ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

DANCE SYLLABUS

FORMS 1 - 4

2015 - 2022

Curriculum Development Unit and Technical Services P.O. Box MP 133 Mount Pleasant Harare © All Rights Reserved 2015

Dance Syllabus Forms 1 - 4

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education would like to acknowledge the following for their valued contribution in the production of this syllabus:

• The National Dance Syllabus Panel • National Arts Council of Zimbabwe (NACZ) • Zimbabwe School Examinations Council (ZIMSEC) • University Representatives • Kwabatsha Dance Company • Cerea Performing Arts • United Nations Educational Scientific and Cultural Organisation (UNESCO) • United Nations Children’s Fund (UNICEF)

i Dance Syllabus Forms 1 - 4

CONTENTS

ACKNOWLEDGEMENTS...... i

CONTENTS...... ii

1.0 PREAMBLE...... 1

2.0 PRESENTATION OF SYLLABUS...... 2

3.0 AIMS...... 2

4.0 SYLLABUS OBJECTIVE...... 2

5.0 METHODOLOGY AND TIME ALLOCATION...... 2

6.0 TOPICS...... 3

7.0 SCOPE AND SEQUENCE...... 4

8.1 FORM 1...... 7

8.2 FORM 2...... 14

8.3 FORM 3...... 19

8.4 FORM 4...... 27

9.0 ASSESSMENT...... 34

ii Dance Syllabus Forms 1 - 4

1.0 PREAMBLE History of Zimbabwean, African, African-Diasporan and Contemporary Dance and Cultural Dimensions; Dance 1.1 Introduction Techniques; Creative Composition and Intellectual Property Law; Artistic Anatomy, Nutrition and Identity; This Dance Syllabus is for Forms 1 – 4. Dance is a Aesthetic Values and Performance Appreciation; learning area that stimulates creativity, innovation and Technology in Dance and Arts Management (Enterprise originality through practical composition and performance Skills). This enables learners to be exposed to a wide which leads to entrepreneurship. It enables learners diversity of Dance programmes which develops excel- to understand and appreciate the historical, socio-eco- lence, originality, confidence, self- identity. nomic, political and cultural aspects of aesthetics in the context of Zimbabwean society and that of other cul- tures. Learners from diverse backgrounds and abilities 1.4 Assumptions channel their energies into inspiring artistic endeavors through Dance activities that foster creative expression, The Dance syllabus assumes that learners have ac- discipline, collaboration, self-awareness and personal quired practical dance skills from community activities transformation. Learners engaged in Dance, learn to and the Primary cycle to: value the literary, oral and cultural traditions of societies, through understanding universal themes such as family, • use their bodies, voices, gestures and sign lan- love, religion, struggles and marriage. The study of guage to artistically express themselves Dance equips learners with the means to express their • fuse and coordinate movement into holistic ex- own visions and ideas for them to be able to participate pression actively in their education, community, professional and • explore the foundational elements and principles social lives. The syllabus intends to equip learners of design in dance with knowledge towards protection of creative works • interpret and respond to different stimuli. through an understanding and appreciation of Intellectual • appreciate, compare and assess dance perfor- Property Rights. The specifications of this syllabus aim mances to motivate learners to become independent problem • manipulate available resources in the environment solvers within or without their communities. for dance performances

1.5 Cross- Cutting Themes 1.2 Rationale The Dance learning area will encompass the following Dance is one of the most effective forms of communi- cross cutting themes: cation which contributes to economic, religious, political and social development of the learner. Dance education • Children’s rights and responsibilities - In song text, provides an opportunity for active participation of dance styles, performance spaces, censorship. learners to explore and express their feelings, tolerance • Human Rights - In song text, dance styles, censor- and kinesthetic. Their creative imagination will develop ship. competencies essential for employment creation, • Disaster Risk Management – Dance Health and entrepreneurship, problem solving, critical thinking and Safety Policy self-discipline. Indigenous Zimbabwean dance equips • Financial Literacy – Arts Management the learner with a cultural heritage necessary for the • Gender, Sexuality, HIV and AIDS - In song text, continuity of the nation’s values, beliefs, practices. dance styles, performance spaces, censorship, The appreciation of the aesthetic values of dance religious ceremonies. enables learners to become custodians of their • Cultural Heritage – History of Zimbabwean Dance, heritage and a more productive citizens Intellectual Property Law, Beliefs, Norms and Values. • Collaboration – Creative composition, Exchange 1.3 Summary of Content programmes • Environmental Issues – Instrument production, The learning area details the knowledge, understanding Song text, Costumes and Props making and competencies that learners are expected to develop • ICT – Filming, Recording, Researching, Perform- throughout the learning cycle in the following areas; ing, Networking, Marketing

1 Dance Syllabus Forms 1 - 4

2.0 PRESENTATION OF 4.7 display competencies in the use of Dance SYLLABUS technology; 4.8 attain skills of creating and protecting Dance The syllabus is presented as a single document catering performance; for Forms 1 – 4 Secondary Cycle 4.9 demonstrate an ability to work independently and collaboratively in research and Dance 3.0 AIMS production; 4.10 display competencies and creative skills in The syllabus aims to enable learners to: communication, time management, critical thinking and problem solving that contribute to 3.1 develop a range of competencies, knowledge lifelong learning through Dance; and understanding in Zimbabwean, African, 4.11 appreciate the relationship between Dance African-Diasporan and Contemporary Dance, and other fields of knowledge. embracing historical, cultural, creative, inter- pretative, and analytical aspects of the learn- 5.0 METHODOLOGY AND TIME ing area. ALLOCATION

3.2 foster an appreciation of Dance, promoting work Some of the Learner centered methods and approaches ethics, self discipline, Unhu/ Ubuntu, as well as that can be used to learn Dance at Forms 1 – 4 are as socio - cultural and environmental awareness. follows;

3.3 foster responsible safe ethical use of facilities, 5.1 Methodology materials, methods and technologies. • Experimentation 3.4 develop a sound application of appropriate • Research nutrition and body care. • Music • Story telling 3.5 establish competencies in Dance technology • Group work systems. • Interactive Games • Integrated learning 3.6 apply knowledge of Intellectual Property • Simulation Rights. • Resource method • Educational trips 3.7 demonstrate enterprise skills in the Dance • Dance exchange programmes industry • Discussion • Practical demonstration 3.8 develop specialization in Dance. • Poems and Rhymes • Puppetry 4.0 SYLLABUS OBJECTIVE • Role play • Animation By the end of the course, learners should be able to: • Workshops • Improvisation 4.1 appreciate the nature of Dance as a historical, social, cultural, indigenous and ritualistic art; 5.2 Time Allocation 4.2 recognize social, environmental, cultural and historical influences in Dance; In order to cover the content adequately, Forms 1 - 4 4.3 understand the relationship between self and Dance should be allocated 6 forty minute lessons per others through Dance; week. 4.4 use appropriate Dance vocabulary to evaluate performances; NB: Time should be allocated for festivals, performances, 4.5 demonstrate sound knowledge of nutrition, exchanges and fundraising activities. Each school should hygiene and grooming in dance; set aside 2 by 8 hours for competitions, 2 by 8 hours 4.6 acquire enterprise skills in Arts management; for festivals per year. Combined community fundraising

2 Dance Syllabus Forms 1 - 4 performance for Form 4 in the second term. Two weeks are allocated for Cultural Exchange and Excursions once per year. 6.0 TOPICS

The syllabus topics are as follows:

6.1 History of Zimbabwean, African, African-Dias- poran and Contemporary Dance 6.2 Dance Techniques 6.3 Creative Composition and Intellectual Proper- ty Law 6.4 Anatomy, Nutrition and Identity 6.5 Aesthetic Values and Performance Apprecia- tion 6.6 Technology in Dance 6.7 Dance Management (Enterprise Skills)

3 Dance Syllabus Forms 1 - 4 Dance: Zimbabwe and the World. • Dance hybridity • Dance technique portfolio FORM 4 • History of Contemporary • Dance genres • History of Dance portfolio FORM 4 - Afri - African- Dias Africa and the African and can-Diaspora poran Dance • Dance technique portfolio • Dances in FORM 3 • Dance genres • History of Dance portfolio • History of FORM 3 Africa Africa dances in Southern HISTORY OF ZIMBABWEAN, AFRICAN, AFRICAN-DIASPORAN AND CONTEM - AFRICAN-DIASPORAN AFRICAN, OF ZIMBABWEAN, HISTORY FORM 2 • Indigenous • Dance technique portfolio FORM 2 • History of Dance in Southern • Dance genres • History of Dance portfolio SCOPE AND SEQUENCE SCOPE TOPIC: 1 TOPIC: 2 DANCE TECHNIQUES TOPIC: 7.0 7.2 7.1 PORARY DANCE PORARY dances in Zimbabwe FORM 1 • Indigenous • Dance technique portfolio FORM 1 • History of Dance in Zimbabwe • Dance genres • History of Dance portfolio

4 Dance Syllabus Forms 1 - 4

Safety Property Law Property Law Accompaniment: portfolio lio appreciation Elements of production Instrumental variations sound equipment Portfolio • Health and • Etiquette in Dance • nutrition and portfo - Anatomy, • Performance and aesthetic - • Performance appreciation FORM 4 FORM 4 FORM 4 • Musical - - • Choreography • Intellectual • Intellectual - portfolio Accompaniment: lio tion Symbolic impressions Percussive instrument Costume design Adaptation Percussive instrument making • Nutrition and Diet • Exercise regimes • Identity • nutrition and identity portfo - Anatomy, • Performance and aesthetic apprecia - • Performance appreciation FORM 3 FORM 3 FORM 3 • Musical - - • Scripting: - • Choreography • Creative Portfolio: - portfolio ANATOMY, NUTRITION AND IDENTITY NUTRITION ANATOMY, AESTHETIC VALUES AND PERFORMANCE APPRECIATION AND PERFORMANCE AESTHETIC VALUES Accompaniment: CREATIVE COMPOSITION AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITION CREATIVE Instrumentation Song and dance Characterization and dialogue FORM 2 FORM 2 FORM 2 • Musical - • Musical Notation • Choreography • Creative Portfolio: - • Physiotherapy and rehabilitation • Hygiene and grooming • nutrition and portfolio Anatomy, • Performance appreciation - • Performance appreciation TOPIC: 4 TOPIC: TOPIC: 5 TOPIC: TOPIC: 3 TOPIC: 7.4 7.5 7.3 portfolio Accompaniment: Music elements Instrumentation Themes Folklore songs compositions Skeletal Structure Respiratory System Attachment of meaning FORM 1 • Musical - - • Scripting : - • Creative Portfolio: - FORM 1 • The Body: - - • Identity • Hygiene • nutrition and identity portfolio Anatomy, FORM 1 • Performance appreciation - • Performance appreciation

5 Dance Syllabus Forms 1 - 4 Management: Production Logistics folio • Dance Project Planning and - • Enterprise skills • Dance Management portfolio • design Project: Technical - Performance • stage design port - Technical FORM 4 FORM 4 - ment: • Dance Project Planning and Manage Administration - Legal - Marketing • Enterprise skills • Arts Management portfolio • stage design Technical • stage design portfolio Technical FORM 3 FORM 3 - portfolio in Dance: TECHNOLOGY IN DANCE TECHNOLOGY DANCE MANAGEMENT (ENTERPRISE SKILLS) Stage props ment: Strategy layout plan FORM 2 FORM 2 • Technology - • Stage props • Dance Project Planning and Manage - • Enterprise skills • Dance Management portfolio TOPIC: 6 TOPIC: TOPIC: 7 TOPIC: 7.6 7.7 in Dance: design portfolio Administration FORM 1 • Technology FORM 1 • Dance • Structures and styles of Management • Enterprise skills • Dance Management portfolio - Sketches • Production

6 Dance Syllabus Forms 1 - 4 - with Cap recorder tions • Electronic media • Braille machine • Audio tape • book Talking • Large print books • software JAWS • Braille books • Historical Websites • Resource persons • Reference books • National archives • clips Video RESOURCES dance forms according to purpose the dance forms forms • Listing indigenous groups and their • Categorising Indigenous dance forms • Demonstrating the dance genres • Exhibiting related components within • Researching on Indigenous Dance SUGGESTED ACTIVITIES SUGGESTED AND NOTES Zimbabwean non sacred dances Function Formation Season music dance forms dance forms • Indigenous - Origin - - - - • Sacred and • Influences on indigenous • Research Portfolio CONTENT - FORM 1 COMPETENCY MATRIX COMPETENCY DANCE AND CONTEMPORARY AFRICAN-DIASPORAN AFRICAN, OF ZIMBABWEAN, HISTORY 8.1 8.0 8.1.1. Indigenous Zimbabwean munity. ing to purpose genres in Zimbabwe dance Research Portfolio on a form of interest outside their local com • identify Zimbabwean Dances • classify Zimbabwean Dances accord - • trace the development of Dance • compile an LEARNING OBJECTIVES: learners should be able to: - Dance in Zimbabwe Dance port folio TOPIC History of Dance genres History of

7 Dance Syllabus Forms 1 - 4 with Captions recorder RESOURCES • Resource persons • Live shows/performances • Clips Video • Reference books • National archives • clips Video • Electronic media • Braille machine • Audio tape • book Talking • Large print books • software JAWS • Braille books • Historical Websites • Flash cards - specific dance between sacred and ing differences non-sacred dance forms SUGGESTED ACTIVITIES SUGGESTED AND NOTES • Playing instruments and rhythm for • Performing dance sequences show • Performing Dance styles - of Sacred and Amajukwa, Ihosana groups such as: Korekore Zezuru Manyika Ndebele Karanga Kalanga Nambya Tonga Venda Sotho AIDS in dances Non-sacred Dance styles Sacred Dances shomane danda Katekwe DANCE TECHNIQUES CONTENT • Relevant Indigenous ethnic ------• Ethic Characteristics • HIV & Sexuality, Gender, • Music and Rhythm • Techniques • Amant - Ndebele – Isitshikitsha, Kalanga – – Mpande, Buntibe Tonga Karanga – Mhande, Bira Zezuru – Humbekumbe, Dan Korekore – Chinyamusasure, Manyika – Chidzimba Budya – Tsotsa 8.1.2. sacred groups in order to determine the ethnic characteristics and rhythm. dance forms indigenous dances in Zimbabwe LEARNING OBJECTIVES: learners should be able to: • indigenous ethnic identify different • compare sacred and non • demonstrate norms and values of Dances in Zimba - bwe TOPIC Indigenous

8 Dance Syllabus Forms 1 - 4 RESOURCES RESOURCES • Electronic media • Recording equipment • Instruments - dance style for the port - dance style for the port - instrumental music piec folio folio es for dance styles to create desired support. • Recording a SUGGESTED ACTIVITIES SUGGESTED AND NOTES ACTIVITIES SUGGESTED AND NOTES • Recording a • Composing - Dances kumba Dance styles vocals vocable clapping percussive instruments Shangani – Muchongoyo Zezuru – Mbende, Chokoto Korekore – Dinhe Manyika – Shangara Budya – Ngororombe Dance Technique Portfolio Dance Technique - Ndebele – Ukumekeza, Indlamu Kalanga – Amabhiza Nambya – Nsumbule – Buntibe Tonga Karanga – Chinyambera, Mba CONTENT • Non-Sacred CONTENT • Instrumentation - - - - DANCE TECHNIQUES CREATIVE COMPOSITIONS AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITIONS CREATIVE 8.1.2. 8.1.3 portfolio Technique music elements to the on a Dance style of their choice making and performance of dance • compile a Dance LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: • apply basic Dance Technique Portfolio TOPIC Indigenous Dances in Zimbabwe TOPIC Musical

9 Dance Syllabus Forms 1 - 4 RESOURCES • Drawings • Graphs • Dance Notations • Electronic Media • Internet on dance styles and instru - repertoires of dance themes for selected mentation created dances themes. movement vocabulary. a variety of methods. created works dance styles. composition SUGGESTED ACTIVITIES SUGGESTED AND NOTES • Improvising • Demonstrating artistic expressions in • Presenting • Recording movement patterns using • Designing costumes and props for • Creating a portfolio for folklore song • Creating storylines based • Developing rhythm méter accents time pitch tone storyline costuming and props instrumentation dynamics forms movement patterns such as drawings, graphs vocabulary CONTENT Basic music elements ------• Methods of improvisation • Creative portfolio • Development of theme - theme identification ------improvisa CREATIVE COMPOSITIONS AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITIONS CREATIVE 8.1.3 create dance styles using tion ment vocabulary portfolio ods. and phrases using a variety of meth LEARNING OBJECTIVES: learners should be able to: • • present a repertoire of dance move - • create a folklore song composition • record personal movement patterns TOPIC Creative Portfolio Scripting

10 Dance Syllabus Forms 1 - 4 RESOURCES • Reference Books • Internet • footage Video • Resource person • Braille Books • Computer and Projector - from aspects of different detailed diagrams on anatomic structure co-ordination of the human body structure tion to family and social structures indigenous Zimbabwean social groups dancer’s hygiene folio SUGGESTED ACTIVITIES SUGGESTED AND NOTES • Naming main bones of active limbs • demonstrating motor and sensory • Drawing the respiratory system • Breathing exercises • Practising vocal exercises • Listing hygiene practices for a dancer • Discussing the importance of • Comparing • Identifying muscle groups • Drawing pictures of oneself in rela • Compiling anatomy and Health Port - of of Skeletal structure Skeletal muscles and other muscle groups self) Zimbabwean indigenous groups ty Portfolio CONTENT • The Body - - • Breathing Mechanism • Mechanism Vocal • Group identity • History of cultural image • Hygiene • Personal identity(concept • Nutrition and Identi - Anatomy, - images; sketches - research notes for a dancer in relation to ANATOMY, NUTRITION AND IDENTITY NUTRITION ANATOMY, 8.1.4 dance Dance a Zimbabwean community lio LEARNING OBJECTIVES: learners should be able to: • Describe human anatomy • outline the respiratory structure • define self identity in Dance • describe indigenous cultural identity in • compare the multiple dimensions of • identify hygiene practices • explain hygiene practices • create an anatomy and nutrition Portfo - TOPIC The Body - Skeletal Structure and Muscle Groups Respiratory System Zimbabwean Identity in Dance Hygiene Anatomy, Nutrition and Identify Portfolio

11 Dance Syllabus Forms 1 - 4 RESOURCES • with captions Video • Reference books • Magazines • Internet • Film • Resource person • Props • Costume • Books Talking RESOURCES • Dance Space • Costumes • Make-up Kits • CD/DVD players • Projector and screen • Reference Books • Resource Persons • Design Studios - AND kits AND ACTIVITIES appreciation portfolio meanings of dance ele Technology gallery walk

ACTIVITIES NOTES duction formance ments NOTES SUGGESTED • Analysing elements of dance pro - • discussing elements of dance per - • Describing • Developing SUGGESTED • live Performances Watching • Making emergency profile • Dance resource centres Visiting • Applying Conceptual Design • Drawing design sketches • Undertaking • Compiling a

Appreciation and dye Tie costume design Design Process Technology tion costumes lighting props venue movement Portfolio Images and reports Traditional constume/ livery Traditional • Elements of dance produc ------CONTENT - • Performance CONTENT • Dance space • Performances • Digital • Stage equipment • Conceptual • Culture and - - Batik ,Java, Dance tech - TECHNOLOGY IN DANCE TECHNOLOGY AESTHETIC VALUES AND PERFORMANCE APPRECIATION AESTHETIC VALUES 8.1.6 8.1.5 mance sound technology technology demonstrate the conceptual design process for dance nology. • identify the elements of dance perfor - • describe elements of dance • attach meaning to dance elements LEARNING OBJECTIVES: learners should be able to: • create appreciation portfolio LEARNING OBJECTIVES: learners should be able to: • Define stage, lighting, costume and • describe stage, lighting and sound • • design a production using - - apprecia tion Attach - ment of meaning appre ciation portfolio in Dance; Con - ceptual design: Sketches Performance - TOPIC Performance TOPIC Technology Technology -

12 Dance Syllabus Forms 1 - 4 with caption RESOURCES • Relevant reference books • Internet • clips Video • CD/DVD Player • Resource persons • Arts management tool kit • Electronic media • Cameras • Recorders • Camcorders - the perfor - AND roles relate how different ACTIVITIES Dance Management NOTES Portfolios for their Dance company mance the performance audio clips for advertising gram management personnel in Dance companies Discussing and complement each other. SUGGESTED • Carrying out marketing research for • Designing posters, tickets, video and • Selling tickets for the performance • Defining marketing • marketing plan for Writing • Forming a Dance company • Developing • roles played by Identifying different • • Drawing a Dance company organo Dance of Functions and Video clips Video ,Posters Tickets development personnel Choreographer/Director Production designer Production writer Costume designer Light engineer Set designer Sound engineer Dance company CONTENT • Roles • Marketing plan • Marketing research • Advertising - - - Fliers ,Jingles • Dance Management Portfolio • Dance company structure • Company set up ------• Management structure of a - organo DANCE MANAGEMENT (ENTERPRISE SKILLS) 8.1.7 personnel in Dance companies. grams. school. • roles and functions of state different • Illustrate Dance company • set up a Dance company within the LEARNING OBJECTIVES: learners should be able to: • create Dance Management Portfolio • define marketing • market a Dance performance - - - tration Struc - tures and styles of manage Adminis ment prise skills Man - agement Portfolio - - Dance - Enter TOPIC - Dance Marketing

13 Dance Syllabus Forms 1 - 4 with Captions recorder sites • Resource persons • Reference books • National archives • clips Video • Electronic media • Braille machine • Audio tape • books Talking • Large print books • software JAWS • Braille books • Dance web RESOURCES Africa AND Africa dance African societies Educational trips ACTIVITIES forms according to purpose Southern Africa Africa of Dance in Southern Dance forms NOTES ferent historical and cultural contexts in Southern Africa and their dance forms • Illustrating the dance genres from • Performing one of the various forms • Undertaking SUGGESTED • Researching on Dance forms in dif - • Researching on Southern • Listing Southern • Categorising Southern history for Dance Portfolio and patterns in Southern Africa from pre-colonial to the present period musical instruments Masquerades Historical events Satires Praise performances Ritualistic dance performanc - es • Development of dance trends ------• Socio historical events • History of dance Portfolio - research notes - pictures - video clips CONTENT • Compiling a FORM 2 African dance African dances ac - 8.2 DANCE AND CONTEMPORARY AFRICAN-DIASPORAN AFRICAN, OF ZIMBABWEAN, 8.2.1 HISTORY cording to purpose genres in Southern Africa genres in Southern Research Portfolio on dance forms of interest. Southern Africa • trace the development of Dance • compile a Southern • identify songs, rhythms and dances in • classify Southern LEARNING OBJECTIVES: learners should be able to: Dance genres History of dance portfolio History of Dance in Southern Africa TOPIC

14 Dance Syllabus Forms 1 - 4 Audio Instru - ments RESOURCES • Dance Space • Lights • Sound and • footage Video • Resource persons • Live performance • Reference material • Internet • Cameras • recorder Voice • MP4 recorder danc - African and dif - African AND indigenous African indigenous different the similarities ACTIVITIES Audiovisual captions of NOTES es in Zimbabwe and South Africa es in Zimbabwe and South dances ferences between Zimbabwean and African sacred and non- Southern scared, social and community dance forms music and dance techniques indigenous dance styles Dance genre SUGGESTED • Discussing • Merging Southern • Performing • Demonstrating Southern • Documenting a Southern • Playing rhythms and instrumentals • Presenting - other relevant material nies such as: Marriage ceremonies sexu - Rite of passage(gender, ality and HIV/AIDS African dances dance cal accompaniment munity dance forms found in Zimbabwe and Southern Africa such as: Mozambique Botswana Zambia African traditional ceremo CONTENT • Performance portfolio Audio and video footage - - - • Origin of indigenous Southern • Character roles in indigenous • Indigenous songs and musi - • Sacred, non-scared and com - - Nyungwe - Mafuwe - Makwayela Yao Xitshangana- Muchongoyo - Setswana – Setapa - Chewa - Chimutali - in Southern ethnic char - DANCE TECHNIQUES 8.2.2 acter roles in indigenous dance and related indigenous songs African Zimbabwean and Southern Dances African countries • between related exhibit the difference • illustrate knowledge of the • identify indigenous groups LEARNING OBJECTIVES: learners should be able to: • compile a performance Portfolio on a preferred Southern African dance Genre Indigenous dances in Southern Africa TOPIC Performance portfolio

15 Dance Syllabus Forms 1 - 4 RESOURCES • relevant books • resource persons • internet • recording equipment • Electronic media - works AND music accompaniment for dances for distinct per - ACTIVITIES notated rhythms for per - dance styles and instru - songs for dance accom - songs for the creative NOTES created dances mentation ments styles formance paniment ate desired meaning. graphed dance genres use established dance styles or genres es of created works to peers portfolio. Choreographing dances sonal intent SUGGESTED • composing • improvising • demonstrating artistic • rhythms for percussive instru - Writing • Notating rhythms of known dance • Interpreting • Composing • Recording created dance • Choreographing dance styles to cre - • choreo - Demonstrating different • Creating works through improvisation • Designing dance sequences that • Instructing the movement and phras • Composing • Improvising Vocals Vocables Clapping percussive crotchets quavers semiquavers dotted notes melody notation voice and instruments Dimensions of space Sequence Formation Coordinated rhythmic move - ments CONTENT • Instrumentation - - - - • rhythmic notation ------• choreography - - - - • Song Composition • Arrangement • Improvisation - works to CREATIVE COMPOSITIONS AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITIONS CREATIVE 8.2.3 music elements to the making and performance of dance existing dance styles ments stamping dances ate dances tion portfolio • Create music through improvisation • Apply basic LEARNING OBJECTIVES: learners should be able to: • write rhythms for percussive instru - • interpret rhythm through clapping, • compose songs to accompany created • dance genres perform different • apply choreographic principles to cre - • relate created improvised • compile a song and dance composi - Musical TOPIC Musical Notation choreogra phy Creative Portfolio

16 Dance Syllabus Forms 1 - 4 - Internet captions Relevant maga persons zines RESOURCES RESOURCES • with Videos • Internet • Books, Resource Talking • Ramps. MP4 Recorders • Internet’ • Open space • Reference Books • with caption Video • Reference Books • Magazines, • Films, Resource person • Props. Costumes • Books, Ramps Talking - and dia AND AND eating habits for a dancer ACTIVITIES ACTIVITIES meal for a dancer NOTES NOTES different food groups different ers dancers logue in a dance performance dialogue and characterization in a dance performance portfolio SUGGESTED • Stating food groups • Describing nutritional values of SUGGESTED • Discussing nutritional values • Setting up exhibition on food groups • Discussing • Planning a • exercises for danc - Stating different • Discussing benefits of exercises to • exercises Performing different • Describe characters in performance • Assessing the appropriateness of • Demonstrating characters Developing a performance appreciation

Charac - , interpretation Proteins ,vitamins Vocal accompaniment Vocal Concentration exercises up Warm ter representation in a dance Dialogue, Vocabulary conversations portfolio • Nutrition and Diet • Food groups such as: - • Balanced diet CONTENT CONTENT • Dance • Physical conditioning - - - - Physical fitness - Character portrayal, profile - - Punctuation, Interjections - • Performance appreciation and dialogue ANATOMY AND NUTRITION ANATOMY APPRECIATION AND PERFORMANCE AESTHETIC VALUES 8.2.4 8.2.5 in a dance drama and dialogue in a dance ers exercises for dancers portfolio • attach meaning to characterization • identify food groups • outline importance of food groups • explain nutritional value • plan a diet for dancer • describe characterization LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: • exercises for danc - identify different • describe the benefits of different • exercises demonstrate the different • compile a performance appreciation Nutrition and Diet Performance appreciation - characteri zation - dialogue TOPIC TOPIC Exercise regime Performance appreciation portfolio

17 Dance Syllabus Forms 1 - 4 Audio Instru - recorders with captions ments ipad kit RESOURCES • Dance Space • Lights • Sound and • Cameras/ Smartphones/ • CD/DVD players • Projector and screen • Clips Video • Graphics • Computers RESOURCES • Financial resources • CD/DVD Player, • Relevant reference books • Braille machine • Audio tape • calculator Talking • Large print books • software JAWS • Resource person • Dance management tool planning Design AND AND Technology editing packaging videos, ACTIVITIES ACTIVITIES Dance project a NOTES Portfolio NOTES photography process SUGGESTED • Reading scripts • Analyzing scripts • live Performances Watching • Dance resource centres Visiting • Recording, SUGGESTED • Developing • Explaining Dance project planning • Researching on Dance projects • Outlining a Technology Technology tion • Script • Dance Space/ Stage • Lighting • Make-up application • Costume production • Sound • New Media CONTENT CONTENT • Dance Project Planning • list Task • Event timeline check list • Programming and coordina- Portfolio on Model Design -video clips -scripts -design sketches sheet Ttechnology TECHNOLOGY IN DANCE TECHNOLOGY DANCE MANAGEMENT (ENTERPRISE SKILLS) 8.2.7 8.2.6 event schedule ment the project management Design • outline the steps to be done imple - • interpret a script into technical sketch • develop a Portfolio on • define Dance project planning and • prepare a Dance Project Plan • compile an LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: - Technology Technology in Dance Technology Design portfolio Dance project planning and manage ment: strategy plan layout TOPIC TOPIC

18 Dance Syllabus Forms 1 - 4 RESOURCES RESOURCES • Resource persons • Reference books • Journals AND AND African Dance forms marketing skills ACTIVITIES ACTIVITIES a budget a Dance Management NOTES NOTES strategies Portfolio SUGGESTED • Applying project implementation SUGGESTED • Researching on • Discussing • Drawing up • Developing (ritu - forms dance Administration al, celebration, protest dance) such as: Mbende Isitshikitsha mhande os - - - • Budgeting • African Dance trends • Pre-colonial CONTENT CONTENT • Enterprise Skills • Market research • Budgeting, • Planning and production • Dance Management Portfoli - DANCE MANAGEMENT (ENTERPRISE SKILLS) FORM 3 8.2.7 8.3 DANCE AND CONTEMPORARY AFRICAN-DIASPORAN AFRICAN, OF ZIMBABWEAN, 8.3.1 HISTORY African Dance patterns the project ply, demand and pricing ply, lio • identify potential cost and income of • use project implementation strategies • identify LEARNING OBJECTIVES: learners should be able to: • examine basic marketing skills of sup - LEARNING OBJECTIVES: learners should be able to: • develop a Dance Management Portfo - Cycles of project planning and management History of African Dance TOPIC Enterprise skills- Market research , Budgeting TOPIC Dance management portfolio

19 Dance Syllabus Forms 1 - 4 with Captions recorder • National archives • clips Video • clips Video • Electronic media • Braille machine • Audio tape • book Talking • Large print books • software JAWS • Braille books • Dance websites RESOURCES - AND ACTIVITIES a Research Portfolio a research portfolio on NOTES on African-Diasporan Dance history of African and African diaspo African and history of ran dance SUGGESTED • videos and related material Watching • Developing • Developing Africa Pantsula such as: Break dance, Rhumba, Cha cha Samba, Documentation Filling • Post-colonial dance forms • South • USA - - Jitterbug • Cuba/brazil - - Mambo - - - Merengue CONTENT • Research portfolio - - - dance forms 8.3.1 HISTORY OF ZIMBABWEAN, AFRICAN, AFRICAN-DIASPORAN AND CONTEMPORARY DANCE AND CONTEMPORARY AFRICAN-DIASPORAN AFRICAN, OF ZIMBABWEAN, 8.3.1 HISTORY African diasporan vukela) protest dances such as: Kongonya Ingquzu Kalela/Ben arinoti portfolio • identify - - - Gumboot dance - - Jerusarema LEARNING OBJECTIVES: learners should be able to: • Colonial dance forms (chimurenga/um • compile a history of dance research History of African – diasporan dance TOPIC History of African and African Diasporan dance portfolio

20 Dance Syllabus Forms 1 - 4 RESOURCES RESOURCES • Notations • Relevant books • camera Video • Recorded music • Internet • Live Performance • Resource persons • Archived footages • Computer • Smartphone/Tablet • Memory Cards/Flashstick reflecting AND AND ACTIVITIES ACTIVITIES NOTES NOTES cultural diversity, socio-economic cultural diversity, age of African and African-Diasporan Dance styles African diasporan dance Africa and styles ious African and African-Diasporan dance styles performance portfolio SUGGESTED SUGGESTED • Creating dance production • Collecting and watching video foot - • Performing dance formations from • Mastering songs and rhythms of var - • Researching and compiling a dance

African Dance styles African Dances –Break dance Jitterbug Vocals such as: such as: cha modern instruments al CONTENT CONTENT • Instrumentation : - • North - Egypt – Belly Dance • West - Nigeria – Igbu dances dances Yoruba - • African Diasporan Dance - Orisha dances - USA - Cuba/Brazil - Rumba, Mambo, Cha cha Samba, Merengue • instruments and Traditional • Collated Performance Materi - Africa accompa - from CREATIVE COMPOSITIONS AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITIONS CREATIVE 8.3.2 DANCE TECHNIQUES 8.3.3 nied by music and African diasporan • Practice dance formations • Create a dance production LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: • compile a Performance Portfolio - ments Dance styles in Africa and African Diaspora musical accompani TOPIC TOPIC Performance Portfolio

21 Dance Syllabus Forms 1 - 4 Computers Tins, RESOURCES • Electronic media • Internet • Costumes • Instruments • MP4 Recorders • Bottles, • Plants, Relevant books • Scripts • Notations • Relevant books • Internet • Multi media • Music software • software JAWS - - - through sources of AND variety of songs and percussion instruments on renewable ACTIVITIES NOTES dances to create a dance produc tion are appropriate for the created works. and props for created dance styles dance genres ic styles from different improvisation established dance styles and genres scripts percussion instruments and their dance styles to prevent damage the environ ment • Selecting a • Choreographing dances • choreograph Demonstrating different • Using percussive instruments that • Designing and making costumes • Creating dance production • Designing dance movement using SUGGESTED • Decoding scripts for dance • Performing dances adapted from • Identifying percussion instruments • Improvising • Discussing

rhythmic move - instruments Clapping Beat boxing Percussive instruments Improvisation ment Performance Directions Mood, Dynamics Costumes Instrumentation, Purpose (plants and animals) - - - - - Interjections • Costume design • Song composition • Improvisation • Adaptation - - - - - CONTENT • Space • Sequence • Formation • Coordinated • Percussion • Environmental awareness - - styles from CREATIVE COMPOSITIONS AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITIONS CREATIVE 8.3.3 dance production accom - make appropriate cos - tumes and props panied by percussive instruments ating a dance production improvised dance forms works of music ment making • Design and • Derive meaning of dance • Interpret scripts for dance • Adapt scripts into performance • Use dance formations to create original • Formulate a • dance genres Perform different • Apply choreographic principles in cre LEARNING OBJECTIVES: learners should be able to: • Create a portfolio on percussion instru - - Scripting ments musical accompani choreogra phy TOPIC Creative portfolio

22 Dance Syllabus Forms 1 - 4 Aid RESOURCES • First kits • Massage kits re - AND aspects of identity in ACTIVITIES and assessing NOTES diagrams mas in dance sessions personal hygiene anced diet and disadvantages of a poor diet and drugs dance identity in dance searched information on dance SUGGESTED • with interactive massage Working • Listing common injuries and trau - • Administering first aid in mock injury • Exercising for performance • Discussing advantages of good • Explaining the advantages of a bal - • Stating aspects of identity • Discussing • Researching on the relevance of • Presenting traumas rehabilitation regimes Dressing Balanced diet drugs Cultural Language Ethnic group Costume CONTENT • Injuries and • and remedies Treatment - • Personal hygiene - Grooming - - - • Identity types - - Gender - - Origin - - ANATOMY, NUTRITION AND IDENTITY NUTRITION ANATOMY, 8.3.4 importance of cleanliness importance of identity in in dance dance in Dance diet in Dance dance dance • identify common traumas and injuries • discuss relevant safety measures in LEARNING OBJECTIVES: learners should be able to: • explain the • state the advantages of a balanced • identify types of identity • describe identity aspects relevant in • explain the - physiother apy and rehabilitation TOPIC Hygiene and Nutrition Zimbabwean Identity in dance

23 Dance Syllabus Forms 1 - 4 software RESOURCES RESOURCES • Design Studio • Computer hardware and • with captions Video • Reference Books • Magazines • Internet • Resource persons • Props • Costumes • Books Talking • Smart phones • Ramps - apprecia AND AND ACTIVITIES ACTIVITIES a performance symbols in a dance NOTES NOTES mance performance symbols in a dance performance tion portfolio SUGGESTED SUGGESTED • Drawing stage design plans • Stating symbols in a dance perfor - • Describing • Analyzing impressions created by • Developing

Movement Colour Light Form Props Portfolio: Documentation Filing reviews • Stage floor plans: • Audio-visual plans CONTENT CONTENT • Symbolic Impressions - - - - - • Performance appreciation - - - dance per plans for a TECHNOLOGY IN DANCE TECHNOLOGY AESTHETIC VALUES AND PERFORMANCE APPRECIATION AESTHETIC VALUES 8.3.6 8.3.5 live dance performance formance bols in a dance performance in a dance performance Portfolio • identify symbols used in a • Create stage and lighting • describe impression created by sym - • analyse impression created by symbols LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: • create a Performance appreciation Performance and aesthetic appreciation - Symbolic Impressions Technical stage design TOPIC TOPIC Performance Appreciation portfolio

24 Dance Syllabus Forms 1 - 4 recorders Accounts ipad RESOURCES • Cameras/Smartphones/ • CD/DVD players • Projector and screen • Relevant braille sources • Software JAWS • Editing software RESOURCES • CD/DVD Player DVD’s, • Relevant reference books • Braille machine • Audio tape • calculator Talking • Books of Portfolio Plans AND AND Dance Design dance for sound effects ACTIVITIES ACTIVITIES project activities and time Stage design NOTES dance performances Recording performances NOTES frames • for Designing audio-visual effects • SUGGESTED SUGGESTED • Developing • Setting up audio-visual equipment • Drawing up • Compiling a - set up Costume Sketches and Make-up: Figure Drawings, Make up Sketches, effects. ing Visual Documentation Filing sketches design plans • • Audio-visual: -Recording, editing and packag CONTENT CONTENT • Equipment • Dance Design Portfolio: - - - • Management Time visual plans DANCE MANAGEMENT (ENTERPRISE SKILLS) TECHNOLOGY IN DANCE TECHNOLOGY 8.3.7 8.3.6 Dance technology systems dance performance • design appropriate audio – • demonstrate competency in usage of • Describe activities of a timeline in LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: • develop a Dance Design Portfolio Technical Technical stage design Multi-media equipment Dance Project Planning TOPIC TOPIC Dance Design Portfolio

25 Dance Syllabus Forms 1 - 4

Accounts kit RESOURCES • software JAWS • Resource person • Dance management tool • Calculators • Books of skills AND ACTIVITIES a Dance Management NOTES through role play Portfolio ments SUGGESTED • Demonstrating enterprise • Drafting legal administration docu - • Developing Report writing Marketing Costing Accounting Financial literacy Constitution Contracts Negotiation Memorandum of understand - ing Insurance Documentation Filing • Elements of a business plan - - - - - CONTENT • Enterprise skills - - - - - • Dance Management Portfolio: - - DANCE MANAGEMENT (ENTERPRISE SKILLS) 8.3.7 performance • state elements of a business plan • demonstrate enterprise skills • develop a project proposal LEARNING OBJECTIVES: learners should be able to: • develop a project proposal for a dance • create a Dance Management Portfolio - Dance management TOPIC istration Legal admin dance managemnt portfolio

26 Dance Syllabus Forms 1 - 4 with Captions recorder RESOURCES • Resource persons • Reference books • National archives • clips Video • Electronic media • Braille machine • Audio tape • book Talking • Large print books • software JAWS • Braille books - AND Contemporary dance for world Dance styles with ACTIVITIES a portfolio for History of NOTES temporary dances performance Zimbabwean contemporary dances dance • Identifying a • Naming world dance types SUGGESTED • Researching on Zimbabwean Con • Comparing • Performing a dance style • Developing HIV/AIDS & Sexuality Dances such as: Kongonya Clarks Pantsula Sungura Ingquzu Hip Hop Imbube Styles such as: Ballet Tap Ballroom Salsa Line Belly Documentation Filing • Zimbabwean Contemporary ------CONTENT • Dance Contemporary World ------• Cultural heritage • Rights Children’s • Gender, • History of dance portfolio - - - FORM 4 8.4 DANCE AND CONTEMPORARY AFRICAN-DIASPORAN AFRICAN, OF ZIMBABWEAN, 8.4.1 HISTORY rary Dance in Zimbabwe and Africa rary Dance in Zimbabwe and babwe dance • Dance styles to relate World • identify contemporary dances in Zim - • trace the development of Contempo LEARNING OBJECTIVES: learners should be able to: Zimbabwean and African Dance context. Zimbabwean and • create a portfolio for the History of - rary dance: ZImbabwe and the World History of contempo TOPIC Dance genres History of dance portfolio

27 Dance Syllabus Forms 1 - 4 recorder RESOURCES • Resource persons • Reference books • National archives • Videos • Electronic media • Braille machine • Audio tape • books Talking • Large print books • software JAWS • Braille books AND ACTIVITIES resource persons in NOTES dance babwean and world dance the relevant compared dances shows groups SUGGESTED • Researching on contemporary Zim - • Demonstrating contemporary dance • Exploring similar movements found in • Performing festivals, galas, live and competitions • Collaborating with other dance • Consulting - the temporary dances such as: Kongonya Clarks Pantsula Museve Ingquzu Isikokotsha Historical development of Zimbabwean contemporary dance America Asia Europe Africa Ingquzu dance Tap Pantsula Break dance CONTENT • of Zimbabwean con Types ------• • Contemporary dances from: - - - - - • dances War • Social dances • Community dances such as: - Jiti - Jitterbug - - - - dance styles DANCE TECHNIQUES 8.4.2 contemporary to Zimbabwean contemporary dance styles dances contemporary dance in pre-colonial , colonial and post-colonial eras contemporary dance in pre-colonial , colonial and post- eras • identify Zimbabwean Contemporary • trace the evolution of Zimbabwean • demonstrate roles of Zimbabwean • relate world LEARNING OBJECTIVES: learners should be able to: Dance Hybridity TOPIC

28 Dance Syllabus Forms 1 - 4 recorder RESOURCES • Reference books • Resource persons • National archives • Videos • Electronic media • Braille machine • Audio tape • books Talking • Large print books • software JAWS • Braille books - AND on ways of protecting ACTIVITIES created works to make NOTES using instrumental variations music principles phrases to create dance space create fusions and uncoordinated interjections in dance through dance created works from piracy tion records them illegible for royalties Law Portfolio • Creating indigenous dance works • Performing dances accompanied by SUGGESTED • Creating dances using choreographic • Recording movement patterns and • Using drawing, graphics and words • Experimenting with variations to • Using variations to express ideas • Recording created works for sale • Discussing • Monitoring and maintaining distribu • Registering • Compiling an intellectual Property Rhythm Meter Accents Pitch Tone tion Financial literacy • Instrumental variations • Sound equipment such as - DVD, instruments - Music software • Scripting - Editing software CONTENT • Fusion • Variations • Experimentation in space • Uncoordinated interjections • Music elements such as: - - - - - • Composition and legal protec - • Documentary recordings • Monitoring royalties - • Registration • Creative Portfolio - Registration - Property tracking - Royalties, Branding • Protected compositions - - responsible 8.4.3 CREATIVE COMPOSITIONS AND INTELLECTUAL PROPERTY LAW PROPERTY AND INTELLECTUAL COMPOSITIONS 8.4.3 CREATIVE Intellectual Property Law tions ate dances rized use authorities Portfolio • use instrumental variations in composi • set up sound equipment • apply choreographic principles to cre - LEARNING OBJECTIVES: learners should be able to: • protect created works from unautho • record created works for the market • maintain property records • collect royalties for published works • register created works with • develop an - - ment Musical accompani choreogra phy TOPIC Intellectual property Law Intellectual Property Law portfolio

29 Dance Syllabus Forms 1 - 4 safety policy Aid Kit document RESOURCES RESOURCES • Health and • books Talking • Large print books • software JAWS • Braille books • First • Videos • cameras Video • Reference Books AND AND Health Portfolio ACTIVITIES ACTIVITIES appropriate dance cos - NOTES NOTES cies cedures in dance tumes dance etiquette dance etiquette duction ments of dance production SUGGESTED SUGGESTED • Studying Health and Safety Poli - • Observing Health and Safety pro - • Clearing dance space of hazards • Compiling a • Discussing social dynamics of • Performing dances showing different • Dressing in • Describing elements of dance pro - • commentary reports on ele - Writing Safety policy Disaster risk management Shape Rhythm CONTENT CONTENT • Health and - • Disaster Risk Management • Environmental issues • Elements of production: - - • Health Portfolio for dance Dance etiquette costumes for dance of dancing ANATOMY, NUTRITION AND IDENTITY NUTRITION ANATOMY, AESTHETIC VALUES AND PERFORMANCE APPRECI - AESTHETIC VALUES 8.4.4 8.4.5 health and safety practic - applicable to dance from hazards and health risks es and procedures duction appreciation • Identify health and safety measures • create a working environment free • comply with • describe elements of a dance pro - • demonstrate skills of dance through LEARNING OBJECTIVES: learners should be able to: LEARNING OBJECTIVES: learners should be able to: • select appropriate dance • practice social dynamics • develop a Health Portfolio Health and Safety Performance and aesthetic appreciation TOPIC TOPIC Etiquette in Dance Health Portfolio

30 Dance Syllabus Forms 1 - 4 RESOURCES • Reference Books • DVDs • Magazines • Film • Resource person • Costumes • Books Talking • Ramp • software JAWS • MP4 recorders RESOURCES • Dance Space • Stage Design Workshop • Costume Design Studio • Lighting equipment • Sound System • Ipads - and pre - Apprecia visited AND AND dance productions Performance ACTIVITIES interviews on pitching lights sound ACTIVITIES NOTES tion Portfolio ments of dance production sentations dance groups NOTES SUGGESTED • commentary reports on ele - Writing • Recording a • Attending dance functions • Conducting • Compiling a SUGGESTED • Constructing stage sets • Generating • Recording sound • Rigging and • Operating multi-media equipment.

Appreciation Portfolio: Reports DVDs/videos Presentation notes Dance functions and presen - tations Spatial relation of dynamics Variation Kinesthetic awareness Coordination Lighting costume Stage props sound light costume Make up - - - - Pathways/floor patterns ------CONTENT • Performance CONTENT • elements of design ------design of Appreciation project for a AESTHETIC VALUES AND PERFORMANCE APPRECIATION AESTHETIC VALUES elements TECHNOLOGY IN DANCE TECHNOLOGY and 8.4.5 8.4.6 principles Portfolio appreciation cultural contexts of dance. live performance in projects performance • demonstrate skills of dance through • artistic social and compare different • evaluate dance as an art form. LEARNING OBJECTIVES: learners should be able to: • compile a Performance • apply • Create a technical design LEARNING OBJECTIVES: learners should be able to: • justify design choice for the live dance Elements of production TOPIC Performance Appreciation Portfolio Technical Technical Design in Dance Project TOPIC

31 Dance Syllabus Forms 1 - 4 recorders kit RESOURCES • CD/DVD players • Projector and screen • software JAWS RESOURCES • CD/DVD Player DVD’s, • Relevant reference books • Braille machine • Audio tape • calculator Talking • Large print • software JAWS • Resource person • Dance management tool • Newspapers .Calculators • Books of accounts. Files AND AND ACTIVITIES a technical Design Port - ACTIVITIES NOTES folio for dance NOTES applying enterprising skills SUGGESTED • Developing • Implementing project activities • Managing an dance business project • Keeping financial records • Monitoring project activities • Evaluating the project SUGGESTED Script Models Multi-media plans Records Reviews Production reports Assessment reports budgeting costing stage design logistics enterprising skills Marketing Costing Accounting software Record keeping Negotiation CONTENT • Portfolio Presentation: - - Project plans ------• Project plans - - - - - • Enterprise skills: - - - - - CONTENT - portfolio for dance pro DANCE MANAGEMENT (ENTERPRISE SKILLS) TECHNOLOGY IN DANCE TECHNOLOGY 8.4.7 8.4.6 project dance duction • compile a technical design LEARNING OBJECTIVES: learners should be able to: • monitor project progress • evaluate the • implement project plans • apply enterprise skills in a LEARNING OBJECTIVES: learners should be able to: - Design Portfolio TOPIC Dance project planning and man agement: performance logistics TOPIC

32 Dance Syllabus Forms 1 - 4 recorders kit RESOURCES • CD/DVD Player DVD’s, • Relevant reference books • Braille machine • Audio tape • calculator Talking • Large print • software JAWS • Resource person • Dance management tool • Newspapers • Calculators • Books of accounts • Files AND ACTIVITIES NOTES folio SUGGESTED • Compiling dance management port - Presentation: Multi – media plans Records Minutes Contracts Advertising material Newspaper cuttings Financial reviews Reports Production Monitoring and evaluation Assessment CONTENT • Dance Management Portfolio - Project plans - - - - Gant chart ------DANCE MANAGEMENT (ENTERPRISE SKILLS) 8.4.7 lio • develop a dance Management Portfo - LEARNING OBJECTIVES: learners should be able to: Dance management portfolio TOPIC

33 Dance Syllabus Forms 1 - 4

9.0 ASSESSMENT

9.1 a) ASSESSMENT OBJECTIVES

By the end of the Form 1 - 4 Secondary Level Cycle, learners should be able to:

9.1.1 demonstrate an understanding of indigenous dances within the context of history and culture in Zimbabwe and the World; 9.1.2 display the role of dance as a vehicle of human experiences; 9.1.3 apply knowledge of the elements of dance production and management; 9.1.4 demonstrate competencies in dance; 9.1.5 compile portfolios in dance; 9.1.6 apply choreography, designing and script writing skills in dance; 9.1.7 comment on style, characterization, tone, mood and themes in a dance; 9.1.8 perform to a live audience; 9.1.9 produce technical design plans; 9.1.10 demonstrate the dexterity in the application of Dance technology; 9.1.11 identify career roles in Dance production; 9.1.12 interpret symbols in a Dance production; 9.1.13 Critique Dance productions; 9.1.14 demonstrate competencies in financial management , marketing, legal administration and project planning; 9.1.15 adapt different forms of literature into dance performance scripts

9.2 SCHEME OF ASSESSMENT

Dance will be assessed continuously from Forms 1 - 4 through coursework and examination. Learners will be as- sessed in the following areas:

9.2.1 Course work

9.2.2 Practical

9.2.2.1 Dancing, singing, choreographing, instrumentation, stage design, properties and costume design. 9.2.2.2 Sound production, script writing, directing, adaptation, lighting, planning and portfolios. 9.2.2.3 Evaluation, appreciation, leadership and communication skills. 9.2.2.4 Originality, creativity and collaboration competencies. 9.2.2.5 Dance management, enterprise and research skills.

9.2.3 Theory

9.2.3.1 Assignments 9.2.3.2 Tests

34 Dance Syllabus Forms 1 - 4

9.2.5 SPECIFICATION GRID

The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment

ASSESSMENT OBJECTIVES Components History of Dance 1. Dance Tech- 1. Anatomy, Technology in Dance Manage- in Zimbabwe, niques Nutrition and Dance ment Africa and Afri- 2. Creative Com- Identity can-Diasporan positions and 2. Aesthetic Performance values and Performance appreciation

Paper 1 2% 2% 2% 2% 2% Paper 2 5% 5% 5% 5% 5% Paper 3 Perfor- Knowledege and Application Synthesis mance Proficien- Understanding cy 15% 10% 5%

Paper Description

Paper 1- 10%

This component consists of 40 multiple choice questions which are sampled from the seven topics of the syllabus. There should be a fair distribution of questions from each of the topics. Each question carries 1 mark. Total marks for this paper is 40.

Paper 2-25%

This component has two sections. • Section A-Structured (40marks) consists of five structured questions. Each question carries 8 marks. Candidates are expected to answer all questions in this section writing their responses on the question paper. • Section B-Essays (60 marks). This paper consists of 5 essay questions. Candidates are expected to choose any 3 questions. Each question in this section carries 20 marks. Candidates are expected to write their responses on separate paper provided.

Paper 3 – 35%

• Practical Paper-(100 marks). This component consists of 5 practical tasks which are based on the 5 syllabus topics with emphasis on Dance Techniques and Creative Compositions. Candidates are expected to choose any 1 task which they are expected to practically demonstrate within 8-10 minutes. Examiners are expected to assess the candidate using a checklist.

35 Dance Syllabus Forms 1 - 4

The dance learning area will be assessed using Continuous and Summative Assessment

Form of assessment Weight Continuos 30% Summative 70% Total 100%

Continuous assessment

Level Assessment Frequency Weighting Form 1 Practical Assignment 1 per term 5% Theory Test 1 per term Project 1 per year Form 2 Practical Assignment 1 per term 5% Theory Test 1 per term Project 1 per year Form 3 Practical Assignment 1 per term 10% Theory Test 1 per term Project 1 per year Form 4 Practical Assignment 1 per term 10% Theory Test 1 per term Project 1 per year Total 30%

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment of tasks.

36 Dance Syllabus Forms 1 - 4

Dance Performance Check List

Activity Comment 5 4 3 2 1 Very Good Good Satisfactory Below Average Unsatisfactory ENTRANCE INTRODUCTION CHOREOGRAPHY: -Body movement -Gestures - Facial Expression COSTUME AND PROPS ENSEMBLE: -Concentration - Focus to Collaborate TIME MANAGEMENT STORYLINE - Orginality - Exposition - Rising Action - Tension Development - Falling Action - Denouement

MUSICAL ACCOMPANI- MENT -Percussion -Musical Instruments - Rhythm CHARACTERIZATION VOICE PROJECTION - Pitch - Tone - Volume DESIGN DIRECTING SPECIAL EFFECTS STAGE MANAGEMENT EXIT TOTAL

37