SA NCS:Dance Studies - eMyTextBooks

SA NCS:Dance Studies

Introducing the Subject

DEFINITION

Dance is expressive human movement that engages the physical, the intellectual, the emotional and the spiritual dimensions of people. It is a unique art form, which uses the body as an instrument of communication. Dance is in essence a social and cultural activity where people dance with partners, within a group or for an audience. It is a powerful means of sharing languages, cultures, abilities, genders, identities and other issues across boundaries.

The subject Dance Studies encompasses dance technique, styles, performance, choreography and dance theory, including health care, history and music for dance.

PURPOSE

The subject Dance Studies contributes to the development of dancers, choreography and dance literacy. It develops dance skills and knowledge as well as fostering an understanding of professional practice. It prepares learners for entry into Higher Education and for employment in dance and related industries.

Dance Studies focuses on building values and attitudes of respect and inclusivity, providing access for learners facing physical and social barriers. It promotes the value of diverse South African cultural and artistic practices. Through exploring dance, learners reflect on ways of promoting cultural fairness and learn to respect cultural and other diversities, in keeping with constitutional principles and the Bill of Rights. Through the inclusion of indigenous dance, learners realise the important contribution that indigenous knowledge systems make to the understanding of dance and its practices.

Through Dance Studies, learners are encouraged to develop cognitive skills and entrepreneurial abilities. Dance Studies provides both individual and interactive challenges, contributing to personal maturation, social development and spiritual enrichment.

SCOPE

Dance Studies is constructed under the umbrella of choreography or composition. This is to ensure that dance techniques, theories and improvisation are ultimately directed towards the development of the learner's own artistic ideas. In this light, creativity, technical development and self-motivated research are all considered vital elements in the learner's experience of dance education.

Learners will study at least two dance forms. They will select one dance form as their major focus over the three years of Further Education and Training. The choice of this dance form will depend on the learners' interest and the availability of an appropriate teacher for that dance form. The other will be an indigenous dance form to ensure a broad exposure to dances of different cultures.

Dance Studies is designed to integrate dance practice with theory. Learners participate in a wide range of dance experiences. They learn, make and compose dances, and perform, present, produce, critically reflect on and analyse dance works. The intention is to develop well-rounded, critical, creative and thinking dance enthusiasts, to prepare learners for further dance training, and to open up a variety of possible career pathways.

Through studying Dance, learners develop physical mastery, dance vocabulary, techniques and various dance styles, and learn to use their bodies expressively as intelligent communicators of ideas and emotions. Through studying health care for dancers, they learn to use their bodies safely. The appreciation of their own and others' bodies will help to develop an understanding of gender and will identity and encourage learners to regard their bodies as instruments of expression and communication rather than just instruments of sexuality and power.

Since dance tends to be communal and embedded in cultural and other contexts, it provides opportunities for in-depth understanding of social interactions and of cultural diversity. Learners will be encouraged to participate in community dance projects and to engage with social, environmental and other issues of significance through their choreography.

In choreography, learners explore principles of structure and form as well as the mediation of ideas and content through these forms. They explore aspects of choreographic principles as applied by established choreographers and develop their own ideas through creative improvisation. Other aspects that contribute to dance performance and choreography (e.g. technology, music, drama, visual art, design, and photography) are options which could be explored.

The subject Dance Studies encourages critical reflection and reconstructions of history in past and present contexts, locally and internationally. Dance theory further encompasses principles of music as they relate to dance.

Learners will explore event management and marketing. They will be encouraged to be resourceful and entrepreneurial, and to develop initiative in promoting their work. They will explore business and training opportunities and career possibilities.

Recommended dance forms

Acknowledging the cultural diversity in this country, schools can offer various dance forms on the condition that they subscribe to the range of Learning Outcomes and Assessment Standards set out in this document.

These dance forms must be able to contribute to the development of dance in a transformational South Africa for the following reasons:

• It is in keeping with local and global concerns to develop contemporary South African culture.
• It serves the purposes of redress and restoring balance
• It mirrors and reflects an evolving, contemporary South African identity.
• It will encourage the development of South African performances that are meaningful and attractive both locally and internationally.

The following dance forms could be adapted to meet these requirements:

• African dance
• ballroom
• classical ballet
• contemporary dance
• Indian dance
• jazz
• Latin American
• Spanish and
• tap.

EDUCATIONAL AND CAREER LINKS

The Subject Statement for Dance Studies in the National Curriculum Statement Grades 10 &Atilde &#130 &Acirc &shy 12 (General) caters for the following teaching contexts: ordinary secondary schools, technical schools, community centres, clubs and non-formal contexts. It also allows for portability with Further Education and Training institutions.

Learners who have achieved a General Education and Training certificate should have a broad understanding of a range of Arts and Culture disciplines including an introduction to dance. Learners should have acquired some basic dance skills and vocabulary, learned simple dances or dance sequences, and explored the body and design elements through improvisation.

Since Arts and Culture in the General Education and Training band is a new Learning Area, there may be learners coming into Grade 10 with various levels of dance competency some may have quite advanced skills and knowledge, while others will have limited knowledge and few skills. Before accepting learners into the subject for Grade 10, a baseline assessment needs to be conducted to ensure that learners have the aptitude and sufficient enthusiasm to commit to the increased demands of Dance Studies.

Perceptions of Dance as being purely physical and performance-oriented have resulted in limited choices in career pathways and Higher Education options in the past. However, learners who select Dance Studies will be able to pursue a range of Higher Education options. There are many possible career pathways for Dance Studies graduates in cultural studies, performance, production, education, support services, management, research, journalism, the fashion industry, entertainment and tourism.

Suggested subject combinations

Learners should keep possible careers in mind when selecting subject combinations. Table 2.1 identifies a few possible combinations:

Table 2.1 Possible subject combinations involving Dance Studies

LEARNING OUTCOMES

Learning Outcome 1: Create and Present Compositions, Performances and Productions

The learner is able to create and present dance compositions, performances and productions.

This Learning Outcome forms the umbrella under which all the other outcomes converge. Everything in Dance Studies leads towards composition, performance and appreciation of performances.

• Assessment Standards Grade 10
• Assessment Standards Grade 11
• Assessment Standards Grade 12

• Proposed content Grade 10
• Proposed content Grade 11
• Proposed content Grade 12

Learning Outcome 2: Develop Dance Technique and Style

The learner is able to develop practical skills in techniques and styles for dance performance in own dance major.

In this Learning Outcome learners will focus on their selected dance major, developing their physical abilities, technique and dance style.

• Assessment Standards Grade 10
• Assessment Standards Grade 11
• Assessment Standards Grade 12

• Proposed content Grade 10
• Proposed content Grade 11
• Proposed content Grade 12

Learning Outcome 3: Reflect on Dance Theories

The learner is able to reflect on music, dance histories in past and present contexts, and health care.

This Learning Outcome provides theory which interfaces with dance practice.

• Assessment Standards Grade 10
• Assessment Standards Grade 11
• Assessment Standards Grade 12

• Proposed content Grade 10
• Proposed content Grade 11
• Proposed content Grade 12

Learning Outcome 4: Demonstrate Indigenous Dances of Many Cultures

The learner is able to demonstrate skills in and knowledge of cultural dance forms other than own dance major.

This Learning Outcome affords learners the opportunity to learn about other dance forms. All dance learners except African Dance majors are expected to achieve the outcome in African indigenous dances. African Dance majors are expected to achieve the outcome in another dance form of choice.

• Assessment Standards Grade 10
• Assessment Standards Grade 11
• Assessment Standards Grade 12

• Proposed content Grade 10
• Proposed content Grade 11
• Proposed content Grade 12