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Dance Syllabus 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.
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