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Dance Studies Dance Theory and History Study Guide Grades 10 – 12 January 2007

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Dance Studies Dance Theory and History Study Guide Grades 10 – 12 January 2007 Dance Studies Dance Theory and History Study Guide Grades 10 – 12 January 2007 ©Western Cape Education Department 2007 Learners Directorate: Curriculum Development Directorate: PRICE R31,50 DANCE HISTORY AND THEORY STUDY GUIDE How to use this study guide Welcome to the Dance Theory and History study guide. We hope that you will benefit from this guide and enjoy working through the tasks. • This Study Guide focuses mainly on the theory and history aspects of Learning Outcome 3 in the National Curriculum Statement subject ‘Dance Studies’. Learners are expected to develop an understanding of the philosophies and theory of dance, the importance of dance in the past, present and future and to develop the ability to watch all kinds of dance with an informed eye. • The field of Dance Theory and History is very broad and you need to use many sources to find information. The study guide should show you how to access and use a variety of primary and secondary sources such as books, art works, photographs, illustrations, press releases, dance programmes, dance posters, newspaper articles, magazine articles and interviews. • The study guide has been designed to support your learning. It should help to develop your skills in working with information while also providing some sources as examples. In each section there are source materials, illustrations, examples of tasks and examples of examination questions. Work through the tasks and examination questions as this will help you to engage deeply with the material. We suggest that you answer these tasks/ projects in a journal. You will need to extract relevant information from sources, organise information logically and make judgements about information. • Since Dance Studies can be applied across many dance forms, it would be impossible to write in depth about the history of all the dance forms. The material provided has been drawn from the dance forms studied by the majority of South African dance learners with a few examples of the lesser studied dance forms. The examples provided should guide you with your own research. • Studying to attain this Learning Outcome should contribute to the development of your overall literacy – not only your ability to ‘read’ dance but also your ability to read in general, to look attentively, to comprehend and to communicate both orally and in writing. • The study guide should also give guidance on examination writing, what to expect in examinations, and how to manage your time. 1A primary source is something which comes from the time you are studying. A secondary source is produced after the time the event happened. This manual may not be sold for more than R31,50 (by order of the Western Cape Education Department). 3 The tasks and examination questions focus on the verbs in the Learning Outcome 3 Assessment Standards, e.g. Grade 10 Grade 11 Grade 12 Gather, classify, record Investigate and analyse: Investigate and analyse and discuss information • dance performances in the past • the works, influences about: and the present with reference and social, and other • dance in transformative to storytelling, biographies, contexts of ritual choreographic intention, international and • forms, styles and characteristics of style, skill of national purposes of dance the performers, and visual or choreographers in the • dance performances in emotional impact past or the present the past and present • the function and value of dance with reference to within diverse societies, choreographic communities and cultures with intention, use of design reference to expression, elements and skill of communication, education, the performers entertainment, inner fulfillment and self-realisation Be sure that you understand what the verbs in the Assessment Standards require you to do: • Classify: To divide into categories • Record: Set down information in writing or some other medium • Discuss: To converse or debate concerning a particular topic • Investigate: To inquire into. To examine. • Analyse: To separate into the constituent parts, for the purpose of an examination of each separately. We hope that you enjoy working through this study guide and develop a deep understanding of Dance Acknowledgements: Jennifer van Papendorp: Project Manager. Roxy Levy: Project Co-ordinator The consortium of writers include Roxy Levy, Teva Scarborough, Charles Maema, Ilona Frega, Mieke Lippstreu, Erin Bates, Robyn Kennedy, Mavis Becker, Savitri Naidoo, Caroline Holden and Lindy Raizenberg Art work: Caely-Jo Levy. Graphics: Romy Stern Editing: Judge Harold Levy and Jennifer van Papendorp. 4 This manual may not be sold for more than R31,50 (by order of the Western Cape Education Department). The tasks andThe examination tasks and examination questions questions focus on focus the onverbs the inverbs the in Learning the Learning Outcome Outcome 3 3 ContentsContents AssessmentThe tasks andAssessment Standards, examination Standards, e.g. questions e.g. focus on the verbs in the Learning Outcome 3 Contents Assessment Standards, e.g. Grade 10 Grade 10 Grade 11Grade 11 GradeGrade 12 12 HowHow toto useuse this this Study Study Guide Guide Grade 10 Grade 11 Grade 12 Gather, classify,Gather, record classify, recordInvestigate Investigate and analyse: and analyse: InvestigateInvestigate and and analyse analyse How to use this Study Guide and discuss information • dance performances in the past • the works, influences Section 1 Dance Theory andGather, discuss classify, information record • Investigate dance performances and analyse: in the past • Investigate the works, and influences analyse Section 1 Dance Theory about: and the present with reference and social, and other about:and discuss information • and dance the performances present with inreference the past • and the works,social, influencesand other Section1.1 The Functions1 Dance and Theory Values of Dance in Society .................................1 • dance in transformative to storytelling, biographies, contexts of 1.11.2 DanceThe Functions Symbolism and ........................................................ Values of Dance in Society .................................5 1 • about: dance in transformativeritual toand storytelling, the choreographicpresent biographies, with referenceintention, contextsand social,international of and other and 1.21.1 DanceThe Functions Symbolism and ........................................................ Values of Dance in Society .................................15 • dance in transformative to storytelling, biographies, contexts of ritual • forms, styles and choreographiccharacteristics intention, of style, skill of internationalnational and 1.2Section Dance 2 Dance Symbolism Forms, ........................................................ Genres, Styles and Principles 5 • forms,ritual stylespurposes and of dance characteristicschoreographicthe performers, ofintention, style, and skill visual of or nationalinternationalchoreographers and in the Section2.1 Ballet 2 ................................................................Dance Forms, Genres, Styles and Principles 12 • purposes forms, styles• of dance dance and performances thecharacteristics in performers,emotional of and style,impact visual skill or of choreographersnationalpast or the present in the Section 2 Dance Forms, Genres, Styles and Principles • dancepurposes performances ofthe dance past and in present emotionalthe performers,• the impact function and and visual value or of dance pastchoreographers or the present in the 2.12.2 AfricanBallet Dance................................................................ ..........................................................13 12 2.3 Contemporary Dance ....................................................14 • the dance past performances andwith present reference in to• theemotional functionwithin impact and diverse value societies, of dance past or the present 2.22.1 AfricanBallet ................................................................ Dance ..........................................................1213 2.4 Ballroom ..............................................................16 withthe past reference andchoreographic present to • within the function diversecommunities and societies, value and of cultures dance with 2.22.3 AfricanContemporary Dance .......................................................... Dance ....................................................1314 intention, use of design reference to expression, 2.32.42.5 LatinContemporaryBallroom American .............................................................. ......................................................... Dance ....................................................17 1416 choreographicwith reference to communitieswithin diverse and societies, cultures with 2.6 Jazz Dance ............................................................17 elements and skill of communication, education, 2.4 Ballroom ..............................................................16 intention,choreographic use of design referencecommunities to expression,and cultures with 2.5 2.7 Tap Latin Dance American ............................................................. .........................................................18 17 the performers entertainment, inner fulfillment 2.62.5 LatinJazz DanceAmerican ............................................................ .........................................................17 elementsintention, anduse skillof design of communication,referenceand to self-realisation expression, education, 2.8
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