IMCC Year 10Dance

IMCC Year 10Dance

Program 2018

TERM ONE
Week / Teaching Focus / Content Addressed / Assessment
Week 1 / Lesson 1
Introduction/Overview of unit and assessments.
Introduction:

Course outline.
Organisation
School assessment policy
My expectations.
Safe and respectful work practices in the dance studio including beginning on time, changing into appropriate attire and being ready to work in the space.
Importance of hydration.
Correct Dance uniform requirements.
Performance Dates (Sounds at Sunset- Thursday Week 10: Everybody available). Escape. Dance Night
Dance Night expectations.
Dance Policy
Genre’s Studied this year.
Excursions. During and outside of school.
Icebreakers/get to know you games.

Contemporary Technique
Lesson 1
Weeks 2-8
Lesson 1
Contemporary Technique

Warm up.
Revision of the parts to a warm up. How might a warm up alter between genres?
First 2 contemporary exercises begun.
Over the next 4 lessons students will learn a total of 3 contemporary exercises that will feature Contemporary specific skills to ensure that the base foundation of skills is laid before learning a Contemporary Dance.
Exercise 1: Floorwork (including backwards rolls, plank rolls and other strength based and coordination based movements).
Exercise 2: Upper body swing and kick exercise (including side and back kicks. There is also a focus on weight shifting and correct alignment of the joints).
Exercise 3: Jump (Including jumps in parallel and turnout which vary in size and space/travelling).

Lesson 2
Contemporary Technique

Revise from last week: the parts to a warm up. How might a warm up alter between genres?
Warm up.

First 2 contemporary recapped and completed.

Last exercise taught.

-Exercise 3: Jump (Including jumps in parallel and turnout which vary in size and space/travelling).
Lesson 3
Contemporary Technique

Revise from last week: the parts to a warm up. How might a warm up alter between genres?
Warm up.

First 2 contemporary recapped and completed.

Last exercise taught.

-Exercise 3: Jump (Including jumps in parallel and turnout which vary in size and space/travelling).
Lesson 4-7
Contemporary Technique

Warm up

All contemporary exercises recapped (including key teaching points).

-Exercise 1: Floorwork (including backwards rolls, plank rolls and other strength based and coordination based movements).
-Exercise 2: Upper body swing and kick exercise (including side and back kicks. There is also a focus on weight shifting and correct alignment of the joints).
-Exercise 3: Jump (Including jumps in parallel and turnout which vary in size and space/travelling).
Lesson 8
Task 1: Contemporary Technique Assessment

Warm up
Students will perform their 3 contemporary dance exercises in small groups of 3 or 4.
This is a formal assessment.
Students are being assessed on their technique, safe dance practices and their effort in classes throughout the term.

Students will engage in a warm up each lesson. They will learn to use correct alignment and safe dance practices, as well as improve their strength and flexibility.

Performancequalities: Students will learn the basics of appropriate performance qualities when performing for an audience. Students will then research the appropriate performance quality for their chosen style of dance. This is so that students have a clear understanding of what is expected of them in regard to performance. Students will need to think about the following when planning their appropriate performance qualities.

Students will also participate in a 2-3minute interview where they will be asked a series of questions where they should demonstrate their knowledge of the following:

-Choreographic elements and devices such as Motif, Repetition, Unison, Cannon, Abstraction and Contrast.
-Choreographic structure such as Binary, Ternary and Narrative.
-Choreographic intent
-Design concepts
Week 1
Task 2 introduced (choreographic task)

Year 10’s are to choreograph a dance using a stimulus (provided to them).
They are also to complete a process/reflection journal during the process.
Discuss as a class, reasons/functions of dance (artistic/spiritual/ritualistic)
Students will be assessed on their performance qualities as well as the creativity of their choreography.
Discuss theme – what it means and how it can be used to inspire design elements and choreography.
Students will recap the learn choreographic elements (BEST) and Choreographic devices.
Students will recap choreographic structures: ternary, binary and narrative.
Students to complete pages appropriate pages in booklet with assistance from the teacher.

Week 2
Choreography

Choreographic exercise- motif.
Students discuss and solidify their theme today for Task 2 and look at music options by completing the pages appropriate pages of their Task 2 booklet.
The 3 types of choreographic structures are explained again to students with examples provided. As a class we will choose one stimulus and brainstorm how we could use each choreographic structure to demonstrate the theme. Students then discuss choreographic structure in groups and complete the appropriate page of their Task 2booklet.
Students must also determine genre and style of dance they will use= which one will best support their theme?
Students will create a step by step plan for if they get ‘stuck’ whilst choreographing.

Week 3
Choreography

Students will participate in a short 10 minute choreographic exercise exploring ‘abstraction.’
Students will discuss their theme again to flesh out ideas and then recap what they discussed last lesson, about the choreographic structure and are encouraged to further reflect on and plan this element.
Students will continue to choreograph with support, guidance and feedback from the teacher.

Week 4
Choreography

Students will participate in a short 10 minute choreographic exercise exploring accumulation.
Students will continue to choreograph with support, guidance and feedback from the teacher.
Interview preparation.

Week 5
Choreography

Students will participate in a short 10 minute choreographic exercise focusing on space (B.E.S.T).
Students will continue to choreograph with support, guidance and feedback from the teacher.
Students need to consider costuming this week. They should complete the appropriate page in their Task 2 booklet and discuss in their groups what exactly they need to get to make this costume decision possible for their performance.
Interview preparation.

Week 6:
Choreography

Students will participate in a short 10 minute choreographic exercise which will look at energy and how it can manipulate movement.
Students will continue to choreograph with support, guidance and feedback from the teacher.
Today students need to complete page 18 in their choreography booklets. This page will be explained and we will (as a class) come up with one example for each element so students understand the task.
Interview preparation.

Week 7:
Choreography

Students will participate in a short 10 minute choreographic exercise which will look at time and how it can be used to create interesting visual images (cannon/unison).
Students will continue to choreograph with support, guidance and feedback from the teacher.
Interview preparation.

Week 8:
Choreography

Students will participate in a short 10 minute choreographic exercise which will look at the use of words/language and how it can be used to create choreography.
Students will continue to choreograph with support, guidance and feedback from the teacher.
Interview preparation.

Week 9:
Choreography Assessment

Students have 10minutes to rehearse their dances.
Students will perform their dances for the class.
Students will then each have a 2-3minute interview where they will be asked a series of questions where they should demonstrate their knowledge of the following:

-Choreographic elements
-Choreographic devices
-Choreographic structure
-Choreographic intent
-Design concepts / Introduction to structured improvisation to find solutions to simple movement tasks (ACADAM020)
Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)
Choreographic devices (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) selected and combined to communicate choreographic intent in group and duo dance (ACADAM023)
Group work practices (strategies for collaborative dance preparation, evaluation processes) in dance (ACADAM024)
Systematic and corrective rehearsal strategies (practising transitions between dance sequences, exits and entrances appropriate to genre/style) (ACADAM022)
Dance performance opportunities, demonstrating appropriate expression, projection, focus, commitment to movement and musicality (ACADAM024)
Importance of warm-up and cool down procedures relevant to the genre/style for dance and rehearsal preparation (ACADAM022) / Task 2 Choreography Assessment
Contemporary Dance
Term 2
1-2 Lessons per week
Week 11 Term 1
Weeks
1-6
Term 2 / Contemporary Dance

Over approximately 12-14 lessons, Students will learn a contemporary dance that will be performed at Dance Night. Task 4 brief will be discussed especially in regard to performance etiquette and techniques.
Students will have the opportunity to learn choreographed material from the teacher as well as participate in ‘tasking’ to contribute to the choreography.
The dance learnt will explore a specific theme and students will hear how I plan to utilise design elements to assist the theme.
Students will hear how I plan to utilise design elements to assist the theme.

Performance qualities: Students will learn the basics of appropriate performance qualities when performing for an audience. Students will then research the appropriate performance quality for their chosen style of dance. This is so that students have a clear understanding of what is expected of them in regard to performance. Students will need to think about the following when planning their appropriate performance qualities.

-Audience (age/gender etc.).
-Place
-The starting and finishing of positions
-Entrances and exits
-Concentration- both inward and outward.
-Memory
-Facial expressions
-Strength and accuracy of movement.
-Dancing in synch with one another.
Task 4 Assessment
Dance Night / Dance skills that further develop and refine technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, placement, balance, coordination, articulation and endurance (ACADAM022)
Safe dance practice of style-specific techniques, including working in the contemporary genre (ACADAM022)
Importance of warm-up and cool down procedures relevant to the genre/style for dance and rehearsal preparation (ACADAM022) / Task 4
Dance Night
CaseStudy
Term 2
Weeks1-4
1-2 lessons per week
Weeks
1-5 / Critical Review and Case Study

Over a series of lessons, students will study one dance company and review one of their works.
We will also address how dance genres/styles are influenced by the social, cultural and historical contexts in which they exist.
The students will be given a task booklet to scaffold their learning.
We will learn about the history of the company and watch one of their dance works in class.
We will analyse design concepts and choreographic elements and devices.
Students will look at reviews to assist their understanding.

/ Reflective writing, using dance terminology, on their own and others' work, analysing and evaluating choices made in dance making (ACADAR025)
Analytical writing, using dance terminology, about how the elements of dance, choreographic processes and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the choreographic intention of a dance work (ACADAR025
Dance genres/styles are influenced by the social, cultural and historical contexts in which they exist (ACADAR026) / Week 4
Task 6
Case Study
Year 10 Exams
Term 2
Weeks 7+8
Jazz Technique
Term 2+3
Weeks 9-10 and 1-8
Term 2
Week
9-10
Term 3
Weeks
1-8 / Jazz Technique
TERM 2
Week 9
Jazz Technique: Task 4 introduced.

Task 3 brief handed out and explained.
Students reminded of school assessment policy and teacher expectations.
Jazz warm up including isolations.
Progressive steps across the floor (kicks, leaps, turns).
Jazz sequence begun. Students will continue to learn a Jazz dance that will be performed at the 2017 Dance Night.

TERM 2
Week 10
Jazz Technique:

Jazz warm up including isolations.
Progressive steps across the floor (kicks, leaps, turns).
Jazz sequence recapped and continued. Students will continue to learn a Modern Jazz dance that will be performed at Dance Night.

TERM 3
Weeks 1-8
Jazz Technique:

Jazz warm up including isolations.
Progressive steps across the floor (kicks, leaps, turns).
Jazz sequence recapped and continued. Students will continue to learn a Modern Jazz dance that will be performed at Dance Night.

Task 3
Jazz Technique Assessment
Task 4 Assessment
Dance Night / Introduction to structured improvisation to find solutions to simple movement tasks (ACADAM020)
Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)
Choreographic devices (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) selected and combined to communicate choreographic intent in group and duo dance (ACADAM023)
Group work practices (strategies for collaborative dance preparation, evaluation processes) in dance (ACADAM024)
Systematic and corrective rehearsal strategies (practising transitions between dance sequences, exits and entrances appropriate to genre/style) (ACADAM022)
Dance performance opportunities, demonstrating appropriate expression, projection, focus, commitment to movement and musicality (ACADAM024)
Importance of warm-up and cool down procedures relevant to the genre/style for dance and rehearsal preparation (ACADAM022) / Week 7
Task 3
Jazz Assessment
Week 10
Task 4
Dance Night
Weeks
9-10 / Rehearsals for Dance Night

Students will rehearse their Contemporary dance and Jazz dance for Dance night.

As a class we will which dances need the most work and then after that choice, determine parts of the chosen dance that need extra focus. We will break these parts down and go over specific technical aspects.
We will work on exits and entries to the performance space.
Students will work on transitions to new positions in the dance.
The dance will be cleaned so that all students are executing the movement in unison and with correct placement.

Task 4 Assessment
Dance Night / Week 10
Task 4
Dance Night
Functions of Dance
Terms 2+3
Weeks 9-10 and 1-3
Term 2
Weeks
9-10
Term 3
Weeks
1-3 / Week 9
Functions of Dance

Discuss as a class, reasons/functions of dance (artistic/spiritual/ritualistic)
Watch 2 adverts that include dance in class and analyse:
Describes how dance is used to help sell/promote a product.
They describe the advert in detail, explain what the ad is selling and what style of dance is used correctly.
Analyse how dance is used to sell the product and explainif dance successfully aids in the promotion of this product.
Social Dance:
Descriptionof Social dance and it’s functions. Include at least 3 examples of social dances.
List 3 reasons as to what has impacted social dance’s development during the 20th and 21st century.

TERM 2
Week 10
Functions of Dance

RECAPP last week’s information.
Artistic Dance:
Give a brief description of Artistic dance and its functions. Include at least 3 examples of artistic dance styles.
Make sure to mention what stimulated/began Australia’s own Ballet culture. Why was Contemporary dance introduced?
List at least 3 companies and/or people that had a significant impact on Dance and its development during the 20thcentury or have a meaningful or noteworthy impression/influence on the dance’s development during the 20th century.

TERM 3
Week 1
Functions of Dance

Technology: Explain how advancements in technology has impacted artistic dance’s development during the 20thand 21stcentury.
Watch video examples of how progressive companies are using technology in their work to keep pushing the boundaries of dance.

Week 2
Functions of Dance
Recap of all information learnt over 3 lessons.
Week 3
Task 8
Functions of Dance In-Class Test / Dance genres/styles are influenced by the social, cultural and historical contexts in which they exist (ACADAR026) / Week 3
Task 8
Functions of Dance Test
Case Study/Critical Review
Term 3
Weeks 4-8
Weeks
4-8 / Week 4
Task 7: Critical Analysis introduction.

Intro to critical analysis. Students will write a critical analysis and case study on an Australian dance company.

-We will discuss the history of the company as well as its main function and way of operating.
-We will discuss members of the company.
-Students will be briefed on the theme of the work.
-Students will research past works by the company.
-Students will research the choreographers training/background. Overall, we will work through the Task 8 booklet as a class in preparation for their draft essay.
-As a class we will watch a work performed by the company and analyse the choreographic devices and design concepts used to support the theme of the work.

Students will be given a scaffolded booklet with specific questions to assist them with this task and prepare them for their test.
Students will complete an in class essay using one page of notes, addressing a specific question in regard to critical analysis.

/ Reflective writing, using dance terminology, on their own and others' work, analysing and evaluating choices made in dance making (ACADAR025)
Analytical writing, using dance terminology, about how the elements of dance, choreographic processes and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the choreographic intention of a dance work (ACADAR025
Dance genres/styles are influenced by the social, cultural and historical contexts in which they exist (ACADAR026) / Task 7
In class assessment during Week 8 of Term 3
Practical Exam Preparation
Term Four
Original Solo

Students have SEVEN lessons to create a 1-2 minute solo in the contemporary genre, which will be performed in their practical examination during the Year 10 exam period.
Students are to write a ‘statement of intent,’ which their original solo must reflect.

Set Solo

Over SEVEN lessons, students will learn material from the 2019 Set Solo.
They will perform this in their Semester 2 Dance Practical Exam.
Their technique, alignment, musicality, presentation and commitment will all be assessed.

Interview

Students will be asked up to threequestions about their original solo. They must use a range of dance terminology.

/ Dance skills that further develop and refine technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, placement, balance, coordination, articulation and endurance (ACADAM022)
Safe dance practice of style-specific techniques, including working in the contemporary genre (ACADAM022)
Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)
Choreographic devices (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) selected and combined to communicate choreographic intent in group and duo dance (ACADAM023)
Systematic and corrective rehearsal strategies (practising transitions between dance sequences, exits and entrances appropriate to genre/style) (ACADAM022)
Dance performance opportunities, demonstrating appropriate expression, projection, focus, commitment to movement and musicality (ACADAM024) / Semester Two Exam
Week
Written Exam Preparation
Term Four
Term 4
Weeks
3-6 / Exam revision for Semester 2 written exams:

Students will be given a booklet/worksheet to aid their written examination study.
All aspects of the syllabus will be revised.
Students will complete practice questions to aid preparation

/ Semester 2 Exam Week
YEAR 10 Exams
Task 9: Semester 2 Practical Examination.
Task 10: Semester 2 Written Examination
.
Course End

Year 10 Study skills for success