Dance

Upcoming Events

Staff Professional Development Day - Pupil Free

View Event Details

Staff Professional Development Day - Pupil Free

View Event Details
View All College Events

News

Apply NOW to enrol for 2020

It is time to apply to enrol your child at Ashdale Secondary College for 2020 if they are: st...
View Details

10 Year Anniversary Celebration

Ashdale Secondary College is turning 10 and you are invited to the party! Join us on Wednesday 15...
View Details
View all college news
‘Dance is the hidden language of the soul’ by Martha Graham

Dance is an expressive movement with purpose and form. Through Dance, students represent, question and celebrate human experience, using movement as the medium for personal, social, emotional, physical and cultural communication.

Active participation as dancers, choreographers and audiences promote wellbeing and social inclusion. Learning in and through Dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity. (SCSA 2017)

Dance knowledge and skills ensure that, individually and collaboratively, students:

  • develop the confidence to become innovative and creative dancers to communicate meaning through body awareness, technical dance skills and performance skills
  • apply the elements of dance and choreographic skills through group processes to create a dance that communicates meaning to an audience
  • develop an aesthetic, artistic and cultural appreciation of dance in past and contemporary contexts as choreographers, performers and audience members
  • develop respect for, and knowledge of, the diverse purposes, traditions, histories and cultures of dance by making and responding as active participants and informed audiences.

Years 7-10 Dance

Years 7 & 8 (All students in Years 7 & 8 undertake Dance for one term as a taster and runs for two periods a week.)

The new West Australian Curriculum, as mandated by the Schools Curriculum and Standards Authority is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year 7

In Year 7, Dance students build on their understanding of improvising and experimenting with the elements of dance (BEST) and choreographic devices to create a dance that communicates an idea. They continue to improve their dance skills, focusing on developing technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination. They are provided with opportunities to present dance to an audience, developing their performance skills of expression, projection and focus. As they make dance and respond to it, they reflect on the meaning, interpretations and purposes of dance. Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups. A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, such as Spanish, Indian, Bollywood.

Year 8

In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary. They choreograph dances using the elements of dance (BEST) and choreographic devices for a purpose. They further develop their dance skills to explore the technical aspects of different dance styles. Students are given opportunities to present dance to an audience, further developing their performance skills of retention and clarity of movement, projection, focus and expression. They discuss how dance can communicate meaning and how dance genres/styles differ. Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups. A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, such as Spanish, Indian, Bollywood.

Year 9 (Dance is an elective in Year 9 and runs two periods a week for the whole year.)

In Year 9, Dance students are given further opportunities to choreograph using the elements of dance (BEST), choreographic devices and structures to develop choreographic intent. They build on and refine technical competence in their dance skills in specific dance styles. Students are given opportunities to present dance to an audience, focusing on retention and clarity of movement, projection, focus, expression and musicality. They further discuss the choreographer’s use of the elements of dance, choreographic devices and structures, and design concepts for choreographic intent in the dances they make and view. They investigate the evolution of particular dance genres/styles. Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups. A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example, Spanish, Indian, Bollywood.

Year 10 General Dance (Dance is an elective in Year 10 and runs three periods a week for the whole year.)

In Year 10, Dance students continue to extend their use of the elements of dance (BEST) and choreographic processes to expand their choreographic intentions in their choreography. They extend their technical dance skills to include style-specific movement skills. Through performance, students continue to work on confidence, accuracy, clarity of movement and projection. They refine their discussion of the use of the elements of dance, choreographic processes and design concepts in their own dance and the dance of others. They investigate dance and influences of the social, cultural and historical contexts in which it exists. Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups. A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example, Spanish, Indian, Bollywood.

CUA20113 Certificate II in Dance (RTO 52499 – VETiS Consulting) – One Year Course

This course is designed to provide students with the opportunity to complete a Certificate II in Dance. This course will cater to students who wish to pursue a practical and performance-based course. Students will explore different dance styles such as contemporary dance; jazz dance; Hip Hop and cultural dance.

Senior School Dance

YEAR 11

ATAR Dance

The Dance ATAR course acknowledges the interrelationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices and draw on their own physicality and the interpretation of existing work of others to create unique dance works. They investigate how technologies are used to extend and enhance dance design. They also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills.

The Dance ATAR course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.

The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe dance practices and understand health issues that will enhance their general physical well-being and prolong their dance involvement.

Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance-making and the dance works of others. They use appropriate terms and language to describe dance.

In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms such as music, art and electronic media to broaden students’ knowledge and interest in the Arts.

Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

Structure of the syllabus | The Year 11 syllabus is divided into two units (one semester each), which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Popular Culture | This unit focuses on the exploration of dance in popular culture and how this leads to a wider understanding of the diverse contexts and functions of dance in society.

Unit 2 – Australian dance | This unit focuses on the diverse range of functions and contexts of dance in Australia. Students analyse critically their own cultural beliefs and values in relation to traditional and contemporary dance forms and styles, and develop an understanding of their own dance heritage.

Each unit includes:

  • a unit description – a short description of the focus of the unit
  • unit content – the content to be taught and learned.

This course is divided into three content areas:

  1. Choreography
  2. Performance
  3. Contextual knowledge.

Prescribed genre – In this course, students must work in the contemporary genre. This requirement is preparation for Year 12 studies where Performance 2 in the ATAR course Practical (performance) examination for Dance is the set solo in the contemporary genre provided by the School Curriculum and Standards Authority.

Suggested genres – Examples of other genres that may be studied in addition to contemporary include, but are not limited to: ballet, jazz, hip-hop, tap, ballroom and/or cultural dance, for example, Spanish, Indian.

GENERAL DANCE

The Dance General course acknowledges the interrelationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through decision-making in individual and group work, students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices to create dance works. They also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills.

The Dance General course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.

The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe dance practices and understand health issues that will enhance their general physical well-being and prolong their dance involvement.

Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance-making and the dance works of others. They use appropriate terms and language to describe dance.

In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms, such as music, art and electronic media to broaden students’ knowledge and interest in the Arts.

Structure of the syllabus | The Year 11 syllabus is divided into two units, (one semester each), which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Exploring the components of dance | In this unit, students explore the elements of dance and processes of choreography, and solve structured choreographic tasks to produce dance works for performance.

Unit 2 – Dance as entertainment | In this unit, students explore the entertainment potential of dance and choreography.

Each unit includes:

  • a unit description – a short description of the focus of the unit
  • unit content – the content to be taught and learned.

This course is divided into three content areas:

  1. Choreography
  2. Performance
  3. Contextual knowledge.

Suggested genres | Examples of genres that may be studied in this course include, but are not limited to: contemporary, ballet, jazz, hip-hop, tap, ballroom and cultural dance, for example, Spanish, Indian.

CUA20113 Certificate II in Dance (RTO 52499 – VETiS Consulting) – One Year Course

This course is designed to provide students with the opportunity to complete a Certificate II in Dance. This course will cater for students who wish to pursue a practical and performance-based course. Students will explore different dance styles such as: contemporary dance; jazz dance; Hip Hop and cultural dance.

YEAR 12

ATAR Dance

The Dance ATAR course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.

Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn how the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance-making and the dance works of others. They use appropriate terms and language to describe dance.

In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms such as music, art and electronic media to broaden students’ knowledge and interest in the Arts.

Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

Structure of the syllabus | The Year 12 syllabus is divided into two units which are delivered as a pair. The notional time for the pair of units is 110 class contact hours.

Unit 3 – Youth voice | This unit focuses on creating a dance that explores original concepts and expresses personal ideas. The students will consider how dance reflects and is shaped by society and its values.

Unit 4 – Extending the boundaries | This unit focuses on the development of choreographic ideas to create unique dance work with personal style. The students analyse critically and evaluate the relationships between dance works, audiences and contexts.

Each unit includes:

  • a unit description – a short description of the focus of the unit
  • unit content – the content to be taught and learned.

This course is divided into three content areas:

  1. Choreography
  2. Performance
  3. Contextual knowledge.

Prescribed genre | In this course, students must work in the contemporary genre. Performance 2 in the ATAR course Practical (performance) examination for Dance is the set solo in the contemporary genre provided by the School Curriculum and Standards Authority.

Suggested genres | Examples of other genres that may be studied in addition to contemporary include, but are not limited to: ballet, jazz, hip-hop, tap, ballroom and/or cultural dance, for example, Spanish, Indian. Performance 1 in the Dance Practical (performance) examination is an original solo composition in the genre of choice.

General Dance

The Dance General course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.

Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance-making and the dance works of others. They use appropriate terms and language to describe dance.

In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms, such as music, art and electronic media to broaden students’ knowledge and interest in the Arts.

Through participation in the Dance General course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

Structure of the syllabus | The Year 12 syllabus is divided into two units which are delivered as a pair. The notional time for the pair of units is 110 class contact hours.

Unit 3 – Popular culture | This unit focuses on the exploration of dance in popular culture and how this leads to a wider understanding of the diverse contexts and functions of dance in society.

Unit 4 – Australian dance | This unit focuses on the diverse range of functions and contexts of dance in Australia. Students critically analyse their own cultural beliefs and values in relation to traditional and contemporary dance forms and styles and develop an understanding of their own dance heritage.

Each unit includes:

  • a unit description – a short description of the focus of the unit
  • unit content – the content to be taught and learned.

This course is divided into three content areas:

  1. Choreography
  2. Performance
  3. Contextual knowledge.

Suggested genres | Examples of genres that may be studied in this course include, but are not limited to: contemporary, ballet, jazz, hip-hop, tap, ballroom and cultural dance, for example, Spanish, Indian.

CUA20113 Certificate II in Dance (RTO 52499 – VETiS Consulting) – One Year Course

This course is designed to provide students with the opportunity to complete a Certificate II in Dance. This course will cater to students who wish to pursue a practical and performance-based course. Students will explore different dance styles such as contemporary dance; jazz dance; Hip Hop and cultural dance.