin the "i3ensions o horeora,hy= (eror3ance an" $,,reciation6

Dance coponents

The "ance co3,onents are "iscrete but shoul" not be stu"ie" in isolation as they are

interrelate"6 The "ance co3,onents can be "ii"e" into 3oe3ent co3,onents an" non-

3oe3ent co3,onents

$oement components

The 3oe3ent co3,onents o "ance consist o action= s,ace= "yna3ics an" or36 These

co3,onents are use" an" 3ani,ulate" to crat 3oe3ent that relects the selecte" intent o

the co3,osition6

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Action

The 3oe3ents o the hu3an bo"y use" in"ance )< other 3oe3entsactions o the bo"y$ctions can trael #loco3otor% or 3oe on thes,ot #non-loco3otor%6 They all into the olloincateories:

traellin

balancin

bein still

esturin

lic;in

Au3,in

allin

turnin

tistin

contractin e*,an"in

litin

isolatin

an" transerrin eiht6

Spatial eleents Dynaic eleents +or

S,ace is here the bo"y3oes6 It is the 3e"iu3 o"ance6 $s "ancers 3oe

throuh s,ace= their bo"iescreate ,atterns on the loor an"in the air6 These s,atial "esinsare an interal ,art o "ance=iin "ancers a ,ur,oseulreason or 3oin666 sha,e= siHe= leels="irections= loor ,attern= ,lane=s,atial relationshi,s6

Dyna3ics "escribe ho thebo"y 3oes6 It is a ter3 thatenco3,asses the interaction o

orce #the 3anitu"e or intensityo the enery release"% ithti3e6 Thereore= "yna3ics is theele3ent hich ies 3oe3entsarious 5ualities an"= in turn=ies "ance its e*,ressieness666 orce= lui"ity= te3,o="uration= rhyth3= accent=3oe3ent 5ualities6

or3 is the structure o a"anceor; base" on therelationshi, beteen the "ance

co3,onents o a or;= inclu"inchoreora,hic or structural toolsor "eices use" to create"anceor;s666 3oti= binary= ternary=narratie= ron"o= chance= canon=inersion= re,etition=ra3entation= accu3ulation6

%on&moement components

The non-3oe3ent co3,onents o "ance consist o the olloin: "ancers= isual settin

an" aural ele3ents6 These co3,onents are use" an" 3ani,ulate" to su,,ort the selecte"intent o co3,ositions6

Dancers ,isual setting Aural eleents

The ,eror3ers in ter3s o:

nu3ber

en"er

role

anato3ical structures

abilities or ca,acities6

,eror3ance s,aces

costu3e

,ro,s

lihtin

sets

3ulti3e"ia

soun"= e66 3usic= s,o;en

or"= S= oun" soun"

silence

Dance s-ills

The "ance s;ills 3ay be cateorise" as technical an" e*,ressie6 They are interrelate"=

co3,le3entary an" un"er,in the ;nole"e an" ,rocesses nee"e" to create an"

co33unicate choreora,hic intent6 They are:

technical s;ills F ,hysical ca,abilities an" e*ecution inclu"in coor"ination= balance=

strenth= le*ibility= alin3ent an" rhyth3

e*,ressie s;ills F inter,retie ca,abilities5ualities inclu"in 3usicality= ocus #eye line=

concentration%= ,roAection o intent= acial e*,ression6

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3!5!2 Core: Contemporary dance

The stu"y o conte3,orary "ance is core= ith a 3ini3u3 o 20 hours to be inclu"e" in

Gear 11 an" a 3ini3u3 o && hours in Gear 126

or the ,ur,oses o this syllabus conte3,orary "ance is consi"ere" as a ery broa"

cateory= not a s,eciic "ance techni5ue but a collection o 3etho"s6 .istorically= it is a or3

o 20th century concert "ance that use" "ierent 3o"ern an" ,ost3o"ern 3etho"s an"techni5ues6 It is a style that bean as a rebellion aainst the strict rules o classical ballet6

onte3,orary "ance= as the na3e suests= is constantly chanin ith choreora,hers

an" artists challenin an" e*,lorin ne ays o "oin thins6 The lines are blurre"

beteen conte3,orary an" other "ance or3s6

So3e 5ualities o conte3,orary "ance are:

e*,loration o eneries an" e3otions o 3oe3ent

intention or the or; to co33unicate or e*,ress so3e or3 o i"ea or conce,t #hether

re,resentational or abstract%= or to inole an e*,loration o the or3 itsel

selection= use an" 3ani,ulation o any 3oe3ent lanuae6

3!5!3 'lectie: "ance contexts, genres and styles

The "ance conte*ts= enres an" styles are the ays in hich the "ance co3,onents an"

s;ills are a,,lie" an" analyse" to realise choreora,hic intent6

Conte/t

onte*t is a lens or ra3e throuh hich "ance is iee"6 onte*t inor3s ,ur,ose an"

inluences choreora,hic intent= enre inter,retation an" style6

%hese conte/ts ay include

unctional #social= ritual=

artistic%

historical

cultural

socioloical

,olitical

eniron3ental

technoloical

,hiloso,hical

,ersonal

eora,hical

enre

Jenre reers to the broa" cateories o "ance base" on share" characteristics i"entiiable

ithin the conte*ts= e66 ballet= 3usical theatre= hi,-ho,= ballroo3 "ance6

Style

Style is a s,eciic cateory ithin a enre hich can be base" on #a% a s3aller rane o

share" characteristics= e66 ro3antic ballet style ithin the ballet enreK #b% a ,articular

choreora,hers techni5ue or "istinuishin characteristicK #c% a ,eror3ers or co3,anys

in"ii"ual characteristics6 Style "eelo,s throuh a characteristic selection= 3ani,ulation an"

or"erin o the "ance co3,onents6



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!.' #ther considerations $hen planning a course of study

3!(!1 )pace

The reco33en"e" 3ini3u3 re5uire3ent or this syllabus is the ,roision o a s,ace that is

in"oors= ell entilate" ith suicient heiht clearance ro3 oerhea" ans an" uncluttere"

by tables= "es;s an" chairs6 It shoul" be bi enouh to allo ree an" sae 3oe3ent by a

class6 $ 3ini3u3 o si* s5uare 3etres ,er stu"ent is sueste"6

$n i"eal class siHe= thereore= oul" be no 3ore than tenty stu"ents or an aerae-siHe"

classroo36

$n i3,act-absorbin loor is stronly reco33en"e" as a concrete or car,ete" surace on

ce3ent is haHar"ous to the ,hysical "eelo,3ent o the Dance stu"ents #,articularly ith

rear" to sae lan"ins ro3 eleations%6

3!(!2 Resources

The school shoul" be e5ui,,e" ith:

library resources= inclu"in a rane o te*ts= Aournals= i"eos= Ds= DLDs= sotare an"

internet access

soun"= lihtin an" isual e5ui,3ent

3irrors= saety-bac;e" an" raise" 1&0 33 ro3 the loor F i they are 3ounte" on alls=

they shoul" be installe" lush ith the alls #,ortable 3irrors shoul" be about 1800 33 x

2400 33= an" on castors%K corner 3irrors allo or 3oe3ent analysis ro3 to

"irections

barres F co33ercially-,ro"uce" ,ortable or 3ounte" barres are to be set beteen 8&

33 an" 1200 33 ro3 the loor= "e,en"in on the stu"ents heiht F i barres are3ounte"= they shoul" be 1&0 33 to 200 33 out ro3 the all

selection o ,ro,erties suitable to the conte*ts= enres an" styles that ill be e*,lore" in

the course o stu"y6

3!(!3 *or#place +ealt+ and safety

Schools oerin Dance 3ust co3,ly ith the re5uire3ents o the releant or;,lace .ealth

an" Saety "ocu3ents6

Teachers 3ust ealuate all ris;s in any stu"ent actiities so that the health an" saety o

stu"ents an" teachers are not Aeo,ar"ise"6 Teachers shoul" reer to the ris; 3anae3ent

"ocu3ents in their school an" chec; actiities ith the school or;,lace health an" saetyoicer6


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structure learnin e*,eriences an" assess3ent that allo stu"ents to access the ;ey

conce,ts an" i"eas suite" to their nee"s in each year leel

,roi"e o,,ortunities or 3ultileel rou, or;= ,eer teachin an" in"e,en"ent or; on

a,,ro,riate occasions6

The olloin ui"elines 3ay ,roe hel,ul in "esinin a course o stu"y or a co3,osite

class:

The course o stu"y coul" be ritten in a Gear $Gear B or3at= i the school inten"s to

teach the sa3e to,ics to both cohorts6

$ to,ic that ill allo Gear 11 stu"ents ease o entry into the course shoul" be ,lace" at

the beinnin o each year6

/earnin e*,eriences an" assess3ent instru3ents nee" to cater or both year leels

throuhout the course6 en thouh tas;s 3ay be si3ilar or both year leels= it is

reco33en"e" that 3ore e*ten"e" an"or co3,le* tas;s be use" ith Gear 12 stu"ents6

ridging study$ bri"in stu"y coul" cater or stu"ents ho enter the course later than the rest o the

class6 This 3ay inclu"e stu"ents enterin their irst year o a co3,osite class or stu"ents

enterin siniicantly ater the co33ence3ent o a course6 )ther conte*ts suite" to

bri"in stu"y are hen stu"ents hae ha" little e*,osure to the subAect or no e*,erience

o the necessary ,rere5uisite learnin in Gear 106

The bri"in stu"y:

3iht intro"uce ;ey ter3s an" conce,ts or in"e,en"ent stu"y= or su,,le3ent to,ics

alrea"y coere" in the course

is not inten"e" to be a substitute or teachin ;ey ter3s an" conce,ts or a to,icK the

intention is that the stu"y ill su,,le3ent any subse5uent teachin

is not e*,ecte" to be inclu"e" in a or; ,rora3 or a,,roal6

$"ice on "esinin a bri"in stu"y coul" be souht ro3 the releant !S$ ,ersonnel6

!.* or- progra reuireents

$ or; ,rora3 is the schools ,lan o ho the course ill be "eliere" an" assesse"= base"

on the schools inter,retation o the syllabus6 It allos or the s,ecial characteristics o the

in"ii"ual school an" its stu"ents6

The schools or; ,rora3 3ust 3eet all syllabus re5uire3ents an" 3ust "e3onstrate that

there ill be suicient sco,e an" "e,th o stu"ent learnin to 3eet the eneral obAecties

an" the e*it stan"ar"s6

The re5uire3ents or on-line or; ,rora3 a,,roal can be accesse" on the !ueenslan"

Stu"ies $uthoritys ebsite M65sa65l"6e"u6au #select Gears 10O12 Gears 11O12

subAects%6 This inor3ation shoul" be consulte" beore ritin a or; ,rora36 The

re5uire3ents or or; ,rora3 a,,roal 3ay be u,"ate" ,erio"ically6

Queensland Studies AuthorityC 1!
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18/47

4. Learning experiences

/earnin e*,eriences are actiities an" or tas;s con"ucte" ithin a,,ro,riate conte*ts that

contribute to stu"ent learnin as outline" in the eneral obAecties6

See the !S$ ebsite or learnin e*,eriences or Dance6

1" C DanceSenior Syllabus 2010


19/47

5. Assessment

$ssess3ent is an interal ,art o the teachin an" learnin ,rocess6 or Gears 11 an" 12 it

is the ,ur,oseul= syste3atic an" onoin collection o inor3ation about stu"ent learnin

outline" in the senior syllabuses6

In !ueenslan"= assess3ent is stan"ar"s-base"6 The stan"ar"s or each subAect are

"escribe" in "i3ensions= hich i"entiy the alue" eatures o the subAect about hich

ei"ence o stu"ent learnin is collecte" an" assesse"6 The stan"ar"s "escribe the

characteristics o stu"ent or;6

The 3aAor ,ur,oses o assess3ent in senior $uthority subAects are to:

,ro3ote= assist an" i3,roe learnin

inor3 ,rora3s o teachin an" learnin

a"ise stu"ents about their on ,roress to hel, the3 achiee as ell as they are

able

ie inor3ation to ,arents an" teachers about the ,roress an" achiee3ents o

in"ii"ual stu"ents to hel, the3 achiee as ell as they are able

,roi"e co3,arable leels o achiee3ent in each $uthority subAect to be recor"e" in

stu"ents learnin accounts6 The co3,arable leels o achiee3ent 3ay contribute to the

aar" o a !ueenslan" ertiicate o "ucation

sere as the base "ata or tertiary entrance ,ur,oses

,roi"e inor3ation about ho ell rou,s o stu"ents are achiein or school authorities

an" the State "ucation an" Trainin 'inister6

&.1 Principles of e/it assessent

$ll the ,rinci,les o e*it assess3ent 3ust be use" hen ,lannin an assess3ent ,rora3

an" 3ust be a,,lie" hen 3a;in "ecisions about e*it leels o achiee3ent6

$ stan"ar"s-base" assess3ent ,rora3 or the our-se3ester course o stu"y re5uires

a,,lication o the olloin inter"e,en"ent ,rinci,les6

Inor3ation is athere" throuh a ,rocess o continuous assess3ent6

Balance o assess3ent is a balance oer the course o stu"y an" not necessarily a

balance oer a se3ester or beteen se3esters6

*it achiee3ent leels are "eise" ro3 stu"ent achiee3ent in all areas i"entiie" in thesyllabus as bein 3an"atory6

$ssess3ent o a stu"ents achiee3ent is in the siniicant as,ects o the course o stu"y

i"entiie" in the syllabus an" the schools or; ,rora36

Selectie u,"atin o a stu"ents ,roile o achiee3ent is un"erta;en oer the course o

stu"y6

*it assess3ent is "eise" to ,roi"e the ullest an" latest inor3ation on a stu"ents

achiee3ent in the course o stu"y6

hile 3ost stu"ents ill e*it a course o stu"y ater our se3esters= so3e ill e*it ater one=

to or three se3esters6

Queensland Studies AuthorityC 1&


20/47

Continuous assessment

Pu"3ents about stu"ent achiee3ent 3a"e at e*it ro3 a course o stu"y 3ust be base"

on an assess3ent ,rora3 o continuous assess3ent6

ontinuous assess3ent inoles atherin inor3ation on stu"ent achiee3ent usin

assess3ent instru3ents a"3inistere" at suitable interals oer the "eelo,3ental our-

se3ester course o stu"y6

In continuous assess3ent= all assess3ent instru3ents hae a or3atie ,ur,ose6 The 3aAor

,ur,ose o forative assessent is to i3,roe teachin an" stu"ent learnin an"

achiee3ent6

hen stu"ents e*it the course o stu"y= teachers 3a;e a suativeAu"3ent about their

leels o achiee3ent in accor"ance ith the stan"ar"s 3atri*6

The ,rocess o continuous assess3ent ,roi"es the ra3eor; in hich the other ie

,rinci,les o e*it assess3ent o,erate: balance= 3an"atory as,ects o the syllabus=

siniicant as,ects o the course= selectie u,"atin= an" ullest an" latest inor3ation6

alance


on a balance o assess3ents oer the course o stu"y6

Balance o assess3ents is a balance oer the course o stu"y an" not a balance ithin a

se3ester or beteen se3esters6

Balance o assess3ent 3eans Au"3ents about stu"ents achiee3ents o all the

assessable eneral obAecties are 3a"e a number of timesusin a variety of assessment

techniquesan" a rangeof assessmentconditionsoer the "eelo,3ental our-se3ester

course6

See also Section &6


21/47

)electie updating

Pu"3ents about stu"ent achiee3ent 3a"e at e*it ro3 a course o stu"y 3ust be

selectiely u,"ate" throuhout the course6

Selectie u,"atin is relate" to the "eelo,3ental nature o the course o stu"y an" or;s in

conAunction ith the ,rinci,le o ullest an" latest inor3ation6

$s subAect 3atter is treate" at increasin leels o co3,le*ity= assess3ent inor3ation

athere" at earlier staes o the course 3ay no loner be re,resentatie o stu"ent

achiee3ent6 Thereore= the inor3ation shoul" be selectiely an" continually u,"ate" #not

aerae"% to accurately re,resent stu"ent achiee3ent6

Schools 3ay a,,ly the ,rinci,le o selectie u,"atin to the hole subAect rou, or to

in"ii"ual stu"ents6

hole sub3ect group

$ school "eelo,s an assess3ent ,rora3 so that= in accor"ance ith the "eelo,3ental

nature o the course= later assess3ent inor3ation base" on the sa3e rou,s o obAecties

re,laces earlier assess3ent inor3ation6

Individual students

$ school "eter3ines the assess3ent olio or eriication or e*it #,ost-eriication%6 The

stu"ents assess3ent olio 3ust be re,resentatie o the stu"ents achiee3ents oer the

course o stu"y6 The assess3ent olio "oes not hae to be the sa3e or all stu"ents=

hoeer the olio 3ust conor3 to the syllabus re5uire3ents an" the schools a,,roe" or;

,rora36

Selectie u,"atin 3ust not inole stu"ents reor;in an" resub3ittin ,reiously ra"e"

res,onses to assess3ent instru3ents6

.ullest and latest information


on the ullest an" latest inor3ation aailable6

>ullest? reers to inor3ation about stu"ent achiee3ent athere" across the rane o

eneral obAecties6

>/atest? reers to inor3ation about stu"ent achiee3ent athere" ro3 the 3ost recent

,erio" in hich achiee3ent o the eneral obAecties is assesse"6

$s the assess3ent ,rora3 is "eelo,3ental= ullest an" latest inor3ation ill 3ost li;ely

co3e ro3 Gear 12 or those stu"ents ho co3,lete our se3esters o the course6

The ullest an" latest assess3ent "ata on 3an"atory an" siniicant as,ects o the course o

stu"y is recor"e" on a stu"ent ,roile6

&.2 Planning an assessent progra

To achiee the ,ur,oses o assess3ent liste" at the beinnin o this section= schools 3ust

consi"er the olloin hen ,lannin a stan"ar"s-base" assess3ent ,rora3:

eneral obAecties #see Section 2%

learnin e*,eriences #see Section 4%

Queensland Studies AuthorityC 1(


22/47

,rinci,les o e*it assess3ent #see Section &61%

ariety in assess3ent techni5ues oer the our-se3ester course #see Section &6&%

con"itions in hich assess3ent instru3ents are un"erta;en #see Section &6&%

eriication olio re5uire3ents= that is= the rane an" 3i* o assess3ent instru3ents

necessary to reach ali" Au"3ents o stu"ents stan"ar"s o achiee3ent #see Section

&6%

,ost-eriication assess3ent #see Section &6%

e*it stan"ar"s #see Section &67%6

In ;ee,in ith the ,rinci,le o continuous assess3ent= stu"ents shoul" hae o,,ortunities

to beco3e a3iliar ith the assess3ent techni5ues that ill be use" to 3a;e su33atie

Au"3ents6

urther inor3ation can be oun" at M65sa65l"6e"u6au #select Gears 10O12 Gears 11O

12 subAects%6

5!2!1 Assessment Instruments

In Dance assess3ent instru3ents hae:

a clear an" succinct "escri,tion o the tas;

an instru3ent-s,eciic criteria an" stan"ar"s sheet

a state3ent o the con"itions6

Instruent descriptions

Instru3ent "escri,tions ,roi"e:

succinct an" easily un"erstoo" "irections or hat the stu"ents 3ust "o

conte*tual inor3ation or the instru3ent #,ur,oseau"ience%6

Instruent4specific criteria and standards

Instru3ent-s,eciic criteria an" stan"ar"s 3ust be "eelo,e" an" ,roi"e" to stu"ents

beore beinnin or; on an assessable tas;6 These ill hel, teachers reine the re5uire"

learnin e*,eriences= ai" stu"ents 3onitor their on learnin an" hel, the3 sel-ealuate6

Stan"ar"s sche3as ,roi"e:

"escri,tions o the 5ualities o stu"ent or; in each o the assessable criteria across

stan"ar"s $ to = e3ulatin the or"in o the table o stan"ar"s associate" ith e*it

criteria6

Instruent conditions

on"itions co3bine ith other "e3an"s to "eter3ine the leel o co3,le*ity o a ,articular

assess3ent instru3ent6 The con"itions nee" to be sti,ulate" on each tas; sheet an" shoul"

be consi"ere" hen "esinin assess3ent instru3ents so that they are realistic an"

achieable by stu"ents6 $ll as,ects o instru3ent con"itions an" "e3an"s nee" to be

consi"ere" hen 3a;in Au"3ents about stu"ent res,onses6

Instru3ent con"itions "etail:

ti3e an" lenth re5uire3ents inclu"in:

1* C DanceSenior Syllabus 2010
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23/47

or" lenth #ritten% or ti3e lenth #s,o;ensine",eror3e"%

a3ount o ti3e or tas; #e*a3test%

notice or tas; #ho 3any ee;s ien to co3,lete the tas;%

a3ount o ti3e or "ratin or rehearsin #ho 3any "ratsK hen to be sub3itte"%

access to resources

"etails o scaol"in ,roi"e"

con"itions hich inluence the access to 3aterial an" hu3an resources #e66 seen or

unseen 5uestions%6

&.! Special provisions

Jui"ance about the nature an" a,,ro,riateness o s,ecial ,roisions or ,articular stu"ents

3ay be oun" in the $uthoritys Policy on Special Provisions for Schoolbased !ssessments

in !uthority and !uthorityregistered sub"ects #2009%= aailable ro3 M65sa65l"6e"u6au

#select Gears 10O12 'o"eration an" 5uality assurance%6

This state3ent ,roi"es ui"ance on res,onsibilities= ,rinci,les an" strateies that schools

3ay nee" to consi"er in their school settins6

To enable s,ecial ,roisions to be eectie or stu"ents= it is i3,ortant that schools ,lan an"

i3,le3ent strateies in the early staes o an assess3ent ,rora3 an" not at the ,oint o

"eci"in leels o achiee3ent6 The s,ecial ,roisions 3iht inole alternatie teachin

a,,roaches= assess3ent ,lans an" learnin e*,eriences6

&." Authentication of student $or-

It is essential that Au"3ents o stu"ent achiee3ent are 3a"e on accurate an" enuinestu"ent assess3ent res,onses6 Teachers shoul" ensure that stu"ents or; is their on=

,articularly here stu"ents hae access to electronic resources or hen they are ,re,arin

collaboratie tas;s6

The !S$ inor3ation state3ent Strategies for authenticating student #or$ for learning and

assessmentis aailable ro3 M65sa65l"6e"u6au#search on >authenticatin?%6 This

state3ent ,roi"es inor3ation about arious 3etho"s teachers can use to 3onitor that

stu"ents or; is their on6 (articular 3etho"s outline" inclu"e:

stu"ents ,lannin ,ro"uction o "rats an" inal res,onses

teachers seein ,lans an" "rats o stu"ent or;

3aintainin "ocu3entation o the "eelo,3ent o res,onses

stu"ents ac;nole"in resources use"6

Teachers 3ust ensure stu"ents use consistent acce,te" conentions o in-te*t citation an"

reerencin= here a,,ro,riate6

5!4!1 Adice on drafting

Teachers shoul" ensure that "ratin is a consultatie ,rocess an" not a 3ar;in ,rocess6

Stu"ents shoul" not be ,roi"e" ith a notional result or leel o achiee3ent6

The ,ur,ose o iein stu"ent "rats is to: ,roi"e stu"ents ith ee"bac; so that they 3ay i3,roe their res,onse

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24/47

,roi"e ee"bac; that as;s the stu"ent to relect on "ance co3,onents an" s;ills that

they 3iht 3ani,ulate to reine their or;

use instru3ent-s,eciic criteria to hel, stu"ents i"entiy the areas they nee" to reie6

Schools shoul" consi"er the ,rinci,le o increasin in"e,en"ence hen constructin "ratin

,olicies6

hat is a draft in Dance5

$ "rat is a bo"y o ei"ence that is ,roi"e" by stu"ents in res,onse to assess3ent

instru3ents6 In Dance this coul" be:

iein o the hole or sections o choreora,hy= ith or ithout non-3oe3ent

ele3ents

iein o the hole or sections o a ,eror3ance tas;= ith or ithout non-3oe3ent

ele3ents

the hole or sections o ritten res,onses to an a,,reciation tas;

oral "iscussions an"or ,resentations o the stu"ents res,onse to choreora,hy or

a,,reciation tas;s6

hat sort of feedbac- $ill be provided5

In ,roi"in ee"bac;= teachers ill:

in"icate as,ects o the stu"ents res,onse hich nee" to be i3,roe" or "eelo,e" in

or"er to 3eet the eneral obAecties an" the con"itions o the assess3ent

a"ise stu"ents to consi"er other as,ects o the assess3ent tas; to ie ,riority to the

3ost i3,ortant ,oints by rearranin the se5uence an" structure o i"eas= "ance

co3,onents an"or s;ills #"e,en"in on the nature o assess3ent tas;%

,roi"e so3e ritten or erbal ee"bac; on "rats sub3itte" by the "ue "ate

,roi"e a reular su33ary o their ee"bac; an" a"ice to the hole class at the "ratin

stae6

Suggested drafting strategy6 deonstrating incorporation of the planning principle ofincreasing independence

Diensions 7ear 11 7ear 12

Choreography teacher consultation alloe"

scaol"in o a,,roaches orchoreora,hic ,lannin an"e*,ression o intent

choreora,hic intent sub3itte"

ee"bac; ,roi"e" "urin

choreora,hic an" rehearsal ,erio"

teacher consultation alloe"

choreora,hic ,lannin"iscusse"

choreora,hic intent sub3itte"


choreora,hic an" rehearsal,erio"

Perforance teacher consultation alloe"

ee"bac; ,roi"e" "urin rehearsal

,erio"



rehearsal ,erio"

Appreciation8

ritten 9 #ral 9:ultiedia


outline sub3itte"


one "rat or outline sub3itte"



25/47

3a*i3u3 to "rats sub3itte"

Plagiaris

(laiaris3 o another ,ersons 3oe3ent= i"eas or ritins is a serious issue o aca"e3ic

3iscon"uct6 Schools shoul" 3a;e the conse5uences o ,laiaris3 clear to stu"ents6To ensure stu"ents increasin in"e,en"ence= the nu3ber o "rats o both assin3ents an"

re,orts that are co33ente" on by class teachers shoul" "ecrease substantially beteen

Se3ester 1= Gear 11= an" Se3ester 4= Gear 126 *haustie teacher annotations an"

corrections that continue into Se3ester 4 are not eectie ays o hel,in stu"ents "eelo,

their in"e,en"ence6

&.& Assessent techniues

The techni5ues an" associate" con"itions o assess3ent 3ost suite" to the Au"3ent o

stu"ent achiee3ent in this subAect are "escribe" belo6 The eneral obAecties an"

"i3ensions to hich each techni5ue is best suite" are also in"icate"6

or each "i3ension= stan"ar"s are "escribe"6 These stan"ar"s "escri,tors are use" to

"eter3ine the ,ro,erties or characteristics to be assesse" by in"ii"ual assess3ent

instru3ents6 The ,ro,erties or characteristics or each instru3ent "eter3ine" by a school

are ter3e" criteria6 Thereore= the criteria or an assess3ent instru3ent are "ran ro3 the

syllabus stan"ar"s "escri,tors or releant "i3ensions #see Section &6861 Stan"ar"s 3atri*%6

Schools "eci"e the instru3ents to be use" or assess3ent6 or each assess3ent

instru3ent= schools "eelo, a criteria sheet: a tool or 3a;in Au"3ents about the 5uality o

stu"ents res,onses to an assess3ent instru3ent6 It lists the ,ro,erties or characteristics

use" to assess stu"ents achiee3ents6 Stu"ents 3ust be ien a criteria sheet or each

assess3ent instru3ent6

here stu"ents un"erta;e assess3ent in a rou, or tea3= instru3ents 3ust be "esine" so

that teachers can ali"ly assess the or; o in"ii"ual stu"ents an" not a,,ly a Au"3ent o

the rou, ,ro"uct an" ,rocesses to all in"ii"uals6

horeora,hy= (eror3ance an" $,,reciation "o not hae to be assesse" or each unit o

stu"y or or each tas; ithin a unit= ,roi"e" that there is a "e3onstrate" balance oer the

our se3esters6 The tas;s or assess3ent shoul" beco3e 3ore co3,le* as the course

,roresses6 on"itions or increase" e*,ectations beteen 3onitorin an" eriication are

inclu"e"6

)tatements of c+oreograp+ic intent

horeora,hic intent is the conce,tual ,re3ise or a "anceor;= resi"in in the creatie

en"eaours o the choreora,her6 horeora,hic intent is realise" hen "ance co3,onents

an" s;ills successully res,on" to sti3uli throuh "ance conte*ts= enres an" styles6 The

5uality o that intent is enhance" hen the choreora,her critically ealuates the

eectieness o the interaction o the "ance co3,onents an" s;ills= "ance conte*ts= an"

enres an" styles in the or; they are creatin6

State3ents o choreora,hic intent are re5uire" hen stu"ents choreora,h "anceor;s

an" hen teachers construct ,eror3ance instru3ents6 In both instances state3ents o

choreora,hic intent nee" to be inclu"e" toether ith assess3ent instru3ents6 Teachers

shoul" ta;e the o,,ortunity in the ,ro"uction o their state3ents o choreora,hic intent to

3o"el ,ossible a,,roaches or stu"ents6



26/47

Assessent techniues ; Category 18 Choreography assessent

hat is a Choreography assessent5

Purpose8$ horeora,hy assess3ent is an authentic stu"ent res,onse to the "e3an"s ochoreora,hic ,rocesses in Dance6 It re5uires the stu"ent to create a "ance ,iece or

se3ent usin "ance co3,onents an" s;ills in a ,articular conte*t= enre an" style6

A brief description8$ horeora,hy assess3ent is base" on the a,,lication o s;ills= theory an" conce,tualun"erstan"ins6 Stu"ents are re5uire" to analyse= synthesise an" ealuate inor3ation in the"eelo,3ent o a choreora,hic ,iece6 These assess3ents occur oer a ,erio" o ti3e"urin lessons as ell as in stu"ents on ti3e6 They inole stu"ents creatie in,ut an"solin o ,roble3s6 These choreora,hic ,ieces are the outco3es or cul3inatin arteacts oa unit o or;6

Specific guidance for Choreography assessent.$ssess3ent in horeora,hy re5uires the stu"ents to e*,lore= select= 3ani,ulate an"structure "ance co3,onents an" s;ills to coney a conce,tual intent6 $n in"ii"uals

choreora,hy is the ocus or assess3ent6 hile stu"ents 3ay also or; in ,airs or in rou,sto "eelo, hole "anceor;s= sections o a larer "anceor; or 3oe3ent se5uences theteacher 3ust be able to authenticate an in"ii"uals choreora,hy6

In horeora,hy= the assess3ent o 3oe3ent co3,onents is the ocus6 The interation onon-3oe3ent co3,onents shoul" be encourae" i resources are aailable an" releant tothe intention o the choreora,hic ,roble36

$ horeora,hy assess3ent 3ay be:

,re,are" in res,onse to selecte" sti3uli an" state3ent o intent

"eise" as a co3bination o i3,roise" an" ,re,are" 3aterial

inor3e" by a ,articular style

a"a,te" ro3 an e*istin "anceor; enhance" by non-3oe3ent co3,onents

create" or a taret au"ience #e66 ae rou,= cultural rou,%

ocuse" on s,eciically selecte" action ocabulary= s,atial an" "yna3ic ele3ents an" or3

inclusie o technoloy6

7ear 11 7ear 12

in"ii"ual or; o 1O2 3inutes= or

e5uialent section o a larer or;

in"ii"ual or; o a,,ro*i3ately 2O4

3inutes or e5uialent section o a lareror;

hat student docuentation is reuired for a Choreography assessent5

Stu"ents are re5uire" to:

inor3 the teacher o their inten"e" ocus by statin the choreora,hic intent o the "ance

or;

outline a selection o the sti3ulus= the3e= i"ea= ins,iration= inten"e" eect or i3,act o the

"anceor;

e*,lain their choice an" 3ani,ulation o the "ance co3,onents an" s;ills to su,,ort their

inten"e" ocus

e*,lain their atte3,t to res,on" to the conte*t= enre an" style6

The aboe 3ay be ,resente" in any o the olloin ays:

ritten e*,lanation #3a*i3u3 +00 or"s%

recor"e" oral e*,lanation #by i"eo or au"iota,e% F hen i"eo is use" it 3ust be



27/47

inclu"e" in the stu"ents in"ii"ual olio or transcribe" into a ritten or3

"iara33atic re,resentation o choreora,hic i"eas ith annotation

transcri,t o stu"entOteacher conersation

stu"ent-co3,lete"= teacher-"eise" or3 that in"icates choreora,hic i"eas6

hat do teachers do $hen planning a Choreography assessent5

The teacher shoul":

construct a tas; that allos or a ariety o res,onses ithin the ien ra3eor;

outline the co3,onents an" s;ills that are 3an"atory to the tas; on the tas; sheet

,roi"e ee"bac; to stu"ents on choreora,hic ,lannin

,roi"e ee"bac; to stu"ents "urin the choreora,hic an" rehearsal ,rocess

,roi"e class ti3e or stu"ents to create an" rehearse

authenticate stu"ent or; throuh obseration o in-class or; an" stu"ent "ocu3entation

such as notes= ,lannin= Aournals an" reerence lists6

hat docuentation do teachers need to provide for Choreography tas-s in theonitoring and verification folios5

or 3onitorin:

+ sa3,les or the sa3e choreora,hy tas; on i"eo or DLD6 The isual sa3,les 3ust

be ro3 stu"ents hose olios a,,ear in the subission6 )ne 3ust be an $ stan"ar"=one a B stan"ar" an" one a stan"ar" or= i these stan"ar"s are not aailable= stu"entsa3,les closest to these stan"ar"s6

or eriication:

+ sa3,les or the sa3e conte3,orary choreora,hy tas; on i"eo or DLD6 The isual

sa3,les 3ust be ro3 stu"ents hose olios a,,ear in the subission6 )ne 3ust bean $ stan"ar"= one a B stan"ar" an" one a stan"ar" or= i these stan"ar"s are notaailable= stu"ent sa3,les closest to these stan"ar"s6

Assessent techniues ; Category 28 Perforance assessent

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hat is a Perforance assessent5

Purpose8$ (eror3ance assess3ent is an authentic stu"ent res,onse to the "e3an"s o ,eror3ancein Dance6 $ssess3ent in (eror3ance re5uires the stu"ents "eelo, an" "e3onstrate "anceco3,onents an" s;ills to inter,ret an" co33unicate a choreora,hic intent6

A brief description8$ (eror3ance assess3ent is base" on the a,,lication o s;ills= theory an" conce,tualun"erstan"ins6 Stu"ents are re5uire" to analyse= synthesise an" ealuate "anceco3,onents an" s;ills throuh a ,articular conte*t= enre an" style in ,eror3in a"anceor; or section o a "anceor;6 This assess3ent occurs oer a ,erio" o ti3e "urinlessons as ell as stu"ents on ti3e6 It inoles the technical an" e*,ressie in,ut ostu"ents6

Specific guidance for Perforance assessent.hole "anceor;s= sections o a larer "anceor; or 3oe3ent se5uences 3ay be,eror3e" in"ii"ually= in ,airs or in rou,s6

$ (eror3ance assess3ent 3ay be: a"a,te" re,ertoire #not or ,ublic ,eror3ance because o ,ossible co,yriht

inrine3ents%

,re,are" 3oe3ent se5uences

choreora,he" se5uence by teacher or stu"ent

,eror3e" un"er arious con"itions6

7ear 11 7ear 12

continuous se5uence or series o short

se5uences o 1O+ 3inutes

continuous se5uence o 2O4 3inutes

hat docuentation do students coplete for a Perforance assessent5

stu"ents are not re5uire" to co3,lete "ocu3entation or teacher-choreora,he"

,eror3ance tas;s

stu"ents are re5uire" to ,roi"e a brie state3ent o choreora,hic intent in"icatin

technical an" e*,ressie re5uire3ents or stu"ent-choreora,he" ,eror3ance tas;s6 Thisshoul" be "eelo,e" in conAunction ith the teacher6 The ,eror3ance tas; sheet shoul",roi"e "irections to stu"ents about ho to co3,lete this state3ent6 It shoul" be inclu"e"in in"ii"ual stu"ent olios6

hat do teachers do $hen planning a Perforance assessent5

The teacher shoul":

construct a choreora,hic intent that 3ay be their on or a"a,te" construct an instru3ent that allos stu"ents to "e3onstrate their technical an" e*,ressie

s;ills

re5uire stu"ents to a,,ly their ;nole"e o "ance co3,onents an" s;ills to the learnin=

rehearsin an" ,eror3in o the "anceor;

ensure that both teacher- an" stu"ent-choreora,he" se5uences are o a,,ro,riate

challene an" co3,le*ity

structure learnin an" rehearsal con"itions to assist stu"ents to "eelo, their s;ills

co33ensurate ith the year leel an" the stae o the course i3,le3entation6

hat docuentation do teachers need to provide for Perforance assessent in theonitoring and verification folios5

or 3onitorin:

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+ isual sa3,les or the sa3e ,eror3ance tas;6 The isual sa3,les 3ust be ro3

stu"ents hose olios a,,ear in the subission6 )ne 3ust be an $ stan"ar"= one a Bstan"ar" an" one a stan"ar" or= i these stan"ar"s are not aailable= stu"entsa3,les closest to these stan"ar"s6

or eriication:

+ isual sa3,les or the sa3e solo conte3,orary ,eror3ance tas;6 The isual

sa3,les 3ust be ro3 stu"ents hose olios a,,ear in the subission6 )ne 3ust bean $ stan"ar"= one a B stan"ar" an" one a stan"ar" or= i these stan"ar"s are notaailable= stu"ent sa3,les closest to these stan"ar"s6

or both 3onitorin an" eriication:

a state3ent o choreora,hic intent inclu"e" ith the assess3ent instru3ent=

in"icatin technical an" e*,ressie re5uire3ents or teacher-choreora,he",eror3ance se5uences

one isual sa3,le that "e3onstrates the "e,th o ,eror3ance challene in the other

,eror3ance tas; F this 3ay be ,eror3e" by the teacher= uest artist= sa3,lestu"ent= or s3all rou, #3a*i3u3 our stu"ents%6

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Assessent techniues ; Category !8 Appreciation assessent

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hat is an Appreciation assessent5

Purpose8$n $,,reciation assess3ent is an e*ten"e" stu"ent res,onse to ;non an" ,roi"e"3aterials6 It re5uires the sustaine" a,,lication o conitie abilities throuh analysis=synthesis an" ealuation o "ata an" inor3ation in the "eelo,3ent o a res,onse6

A brief description8$n $,,reciation assess3ent is base" on the sustaine" a,,lication o stu"ents conitieabilities6 Stu"ents are re5uire" to analyse= synthesise an" ealuate "ata an" inor3ation inthe "eelo,3ent o a res,onse that 3ay be ,resente" in a ariety o 3o"es6 This 3ay inolesolin a ,roble3= e*,ressin an" Austiyin a ,oint o ie= e*,lainin an" ealuatin anissue= a,,lyin conce,ts or theories to a circu3stance= or criti5uin a "anceor;6 hileresearch 3ay be use"= it is not the ocus o the assess3ent The assess3ent occurs oer a,erio" o ti3e "urin lessons as ell as stu"ents on ti3e6

*ten"e" ritten $,,reciation assess3ent inclu"es:

analytical e*,osition

3aaHine article

nes,a,er article criti5ue

reie

,ersuasie essay

aru3entatie essay

co3,aratie analysis6

$,,reciation assess3ents 3ay also be ,resente" as s,o;en or 3ulti-3o"al res,onses6Teachers 3ust ensure that the ull rane o eneral obAecties an" stan"ar"s are ,ossiblehen usin s,o;en or 3ulti-3o"al techni5ues6 Scri,ts or su,,ortin "ocu3entation isre5uire" to substantiate "ecisions= but the stu"ent s,o;en or 3ulti-3o"al res,onse is theocus or assess3ent "ecisions6 So3e techni5ues re5uire a lie au"ience= hile others 3ay

be ,resente" throuh the use o technoloy6

S,o;en an" 3ulti-3o"al techni5ues inclu"e:

interie

s,eech

se3inar

(oer(oint ,resentations6

Specific guidance to Appreciation assessents$ssess3ent in $,,reciation re5uires the stu"ents to critically res,on" to "ance te*ts=conte*ts an" artists6

7ear 11 7ear 12

e*ten"e" ritten instru3ents: 00O1000

or"s

e*ten"e" ritten instru3ents un"er e*a3

con"itions: 160 O 16& hours #3ini3u3&00O700 or"s%6 The con"itions o thetas; 3ust be clearly in"icate"= e66 o,enboo; e*a3

s,o;en instru3ents +O4 3inutes

3ulti-3o"al instru3ents +O& 3inutes

e*ten"e" ritten instru3ents: 800O1200

or"s

e*ten"e" ritten instru3ents un"er e*a3

con"itions: 16& O 260 hours #3ini3u300O800 or"s%6 The con"itions o thetas; 3ust be clearly in"icate"= e66 o,enboo; e*a3

s,o;en instru3ents 4O& 3inutes

3ulti-3o"al instru3ents: &O7 3inutes

hat docuentation do students coplete for Appreciation assessents5

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The stu"ent scri,t= ith bibliora,hy an" a,,ro,riate reerencin= is re5uire" or ritten

tas;s6

'ulti-3o"aloral tas;s re5uire the transcri,t or a DLD o the ,resentation to be sub3itte"

to "ocu3ent this tas;6 here 5uotes or reerences are use"= these 3ust be ,ro,erlyoutline" in su,,le3entary "ocu3entation6

hat do teachers do $hen planning an Appreciation assessent5

The teacher shoul":

construct an instru3ent that allos stu"ents to "e3onstrate "e,th o un"erstan"in

"eelo, one succinct 5uestion= ,articularly or Gear 12 tas;s= that allos stu"ents to

"e3onstrate hiher or"er thin;in s;ills such as analysis= inter,retation an" ealuationith Austiication

clearly outline the con"itions o the tas; on the tas; sheet

,roi"e so3e class ti3e or stu"ents to or; on the tas;

authenticate stu"ent or; throuh obserations o class or; an" stu"ent "ocu3entation

throuh notes= "rats an" reerence lists

consult= neotiate an" ,roi"e ee"bac; on a,,reciation tas;s #e*ce,t those un"er e*a3

con"itions% to ,roi"e ethical ui"ance an" to 3onitor stu"ent or;6 ee"bac; an"assistance shoul" be ,roi"e" Au"iciously= ra"ually bein re"uce" ith the "eelo,3ento stu"ent e*,erience an" coni"ence

,roi"e scaol"in an" 3o"ellin hen a ,articular ty,e o ritten res,onse is un"erta;en

or the irst ti3e6 Scaol"in an" 3o"ellin shoul" be re"uce" ro3 Gear 11 to Gear 12 toallo stu"ents to better "e3onstrate in"e,en"ence6

hat docuentation do teachers need to include for Appreciation assessent inonitoring and verification folios5

Teachers nee" to ensure that all stu"ent res,onses an" co,ies o su,,ortin"ocu3entation or oral tas;s #i releant% hae been inclu"e" in 3onitorin an" eriicationolios6

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Suary of assessent reuireents

,erification

Diension =o Assessent instruents

horeora,hy 2 in"ii"ually choreora,he" hole or section o a conte3,orary"anceor;

in"ii"ually choreora,he" hole or section o a "anceor; in any

style or enreStu"ents state3ent o choreora,hic intent 3ust acco3,any eachtas;6


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5!(!1 Post&erification assessment

Schools 3ust use assess3ent inor3ation athere" ater eriication in 3a;in Au"3ents

about e*it /eels o $chiee3ent or those stu"ents ho are co3,letin the ourth se3ester

o the course o stu"y6 or this syllabus stu"ents are to choose an instru3ent ro3 one o the

"i3ensions6 Teachers 3ust ensure that this neotiate" instru3ent relects the co3,le*ity o

this stae o the course6

5!(!2 )tudent profile

The ,ur,ose o the stu"ent ,roile is to recor" stu"ent achiee3ent oer the our-se3ester

course o stu"y6 Qey ele3ents on the ,roile inclu"e:

se3ester unitsthe3esto,ics

assess3ent instru3ents in each se3ester

stan"ar" achiee" in each "i3ension or each instru3ent

instru3ents use" or su33atie Au"3ents

interi3 leel o achiee3ent at 3onitorin an" eriication6

Schools 3ay use the sa3,le ,roile te3,late in the a,,en"i* or "esin their on6

&.( )/it standards

The ,ur,ose o stan"ar"s is to 3a;e Au"3ents about stu"ents leels o achiee3ent at e*it

ro3 a course o stu"y6 The stan"ar"s are "escribe" in the sa3e "i3ensions as the

assessable eneral obAecties o the syllabus6 The stan"ar"s "escribe ho ell stu"ents

hae achiee" the eneral obAecties an" are state" in the stan"ar"s 3atri*6

The olloin "i3ensions 3ust be use":

Di3ension 1: horeora,hy

Di3ension 2: (eror3ance

Di3ension +: $,,reciation

ach "i3ension 3ust be assesse" in each se3ester= an" each "i3ension is to 3a;e an

e5ual contribution to the "eter3ination o e*it leels o achiee3ent6

&.* Deterining e/it levels of achieveent

hen stu"ents e*it the course o stu"y= the school is re5uire" to aar" each stu"ent an e*it

leel o achiee3ent ro3 one o the ie leels:

Lery .ih $chiee3ent #L.$%

.ih $chiee3ent #.$%

Soun" $chiee3ent #S$%

/i3ite" $chiee3ent #/$%

Lery /i3ite" $chiee3ent #L/$%6

*it leels o achiee3ent are su33atie Au"3ents 3a"e hen stu"ents e*it the course o

stu"y6 or 3ost stu"ents this ill be ater our se3esters6 or these stu"ents= Au"3ents are

base" on e*it olios ,roi"in ei"ence o achiee3ent in relation to all eneral obAecties othe syllabus an" the stan"ar"s6

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)tandards matrix

Diension A @ C D )

Choreo

graphy

The stu"ent or; has theolloin characteristics:

so,histicate" ;nole"e

an" un"erstan"in="iscernin selection an"3ani,ulation o "anceco3,onents an" s;illsthat coneys thechoreora,hic intent an"

heihtens i3,act inchosen enre an" style

cohesie structure that

clearly coneys thechoreora,hic intentthrouh the so,histicate"an" innoatie interationan" synthesis o "anceco3,onents an" s;ills


thorouh ;nole"e

an" un"erstan"in=selection an"successul 3ani,ulationo "ance co3,onentsan" s;ills that coneythe choreora,hic

intent in chosen enrean" style

a cohesie structure

that clearly coneys thechoreora,hic intentthrouh the eectieinteration an"synthesis o "anceco3,onents an" s;ills


;nole"e an"

un"erstan"in=selection an"3ani,ulation o "anceco3,onents an" s;illsthat coney as,ects othe choreora,hic

intent in chosen enrean" style

a clear structure that

coneys as,ects o thechoreora,hic intentthrouh the interationan" synthesis o "anceco3,onents an" s;ills


;nole"e an"

un"erstan"in=selection o "anceco3,onents an" s;illsthat relate to as,ects othe choreora,hicintent in chosen enre

an" style so3e structure that

relates to as,ects o thechoreora,hic intentthrouh the use o"ance co3,onents an"s;ills


;nole"e o as,ects o

"ance co3,onents an"s;ills that is unrelate" tothe choreora,hic intent#unclear% an"or thechosen enre an" style

choreora,hic sections

that use "anceco3,onents an" s;ills

Perforance


authoritatie

"e3onstration o;nole"e an"un"erstan"in throuhthe interation o "anceco3,onents an"

technical s;ills in ienconte*t= enre an" style

sensitie inter,retation o

the choreora,hic intentthrouh the so,histicate"synthesis o "anceco3,onents an"e*,ressie s;ills


eectie "e3onstration

o ;nole"e an"un"erstan"in throuhthe "ance co3,onentsan" technical s;ills inien conte*t= enre

an" style eectie inter,retation

o the choreora,hicintent throuh thesynthesis o "anceco3,onents an"e*,ressie s;ills


a,,ro,riate

"e3onstration o;nole"e an"un"erstan"in throuhthe "ance co3,onentsan" technical s;ills in

ien conte*t= enrean" style

inter,retation o as,ects

o the choreora,hicintent throuh thesynthesis o "anceco3,onents an"e*,ressie s;ills


"e3onstration o

;nole"e an"un"erstan"in oas,ects o "anceco3,onents an"technical s;ills in ien

conte*t= enre an" style "e3onstration o

as,ects o thechoreora,hic intentthrouh the use o"ance co3,onents an"e*,ressie s;ills


"e3onstration o

;nole"e o as,ects o"ance co3,onents ithariable technical s;illsin ien conte*t= enrean" style

"e3onstration o

as,ects o "anceco3,onents ithariable e*,ressies;ills

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Appreciation


"iscernin use o "ance

ter3inoloy= accuratereerencin an" sustaine"control o lanuaeconentions"e3onstratinso,histicate" ;nole"ean" un"erstan"in o the"ance co3,onents an"s;ills releant to theconte*t

"iscernin analysis an"

insihtul inter,retation othe co3,le* an" subtleinterrelationshi,sbeteen "anceco3,onents an" s;illsreleant to the conte*t

"iscernin ealuation ith

ell-reasone" Austiicationo conclusions releant tothe conte*t


eectie use o "ance

ter3inoloy=reerencin an"lanuae conentions"e3onstratin thorouh;nole"e an"un"erstan"in o the"ance co3,onents an"s;ills releant to theconte*t

thorouh analysis an"

eectie inter,retationo the interrelationshi,sbeteen "anceco3,onents an" s;illsreleant to the conte*t

eectie ealuation ith

ali" Austiication oconclusions releant tothe conte*t


use o "ance

ter3inoloy=reerencin an"lanuae conentions"e3onstratin;nole"e an"un"erstan"in o the"ance co3,onents an"s;ills releant to theconte*t

analysis an"

inter,retation o theinterrelationshi,sbeteen "anceco3,onents an" s;illsreleant to the conte*t

ealuation ith

Austiication oconclusions releant tothe conte*t


use o basic "ance

ter3inoloy an"lanuae conentions"e3onstratin;nole"e an"un"erstan"in oas,ects o the "anceco3,onents an" s;ills

basic analysis an"

inter,retation o as,ectso the "anceco3,onents an" s;ills

basic ealuation ith

so3e Austiication oconclusions


si3,listic use o "ance

ter3inoloy an"lanuae conentions

states obious as,ects

o the "anceco3,onents an" s;ills

states o,inions

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. Language e!ucation

Teachers o Senior nlish hae a s,ecial res,onsibility or lanuae e"ucation6 .oeer= it

is the res,onsibility o all teachers to "eelo, an" 3onitor stu"ents abilities to use the or3s

o lanuae a,,ro,riate to their on subAect areas6 Their res,onsibility entails "eelo,in the

olloin s;ills:

ability in the selection an" se5uencin o inor3ation re5uire" in the arious or3s #such

as re,orts= essays= interies an" se3inar ,resentations%

the use o technical ter3s an" their "einitions

the use o correct ra33ar= s,ellin= ,unctuation an" layout6

$ssess3ent in all subAects nee"s to ta;e into consi"eration a,,ro,riate use o lanuae6

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". #uantitative concepts an! s$ills

Success in "ealin ith issues an" situations in lie an" or; "e,en"s on the "eelo,3ent

an" interation o a rane o abilities= such as bein able to:

co3,rehen" basic conce,ts an" ter3s un"er,innin the areas o nu3ber= s,ace=,robability an" statistics= 3easure3ent an" alebra

e*tract= conert or translate inor3ation ien in nu3erical or alebraic or3s= "iara3s=

3a,s= ra,hs or tables

calculate= a,,ly alebraic ,roce"ures= i3,le3ent alorith3s

use calculators an" co3,uters

use s;ills or a,,ly conce,ts ro3 one ,roble3 or one subAect "o3ain to another6

So3e subAects ocus on the "eelo,3ent an" a,,lication o nu3erical an" other

3athe3atical conce,ts an" s;ills6 These subAects 3ay ,roi"e a basis or the eneral

"eelo,3ent o such 5uantitatie s;ills or hae a "istinct ai3= such as to ,re,are stu"ents toco,e ith the 5uantitatie "e3an"s o their ,ersonal lies or to ,artici,ate in a s,eciic

or;,lace eniron3ent6

Neertheless= in all subAects= stu"ents are to be encourae" to "eelo, their un"erstan"in

an" to learn throuh the incor,oration F to aryin "erees F o 3athe3atical strateies

an" a,,roaches to tas;s6 Si3ilarly= stu"ents shoul" be ,resente" ith e*,eriences that

sti3ulate their 3athe3atical interest an" hone those 5uantitatie s;ills that contribute to

o,eratin successully ithin each o their subAect "o3ains6

The "istinctie nature o a subAect 3ay re5uire that ne 3athe3atical conce,ts be

intro"uce" an" ne s;ills be "eelo,e"6 In 3any cases= hoeer= it ill be a 3atter o

teachers= in the conte*t o their on subAects= encourain the use o 5uantitatie s;ills an"

un"erstan"ins that ere "eelo,e" ,reiously by their stu"ents6 ithin a,,ro,riate learnin

conte*ts an" e*,eriences in the subAect= o,,ortunities are to be ,roi"e" or the reision=

3aintenance= an" e*tension o such s;ills an" un"erstan"ins6

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%. &!ucational e'uit(

5uity 3eans air treat3ent o all6 In "eelo,in or; ,rora3s ro3 this syllabus= schools

shoul" incor,orate the olloin conce,ts o e5uity6

$ll youn ,eo,le in !ueenslan" hae a riht to ain an e"ucation that 3eets their nee"s an",re,ares the3 or actie ,artici,ation in creatin a socially Aust= e5uitable an" "e3ocratic

lobal society6 Schools nee" to ,roi"e o,,ortunities or all stu"ents to "e3onstrate hat

they ;no an" can "o6 $ll stu"ents= thereore= shoul" hae e5uitable access to e"ucational

,rora3s an" hu3an an" ,hysical resources6 Teachers shoul" ensure that ,articular nee"s

o the olloin rou,s o stu"ents are 3et: e3ale stu"entsK 3ale stu"entsK $boriinal

stu"entsK Torres Strait Islan"er stu"entsK stu"ents ro3 nonOnlish-s,ea;in bac;roun"sK

stu"ents ith "isabilitiesK stu"ents ith its an" talentsK eora,hically isolate" stu"entsK

an" stu"ents ro3 lo socioecono3ic bac;roun"s6

SubAect 3atter chosen shoul" inclu"e= heneer ,ossible= the contributions an" e*,eriences

o all rou,s o ,eo,le6 /earnin conte*ts an" co33unity nee"s an" as,irations shoul" also

be consi"ere"6 In choosin a,,ro,riate learnin e*,eriences teachers can intro"uce an"reinorce non-racist= non-se*ist= culturally sensitie an" un,reAu"ice" attitu"es an"

behaiour6 /earnin e*,eriences shoul" encourae the ,artici,ation o stu"ents ith

"isabilities an" acco33o"ate "ierent learnin styles6


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1*. Glossar(

The "einitions o ter3s belo are inten"e" as a ui"e only6

Analysing

The ,rocess o "issection to ascertain an" e*a3ine "ance co3,onents= constituent ,arts=conte*ts an"or their relationshi,s6 # "einition is >"issectin to ascertain an" e*a3ine

constituent ,arts an"or their relationshi,s?%

Choreographic and structural devices

ays o creatin ne= or "eelo,in e*istin 3oe3ent 3aterials an" ra3eor;s use" to

create the oerall structure o a hole or section o a "anceor;= e66:

AbstractionF the ,rocess o alterin the realistic a,,earance or eatures hile

3aintainin the essence o the to,ic6

AccuulationF a choreora,hic "eice that shos the a""ition o 3oe3ent to a

re,eate" ,hrase= e66 1=2K 1=2=+K 1=2=+=4K 1=2=+=4=&6

AdditiveF a""itional6

@inaryF a si3,le to-,art choreora,hic structure in hich a the3e an" a contrastin

the3e are ,resente" in to "istinct sections i6e6 $B6

Call and responseF an initial the3e re5uirin an anser ro3 another bo"y6

CanonF an oranisin "eice that inoles a sinle the3e that is e*ecute" at "ierent

ti3es6 #Blo3 @ ha,lin 1982:111%

ChanceF a ran"o3 3etho" o oranisin 3oe3ent6

Clia/F hih ,oint6

ContrastingF "is,layin reconition o "ierences by "eliberate Au*ta,osition ocontrary ele3ents6

)bellishentF orna3entation= "ecoration6

+ragentationF a ,rocess o usin only a ,art o a 3oti as an entity in itsel or

isolatin it hen it 3iht otherise hae been oerloo;e"= or usin seeral ,arts o a 3oti

as o,,ose" to the entire 3oti6

InstruentationF ,eror3ance o the 3oe3ent ith a "ierent bo"y ,art= or seeral

"ierent ,arts o the bo"y6

InversionF a ,rocess or 3ani,ulatin a 3oti here the ,osition o the bo"y is reerse"

as the 3oti is ,eror3e" i6e6 either u,si"e-"on or reerse" laterally6

?iteralF 3oe3ent or or3 that is "eelo,e" to relate to a ,articular storyline= the3e or

i"ea6

:otif F a sinle 3oe3ent or a short 3oe3ent ,hrase #usually shorter than a the3e%

that is use" as a source or a s,ar; or "eelo,3ent into an interate" hole6 The 3oti

can contain the essence o the co3,lete ,iece6 $ siniicant 3oe3ent or s3all rou, o

3oe3ents usually re,eate" in a "ance6 #Blo3 @ ha,lin= 1982:102%

#rganicF consciously acce,tin the eolin nature o the "ance as it ros an" not

i3,osin any other structural "eice u,on the "ance6


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199+:1+%


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Appen!ix 1+ ,ample courses o- stu!(

See the !S$ ebsite or sa3,le course oeries an" units o or; M65sa65l"6e"u6au6

Queensland Studies AuthorityC "1


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Appen!ix 2+ Gui!elines -or visual!ocumentation o- Coreograp( an!/er-ormance

The il3in o horeora,hy an" (eror3ance tas;s re5uires only basic recor"in

techni5ues an" ,eror3ance s,ace6 The olloin ui"elines are stronly a"ise":

the ca3era shoul"= hereer ,ossible:

re3ain static an" "irectly in ront o the ,eror3ance= ith ,annin only to ;ee, the

"ancers in ie

be as horiHontally in line ith the "ancers as ,ossible

il3 the ull bo"y o the "ancers

;ee, the stae area ithin the ra3e to establish ho the "ancers relate to each other

be ,lace" at a "istance an" in a,,ro,riate lihtin or ease o i"entiication o the

,eror3er

lihtin an" s,ecial eects are re5uire" only hen intrinsic to the tas;

the co3,lete" i"eo is to be a continuous recor"in o the "ance se5uence ith no

,ausin or e"itin

Docu3entation can be ,roi"e" on L.S or DLD6 The acility to access "ocu3entation

,roi"e" on 'iniDL ta,es or other 3e"ia is not aailable or 3onitorin or eriication6

"2 C DanceSenior Syllabus 2010


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Queensland Studies Authority1&4 'elbourne Street South Brisbane

() Bo* +07 S,rin .ill

!/D4004$ustralia%1 7 +84 0299+1 7 +221 2&&+$$$.sa.ld.edu.au

Documents

Snr Dance 10 Syll