Erindale College Assessment Period: 2021 S2 Course: DANCE Unit: Dance & Entertainment (1.0) Accreditation: A Year: 12

Unit Goals • analyse dance performances, styles, processes and practices • analyse dance productions, concepts and practitioners and their significance • analyse the nature and purpose of dance in a variety of contexts • communicate ideas and arguments using, evidence and referencing • perform with control and technical skill • create dance performances • create dance performances appropriate for purpose and audience • reflect on the creative process and works safely, collaboratively and independently

Content Description • jazz dance technique (e.g. turnout and parallel, isolations, technical exercises, turns, travelling sequences, jumps) and repertoire in styles of jazz, tap, ballroom, k Pop, commercial and/or musical theatre • aesthetic qualities of dance performance (e.g. musicality, style, projection and communication of intent) • elements of dance (time, space, energy/dynamics), compositional processes and choreographic devices • key choreographers (e.g. Agnes Demille, Jerome Robbins, Bob , Michael Bennett, , Tyce Diorio, Jason Gilkison) • the personal, historical and cultural contexts of key musical theatre works (West Side Story, in the Heights, Wicked) • the personal, historical and cultural contexts of dance in entertainment

Assessment Tasks

Name Due Date Weighting Composition 4 August 30% Performance 9 September 20% Performance 2 9 November 20% Written Response 15 November 30%

School Assessment Information For penalties for late and non-submission of work See BSSS Policy and Procedure Manual 4.3.10 for further information.

For academic integrity See BSSS Policy and Procedure Manual 4.3.12 for further information.

For appeals processes See BSSS Policy and Procedure Manual 7.2 for further information.

For moderation procedures (internal and external) See BSSS Policy and Procedure Manual 5 for further information. Achievement Standards for DANCE A - Year 12

A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an E grade typically grade typically grade typically grade typically grade typically

● analyses ideas using sustained ● explains ideas using sustained and ● describes ideas using creative ● describes creative practice, ● uses creative practice, employing and innovative creative practice, creative practice, employing familiar practice, employing familiar employing some familiar techniques little or no techniques employing a range of familiar and and unfamiliar techniques techniques unfamiliar techniques ● explains art practice, using the ● describes art practice, using the ● describes art practice, using the ● identifies basic features of art ● analyses art practice, using the creative process to investigate and creative process to investigate and creative process to investigate practice, with little or no connection to creative process to investigate and solve problems and explains own solve familiar problems and familiar problems and identifies own creative processes or use of solve complex problems and application of technology describes own application of application of technology technology evaluates own application of technology ● creates imaginative and innovative ● creates art works using familiar ● creates art works using familiar technology art works with control; explains ● creates imaginative art works with technical skills and reflects on technical skills with little or no ● creates imaginative and innovative technical experimentation and control; describes familiar technical strengths and opportunities reflection on strengths and opportunities art works with control and precision; reflects on strengths and skills, and reflects on strengths and ● presents own and/or group art analyses technical experimentation opportunities opportunities practice using familiar techniques to ● presents own and/or group art and reflects on strengths and ● creatively presents own and/or ● creatively presents own and/or communicate intended meaning to practice using familiar techniques to opportunities target audiences communicate messages with

Making group art practice; drawing on group art practice; drawing on ● creatively and insightfully presents theories and using familiar and theories and using familiar ● reflects on their own art practice, assistance own and/or group art practice; unfamiliar techniques to techniques to communicate meaning thinking with some reference to inter ● reflects on their own art practice, drawing on theories and using communicate meaning to targeted to targeted audiences and intrapersonal skills and capacity thinking with little or no reference to familiar and unfamiliar techniques to audiences ● reflects on their own art practice, to work both independently and inter and intrapersonal skills and communicate meaning to targeted ● reflects on their own art practice, thinking and that of others and collaboratively capacity to work both independently audiences thinking and that of others and describes inter and intrapersonal and collaboratively ● reflects with insight on their own explains inter and intrapersonal skills skills and capacity to work both art practice, thinking processes; and and capacity to work both independently and collaboratively analyses inter and intrapersonal skills independently and collaboratively and capacity to work both independently and collaboratively ● analyses styles, forms, processes, ● explains styles, forms, processes, ● describes styles, forms, ● describes styles, forms, ● identifies styles, forms, processes practices, and theories to practices, and theories to processes, practices, and theories to processes, practices, and theories; and practices, theories, and communicate meaning to an communicate meaning to an communicate meaning to an and identifies how some techniques techniques with little or no reference audience audience audience communicate meaning to meaning ● analyses the significance of art ● explains the significance of art ● describes the significance of art ● describes the significance of art ● identifies the significance of art works in a diverse range of contexts works in in a broad range of contexts works in a range of contexts works in context works in context

● compares and analyses research ● compares and explains research ● describes research on theories, ● identifies research on theories, ● identifies research on theories, on theories, ideas, and practices to on theories, ideas, and practices to ideas, and practices with some ideas, and practices with some ideas, and practices with little or no present a reasoned and independent present an independent response evidence of an independent response evidence of an independent response evidence of an independent response response Responding ● communicates complex ideas and ● communicates ideas and ● applies the principles of academic ● communicates limited ideas and ● communicates complex ideas with coherent arguments using arguments using appropriate integrity with some use of appropriate information with little or no application coherent and sustained arguments appropriate evidence, metalanguage evidence, metalanguage and applies evidence and metalanguage to of academic integrity with analysis of evidence and and applies the principles of the principles of academic integrity communicate ideas metalanguage and applies the academic integrity principles of academic integrity