Dance Choreography and Performance

Dance Choreography and Performance provides opportunities for learners to develop and refine their skills in the practical presentation and performance of contemporary dance work to audiences.

Learners will engage in theoretical and practical activities leading to the creation of original choreography for solo and group work.

Learners develop as performers and choreographers, through learning about and experiencing works of dance professionals and companies, including some Australian examples.

Fundamental to all aspects of the course is learners’ awareness and application of safety, for self, around others, and in the space.

Dance is recognised as a significant component of Australian performing arts. Dance is the universal language of movement that conveys meaning and evokes emotions in audiences from all social and cultural communities. Dance is primarily a non-verbal mode of communication that can express life experiences, observations and reflections.

Dance Choreography and Performance is a theoretical and practical course that challenges the intellect, body and emotions. The study of dance at this level contributes to the learners’ total development including their artistic, aesthetic and cultural education. Through the study and practise of dance in this course learners engage in reflective practice, create their own expressive movement and develop an appreciation of how other dance artists represent thoughts and intentions.

This course is designed to enhance the learner’s appreciation of dance as an arts form, and the inter-relationship of performance, composition and appreciation. This course will prepare learners pursuing further education options, training and careers in dance and performing arts. 

Dance Choreography and Performance aims to extend learners’ previous knowledge, skills and appreciation acquired as a result of completion of other TASC accredited courses, and/or other dance experiences.

The course aims to develop the learners’ potential as a performer and/or choreographer.

Learners will have opportunities to further their knowledge and appreciation of professional dance artists and dance companies, including notable Australian examples. Learners will also have the opportunity to extend their knowledge of, and appreciation of, local dance events and activities.

On successful completion of this course, learners will be able to:

1. identify dance as an art form and relate dance to historical and cultural contexts
2. create original dance work
3. communicate ideas and intentions using elements of dance
4. present polished dance works using technical skills and artistic expression
5. apply reflective practices in order to identify processes for further development
6. analyse and document dance-making processes
7. assess the effectiveness of a range of dance works of others
8. use terminology relevant to dance performance and choreography
9. identify and appropriately react to potential hazards in a dance environment, and appropriately apply safe dance principles and practices
10. identify and apply the structure of dance works
11. work as a soloist and/or member of an ensemble to achieve rehearsal and performance outcomes.

There are no access restrictions or prerequisite requirements for entry to this course.

Some learners with physical disabilities will be able access this course and receive an award commensurate with their ability to successfully meet the assessment standards. For some learners, this may be a preliminary Achievement (PA) or a Satisfactory Achievement (SA).

This course requires learners to work in groups.

Dance Level 2 is a pathway course leading to study of Dance Choreography and Performance Level 3.

The study of Dance Choreography and Performance is relevant to learners who wish to pursue further study at tertiary level, in vocational education training settings or to pursue industry or community related pathways.

This course is also suitable for learners with career pathways that include: Musical Theatre; Performing Arts; Human Movement; Dance Therapy; Dance Education.

This course requires access to a suitable and safe space for movement activities and dance work, free from potentially hazardous obstacles. The space will be adequate in size and ventilation to cater for the movement activities of individuals and small groups, and whole class work as required.

Access to audio equipment will be required (e.g. CD players, amplification devices).

Access to technology equipment for the viewing of recorded dance works will be required (e.g. DVDs, YouTube, videos).

Some learners may choose to use personal sound/music devices in practical activities (e.g. iPods, MP3 players, iPhones).

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15.

Some learning activities will be specific to one unit. Some learning activities will cover more than one unit.

Learners are to study at least one (1) Australian choreographer and dance company. The context of the study is not prescribed. It could be in relation to performance style and technique, choreography, or in relation to their place and role in the Australian dance environment.

This course has four (4) units. All units are compulsory.

Units 1, 2 and 3 will be delivered sequentially. Unit 4 will be delivered concurrently with all other units.

UNIT 1 CHOREOGRAPHIC DESIGN SKILLS
UNIT 2* COMPOSITION
UNIT 3* PREPARATION AND PERFORMANCE
UNIT 4* ANALYSIS AND REFLECTION

*There are specific Work Requirements for Unit 2, Unit 3 and Unit 4.

UNIT 1 CHOREOGRAPHIC DESIGN SKILLS

Content will include, but not limited to:

• Elements of dance
  • the components present in all movement
  • time: rhythm; tempo; accent; stillness
  • space (including size, floor surface, position of audience, personal and general space, direct and indirect space)
  • shape
  • pathways (floor and air)
  • weight transfer
  • effort and energy
  • dynamics (including release of energy, weight, force)
  • levels
• Techniques for generating movement using choreographic/structural devices
  • universal writing
  • exploring movement options
  • improvisation
  • abstraction
  • tableaux
  • movement selection and refinement
  • relationships between dancers
  • group formations (including partnering activities, weight taking)
  • use of a stimulus
  • development of a concept/theme
• Techniques for manipulating movement
  • accumulation
  • retrograde
  • splicing
  • abstraction
  • arrangement of movements
• Techniques for structuring choreography
  • spatial patterns
  • groupings
  • transitions
  • motif
  • phrase
  • section
  • combinations and sequencing
  • repetition
  • variation and contrast
  • highlights and climax
  • logical development
  • unity
  • development of intent
  • progression of intent

UNIT 2 COMPOSITION

Content will include, but not limited to:

• Generating personal movement vocabulary
  • creating personal voice through dance
  • utilising generation techniques
• Organising movement
  • editing movement to suit the intent
  • arranging movement to suit the intent
  • using techniques for generating movement
• Arrangement of dance for a purpose
  • considering and deciding on choreographic choices
  • shape of the dance work
  • form of the dance work (including binary, ternary, rondo, narrative, theme and variation)
  • structural devices
  • using structural techniques
• Aesthetics of the dance work
  • decorative, ornamental, graceful, elegant, exquisite, beautiful, attractive, pleasing, lovely, stylish, artistic etc.
  • qualities include sensory, expressive, formal, intensity, complexity, illusory
  • visual appeal of the dance work: does it suit / enhance the intent?

UNIT 3  PREPARATION AND PERFORMANCE

Content will include, but not limited to:

• Posture and alignment
  • anatomical analysis
  • alignment principles
  • core stability
• Techniques relevant to contemporary dance
  • parallel
  • turnout
  • neutral alignment
  • biomechanical principles
  • employing examples of pioneers of modern dance to inform techniques (e.g. Martha Graham (contract and release) and Merce Cunningham (points in space))
• Preparation of the body for dance
  • warm up
  • cool down
  • returning to resting state
  • general body maintenance
• Safe dance
  • workplace health and safety guidelines
  • guidelines from other recognised dance authorities (e.g. Ausdance)
  • know and apply First Aid guidelines as recommended by recognised authorities (e.g. St Johns)
• Allied technique - may include, but not limited to:
  • Laban
  • Alexander technique
  • Yoga
  • Feldenkrais
  • pilates
  • ballet (Xtend barre, Ballet fitness, New York City ballet workout)
• Execution
  • rhythm
  • timing
  • clarity of body line and actions
  • accuracy
  • technical proficiency
  • extension
  • characterisation
  • consistent reproduction
  • emotional connection
  • sustaining control
  • eye/body focus
  • facial expression
  • projection through the whole body
  • orientation in performance space
  • kinaesthetic awareness
  • confidence and concentration
  • commitment to the choreography
  • consistency in performance across a range of dance work.

UNIT 4  ANALYSIS AND REFLECTION

Learners will be provided with opportunities to view recorded dance works and experience live performances of movement and/or dance works (wherever practical and possible).

Content will include, but not limited to:

• use of dance terminology
• understanding dance from artistic and aesthetic perspectives
• context (with use of appropriate examples)
  • historical
  • social
  • cultural
  • socio-economic
  • socio-political
• describing dance work
  • reviews
  • overviews
  • synopsis
  • critical appraisal
• reflection on dance work
  • decision making processes
  • identifying choices
  • selecting choices
• identifying themes, ideas, subject matter
• identifying form and structural elements used by the choreographer
• movement vocabulary and qualities
• analysis and interpretation of dance work
  • identifying context
  • meaning
  • audience appeal
• evaluation of dance work
  • effectiveness
  • conveying the intention
  • aesthetic choices
  • use of production tools
• training regimes, dance company structures, funding.

Unit 2 Composition

Learners are required to choreograph:

• a solo work (2-4 minutes duration)
• a group dance work (4-6 minutes duration)

The works will exhibit a diverse range of movement vocabulary.
 
Unit 3 Preparation and Performance

Learners are required to perform in:

1. solo choreographed by self, and
2. a group dance work choreographed by self or another learner

 Unit 4 Analysis and Reflection

In written work, learners will use appropriate written conventions such as correct spelling, grammar, punctuation, essay structure, referencing.

Work Requirement A 

Learners are required to produce a minimum of two reflective essays:

1. on own choreographed solo, and
2. on own choreographed group work.

Work Requirement B

Learners are required to:

1. view a minimum of three professional dance works (live or recorded), and
2. produce one (1) critical appraisal of two professional dance works

For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.

GENERAL WORK EXPECTATIONS

This course requires a class of learners to undertake and fulfill the role of a performer working as a member of a group, and individually. Individual learners must be aware that such roles involve expectations that they will:

• complete necessary tasks in preparation for rehearsals and performances (e.g. memorising choreography)
• take responsibility for ensuring that they know and understand rehearsal rosters and performance calls
• be punctual to all rehearsals and performances
• notify in advance of inability to attend.

USE OF A DANCE WORKBOOK

Learners will maintain a Dance Workbook.

The use of a Dance Workbook provides a framework through which learners can reflect and comment on personal dance experience, including peer evaluation of own work.

Learners will record personal planning, stimulus material and details of research for development of intent in composition.

They will record problem-solving strategies and development of skills in observing, recalling and articulating information about dance.

The Dance Workbook will be a useful resource when learners write their personal reflection folio.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

The external assessment for this course will comprise:

• a practical assessment of criteria: 6, 7 and 8
• written work used to assess criteria: 1 and 2.

For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.

The assessment for Dance Choreography and Performance Level 3 will be based on the degree to which the learner can:

• 1. appraise personal dance skills*
• 2. appraise dance work of others*
• 3. work autonomously and constructively with others
• 4. apply anatomical principles of movement and safe dance practice
• 5. demonstrate kinaesthetic awareness and movement skills
• 6. apply awareness of performance skills and appropriate dance technique*
• 7. create a personal movement vocabulary to express an intent*
• 8. apply structure and form to the design of own dance works to suit intent*

* = denotes criteria that are both internally and externally assessed

Dance Choreography and Performance Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from the 13 ratings (8 ratings from the internal assessment and 5 ratings from the external assessment).

The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’ ratings, 3 ‘B’ ratings (4 ‘A’ ratings, 1 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 3 ‘C’ ratings (2 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
7 ‘B’ ratings, 5 ‘C’ ratings (2 ‘B’ ratings, 2 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
11 ‘C’ ratings (3 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.