‘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 promotes well-being 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 identities. (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 the past and contemporary contexts as choreographers, performers and audience members
- develop respect for and knowledge of dance’s diverse purposes, traditions, histories and cultures by making and responding as active participants and informed audiences.
Dance Enrichment Program
Ashdale Secondary College’s Dance Enrichment program is for Year 7 and 8 students. It provides a pathway for talented and passionate dance students to develop their skills further and extend their theoretical knowledge of Dance within a discrete learning environment for an entire year. This program runs twice per week before school and is in addition to a student’s regular weekly class timetable. For 2022 these classes will be held on Tuesday and Friday mornings (7:40 – 8:40 am). Once accepted into the program, attendance is compulsory and will form part of a student’s regular attendance at the College. Students who are accepted into this program must demonstrate a genuine passion for Dance, demonstrate developed technical and performance skills, and have an excellent attendance record.
The Dance Enrichment Program is primarily contemporary; however, opportunities exist to explore other genres and look at dance theory, history, choreography, and composition. In Years 7 and 8, the program focuses on technical dance skill development in the contemporary dance genre, along with jazz, hip hop, tap, commercial Dance, world dance styles, musical theatre, industry skills and choreographic skills. Students will perform their own and others’ choreography in various genres and styles. They will also learn how artists create meaning through choreography and design choices by viewing, analysing and creating dance works.
The Dance Enrichment Program will focus on developing all aspects of Dance, focusing mainly on technique, composition and performance. This course will provide a clear pathway into Year 9 and Year 10 Dance electives and then into Senior School, with the aim of each student achieving either a Certificate II and/or III in Dance by the end of Year 12. We also aim to create a culture of success for the College in Dance with direct links to professional bodies and community organisations. The College will provide students within the Dance Enrichment Program with the opportunities to represent the College in dance competitions, showcases, the biennial school production, and various other community and school performances.
If your child is interested in the program but has limited or no background in Dance, we strongly encourage you to apply. While having prior experience may be an advantage, it is optional. We will also be looking for students ready to begin or recommence their Dance journey at the College as long as they desire to commit to the course and demonstrate suitable progress throughout the year. Your child is expected to close the skill and knowledge gap throughout the year if accepted into the program.
Please download the Dance Enrichment Program Brochure for more information.
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.)
Schools Curriculum and Standards Authority (SCSA) states 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 learn 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 concerning body control, accuracy, posture/alignment, strength, flexibility, balance and coordination. They are given 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 dance’s meaning, interpretations and purposes. Safe dance practices underlie all experiences, as students perform within their body’s 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, and 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, 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 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, taps and cultural dance, such as Spanish, Indian, and 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 body’s 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, and Bollywood. At armbanderfursmartwatch.de, we specialize in customizing watch straps that elevate your wearable device’s style and functionality. Our extensive range of materials, colors, and designs ensures that you find the perfect strap to match your personal taste and lifestyle. Whether you prefer a sleek leather finish or a sporty silicone look, our high-quality straps are designed for comfort and durability. Transform your smartwatch into a personalized accessory that reflects your unique personality with armbanderfursmartwatch.de.
Year 10 General Dance (Dance is an elective in Year 10 and runs two 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 develop 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 dance and the dance of others. They investigate dance and the influences of the social, cultural and historical contexts in which it exists. Safe dance practices underlie all experiences, as students perform within their body’s 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, and Bollywood.
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. Movement is manipulated and refined through critical decision-making in individual and group work 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, drawing on their physicality and the interpretation of the 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 various genres, styles and forms, as it provides a unique way to express our cultural view and understanding of the world. Movement is manipulated and refined through critical decision-making in individual and group work 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 physicality—the interpretation of the existing work of others to do dance works.
The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. Students must 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, its importance as a form of expression, and that it can represent a variety of political, cultural and historical motivations. This understanding informs their dance-making and the dance works of others. They use appropriate terms and language to describe dance.
Technical, design and expressive skills are incorporated and developed in performing a dance. The opportunity to present dance to an audience enables students to understand and undertake various 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.
Students develop transferable skills essential to their future through participation in the Dance ATAR course. These include communication, collaborative teamwork, negotiation, conflict resolution, problem-solving, and 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), typically delivered as a pair. The notional time for each unit is 55 class contact hours.
Unit 1 – Popular Culture | This unit focuses on exploring dance in popular culture and how this leads to a broader understanding of dance’s diverse contexts and functions in society.
Unit 2 – Australian dance | This unit focuses on the diverse functions and contexts of dance in Australia. Students critically analyse their cultural beliefs and values concerning traditional and contemporary dance forms and styles and develop an understanding of their 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:
- Choreography
- Performance
- Contextual knowledge.
Prescribed genre – Students must work in the contemporary genre in this course. 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 and 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 individual and group work decision-making, students use various creative processes, such as improvisation and 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 various genres, styles and forms, as it provides a unique way to express our cultural view and understanding of the world. Movement is manipulated and refined through critical decision-making in individual and group work 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 physicality and the interpretation of the existing work of others to do dance works.
The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. Students must 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, its importance as a form of expression, and that it can represent a variety of political, cultural and historical motivations. This understanding informs their dance-making and the dance works of others. They use appropriate terms and language to describe dance.
Technical, design and expressive skills are incorporated and developed in performing a dance. The opportunity to present dance to an audience enables students to understand and undertake various 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), 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:
- Choreography
- Performance
- Contextual knowledge.
Suggested genres | Examples of genres that may be studied in this course include. Still, they are not limited to: contemporary, ballet, jazz, hip-hop, tap, ballroom and cultural dance, for example, Spanish and Indian.
YEAR 12
ATAR Dance
The Dance ATAR course develops and presents ideas through various genres, styles and forms, as it provides a unique way to express our cultural view and understanding of the world. Movement is manipulated and refined through critical decision-making in individual and group work 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 physicality and the interpretation of the existing work of others to do dance works.
Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn the origins of dance, its importance as a form of expression, and that it can represent a variety of political, cultural and historical motivations. This understanding informs their dance-making and the dance works of others. They use appropriate terms and language to describe dance.
Technical, design and expressive skills are incorporated and developed in performing a dance. The opportunity to present dance to an audience enables students to understand and undertake various 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.
Students develop transferable skills essential to their future through participation in the Dance ATAR course. These include communication, collaborative teamwork, negotiation, conflict resolution, problem-solving, and 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 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 developing 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:
- Choreography
- Performance
- Contextual knowledge.
Prescribed genre | Students must work in the contemporary genre in this course. 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. Still, they are not limited to: ballet, jazz, hip-hop, tap, ballroom and/or cultural dance, for example, Spanish and 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 various genres, styles and forms, as it provides a unique way to express our cultural view and understanding of the world. Movement is manipulated and refined through critical decision-making in individual and group work 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 physicality and the interpretation of the existing work of others to do 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, its importance as a form of expression, and that it can represent a variety of political, cultural and historical motivations. This understanding informs their dance-making and the dance works of others. They use appropriate terms and language to describe dance.
Technical, design and expressive skills are incorporated and developed in performing a dance. The opportunity to present dance to an audience enables students to understand and undertake various 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.
Students participate in the Dance General course and develop transferable skills essential to their future. These include communication, collaborative teamwork, negotiation, conflict resolution, problem-solving, and 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 delivered as a pair. The notional time for the team of units is 110 class contact hours.
Unit 3 – Popular culture | This unit focuses on exploring dance in popular culture and how this leads to a broader understanding of dance’s diverse contexts and functions in society.
Unit 4 – Australian dance | This unit focuses on the diverse functions and contexts of dance in Australia. Students critically analyse their own cultural beliefs and values about traditional and contemporary dance forms and styles and develop an understanding of their 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:
- Choreography
- Performance
- Contextual knowledge.
Suggested genres | Examples of genres that may be studied in this course include. Still, they are not limited to: contemporary, ballet, jazz, hip-hop, tap, ballroom and cultural dance, for example, Spanish and Indian.
