Curriculum Support article archive: dance

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2005

Dance investigations: an inquiry approach to dance history (pdf - 72kb)
Dance history has a place in the new syllabus and can be incorporated into each of the practices of performing, composing and appreciating. The question to be posed is: what relevance does the history of dance have for students and how can we present this material in a way that addresses the dimensions and elements of Quality teaching in NSW public schools?

Developing a scope and sequence plan for 7–10 Dance (pdf - 252kb)
Dance teachers are currently experiencing the challenge of programming for the new Dance Years 7–10 syllabus. In the old syllabus, content had prescriptions (e.g. styles, dance history) and the practices of performing, composing and appreciating were separate modules. The new syllabus provides a scaffold (Essential to Additional 1–3) which allows teachers to select their own sequence of content within and across the practices. This article models one way to develop a scope and sequence for Years 7-10 Dance.

2004

Cyberdancing:brave new space or disembodiment? (pdf - 57kb)
This article, written by Elizabeth Collier, focuses on the debate around the value of using computer based technologies to create and view dance. This discussion supports the Virtual Body option in the Major Study Dance and Technology area in Stage 6. Sections of the article could also be used as stimulus for a debate for students in Stage 5 about the artform of dance in a contemporary context.

2003

Dancing with technology (pdf - 106kb)
The Years 7–10 Dance Syllabus and the Stage 6 Dance Syllabus are fostering the integration of technology into classroom practice. This article provides information about the use of technologies appropriate for learning in dance.

Making meaning onscreen (pdf - 194kb)
The use of video as a medium in dance, drama, music and visual arts continues to gain in popularity at HSC level. Advances in technologies associated with digital cameras and editing programs now make video much more accessible to students and teachers in secondary schools. This article is a summary of workshop activities conducted by Colin Schumacher for the District Creative Arts Consultants in February.

2002

The dance viva voce: strategies for preparing students (pdf - 32 KB)
The dance viva voce is an integral part of each HSC dance practical examination. The viva voce makes up 20% of both the core and major study examinations. Through the viva voce, students demonstrate theoretical knowledge applied to the works that they perform and compose.

Navigating the Standards Package (pdf - 89 KB)
The Board of Studies HSC standards packages describe the standards for the Stage 6 Dance course. The packages will allow teachers to explore samples of work produced by students in the HSC examinations and assist teachers to understand the standards described in the performance bands.

2001

Mything boys (pdf - 98 KB)
The awful pun that is the title of this article serves a couple of purposes. It suggests that there are myths surrounding boys' participation in dance. These include the perception that dance is for girls and not for boys. This is a myth perpetuated by the majority, including parents, teachers and school system leaders.

Sequencing Preliminary and HSC dance course assessment (pdf - 35 KB)
The Stage 6 Preliminary and HSC courses in dance have the same core components of performance, composition and appreciation. However the outcomes for each course are expressed quite differently. This means that assessment tasks and marking guidelines will need to be differentiated, to address the specific requirements of each course.

2000

Reading and writing in dance (pdf - 169 KB)
In order to succeed in dance, students need to be able to acquire content and then to demonstrate that they know and understand it. How do they acquire content? By listening, reading and watching. How do they demonstrate their knowledge? By speaking, writing and dancing. Therefore literacy in relation to dance - talking, listening, reading and writing - is essential for progress in any dance course.

Environmental Education policy (2001) (pdf - 52 KB) A new Environmental Education Policy for Schools was delivered to schools in 2001. This article provides a summary of the policy and curriculum initiatives related to environmental education and the arts.

Developing a Stage 6 dance program (pdf - 29 KB)
This article aims to assist in the planning and development of a Stage 6 dance program. It is important for you to consider the individual context of the school in the development of a Preliminary course dance program.

Sample assessment task for dance (pdf - 20 KB)
This sample Preliminary course composition task illustrates the key features of a dance assessment task.

1999

A question of (dance) style (pdf - 118 KB)
Students who study dance in school elective courses often train in private studios as well. In these studies they attend classes that are named after dance styles and perform in eisteddfods in style categories. Like most people in the wider community, they often understand dance only in terms of the style in whichit is performed.

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