Sample unit of work
So you think you want to make a video clip?
This sample unit of work provides teaching strategies and learning experiences that facilitate students’ demonstration of the dimensions and objectives of Dance in Practice.
This sample demonstrates:
· organisation and development of a unit that could be used within a course of study
· aspects of the underpinning factors particular to this unit
· a focus for the unit, that outlines a purpose in a particular dance genre (elective)
· identification of the relevant concepts and ideas, and associated subject matter, from the core topics
· a teaching and learning sequence that:
- outlines effective teaching strategies
- supports achievement of the objectives described in the dimensions of this syllabus
- shows alignment between core subject matter, learning experiences and assessment.
Overview
Unit overviewTitle of unit: So you think you want to make a video clip?
Unit description (focus):
This unit explores popular dance as it is used in music video clips. Students will research dance/music video clips from the 1980s to the present day. Specifically, they will investigate and reflect upon key performers and choreographers influential in the development of this mode of production, e.g. Michael Jackson. They will develop technical and expressive skills through the process of learning repertoire, as well as the creative skills necessary for planning and producing a dance/music video clip for a community audience. Students will present an overview of their creative processes and decisions at the conclusion of the project, evaluating the success of the dance/music video clip.
Time allocation:
Unit 3, Semester 2, 55 hours
Identified curriculum from the syllabus
Dimensions and objectivesKnowing and understanding / · recall terminology, concepts and ideas associated with dance
· interpret and demonstrate the technical and expressive skills required for dance genres
· explain dance and dance works
Applying and analysing / · apply dance concepts and ideas through performance and production of dance works
· analyse dance concepts and ideas for particular purposes, genres, styles and contexts
· use language conventions and features to achieve particular purposes
Creating and evaluating / · generate, plan and modify creative processes to produce dance works
· create communications and make decisions to convey meaning to audiences
· evaluate dance works
Electives
· Elective (dance genre) — popular dance
· Dance style — student choice
· Dance context — social, entertainment
Core topics
Core topic 1: Dance performance
Concepts and ideas / Knowledge, understanding and skills
Being a dancer
Dancers are required to develop technical and expressive skills, recognise personal attributes and develop personal dispositions to perform both individually and in groups (C1.1). / · movement components
· non-movement components
· technical skills, including physical capabilities and execution of movement
· expressive skills and interpretive capabilities/qualities
· personal attributes — physical attributes (flexibility, strength, height, condition); musicality
· dispositions — resilience, enthusiasm, persistence, attitude
· rehearsal and ensemble etiquette
· collaborative and cooperation skills
· spatial awareness and knowledge (formations, awareness of others in the space, awareness of audience)
Observing and teaching others
Observing and teaching others are essential skills (C1.2). / · timing, counting, rhythm and understanding musical signatures and structures
· cues, verbal and non-verbal
· deconstructing movement sequences
· demonstration skills
· skill modification
· audience needs and capacities
· instruction, planning, organising and implementing
· goal setting
· observation skills
· safety considerations, including warm-up procedures
· understanding of student cohort (modifying teaching due to age, skills level, context)
Health and safe practices
Healthy and safe preparation and safe rehearsal and performance practices are prerequisites for participation in dance, dance performance and dance teaching (C1.3). / · stretching, warm-up and cool-down
· preparing and maintaining safe dance environments, including clearing the space, appropriate flooring
· safe dance practices, including appropriate clothing, footwear, removal of jewellery, hygiene practices, no unsupervised advanced movement
Core topic 2: Dance production
Concepts and ideas / Knowledge, understanding and skills
Production design and enactment
Differing roles are required to conceptualise and stage dance works. These are often undertaken by a group of people from specialist fields (C2.1). / · production roles in dance include designers (concept, set, costume, lighting, choreographers, sound and lighting engineers and technicians, performers, rehearsal assistants, dance captains, property managers, stage managers (backstage or front-of-house), marketing managers, technicians
· theatrical knowledge and terms explored include terminology and processes involved with production, stagecraft and staging concepts
· technical skills explored include sound and lighting, set design, properties, media (e.g. filming, editing and photography of production)
· planning, managing and promoting dance events:
constructing and modifying timelines, e.g. developing and managing rehearsal schedules
liaising with others (negotiation skills)
marketing and communications
organising spaces and equipment
managing physical, technological and human resources.
· knowledge, understanding and skills developed in Dance can be transferred to other fields, e.g. working in teams, communication skills, production skills, problem-solving skills
Choreographic skills
Choreographers convey meaning to audiences through dance works (C2.2). / · choreographic intent — context (purpose and audience), genre and style
· choreographic theories, approaches and styles
· choreographic and structural devices
· movement and non-movement components
· movement qualities
· dance skills
· musicality and timing
· dance cues
· form
Group work and communication
Effective group dynamics and communication skills are required to create dance works (C2.3). / · cooperative skills, e.g. active listening
· conflict resolution and negotiation skills
· instructional skills
· resource and time management
· reflection and review
· communication skills
Core topic 3: Dance literacies
Concepts and ideas / Knowledge, understanding and skills
Responding to dance information and dance works
The ability to critically engage with information about dance and dance works is needed in order to understand and appreciate dance (C3.1). / · critique genres, e.g. reviews
· informative genres
· key choreographers and influences
· dance works and current trends in productions
· historical influences on dance
· critical reflection on dance works focusing on:
characteristics of dance genres, styles and contexts
dance components and skills
choreographic and structural devices
Dance terminology and language
An understanding of dance terminology and knowledge of dance language is needed to communicate with others about dance (C3.2). / · dance terminology
· stage directions and terminology
· stagecraft and production terminology, including lighting and sound terminology
Dance genres, styles and contexts
Dance genres provide a framework for a way of moving while the context influences the way this movement is constructed and perceived (C3.3). / · dance genres
· dance styles
· dance contexts, including the functions of dance (artistic, social, ritual)
Assessment
Assessment 1: Media releaseAssessment technique / Extended response to stimulus
Dimensions assessed / · Knowing and understanding
recall terminology, concepts and ideas associated with dance
explain dance and dance works
· Applying and analysing
analyse dance concepts and ideas for particular purposes, genres, styles and contexts
use language conventions and features to achieve particular purposes
· Evaluating and creating
create communications and make decisions to convey meaning to audiences
evaluate dance works
Description of instrument
Note:
Highlighted key terms relate to the dimensions / Students:
· view the dance/music video of Michael Jackson’s ‘Thriller’ (C3.1)
· write, using appropriate language conventions and features, a media release for an online teenage dance magazine entitled, Has the dancing in the music video for MJ’s ‘Thriller’ stood the test of time? (C1.1, C2.2, C3.1, C3.2, C3.3). In the media release, students:
analyse and evaluate the success of the choreography, including the movement and non-movement components, compared to the popular dance of today (C1.1, C2.2, C3.1, C3.2, C3.3)
explain and justify decisions by recalling relevant dance concepts and ideas (C1.1, C2.2, C3.1, C3.2, C3.3).
Assessment conditions / Written: 500–800 words
Assessment 2: Manipulating repertoire
Assessment technique / Project:
· Written component
· Performance component
Dimensions assessed / · Knowing and understanding
recall terminology, concepts and ideas associated with dance
interpret and demonstrate the technical and expressive skills required for dance genres
explain dance and dance works
· Applying and analysing
apply dance concepts and ideas through performance and production of dance works
analyse dance concepts and ideas for particular purposes, genres, styles and contexts
use language conventions and features to achieve particular purposes
· Evaluating and creating
generate, plan and modify creative processes to produce dance works
create communications and make decisions to convey meaning to audiences
evaluate dance works
Description of instrument
Note:
Highlighted key terms relate to the dimensions / Written component
Students:
· use journal records to outline the planning and rehearsal process and the production and presentation of the dance/music video clip to the community audience, and to evaluate the dance/music video clip (C2.1, C2.2, C2.3, C3.1, C3.2, C3.3). In their response, they:
- recall and explain the dance concepts and ideas in relation to the theme and intent of the dance/music video clip that relates to the chosen community audience
- explain and analyse decisions made when generating, planning and modifying dance concepts and ideas during the creative processes
- analyse and evaluate the effectiveness of the dance/music video clip production, performance and presentation, especially in terms of the quality of the meaning conveyed to the audience about the popular dance genre and style
- use language conventions and features
create written communication, outlining the success of the dance/music video clip.
Performance component
Students:
· create and perform a dance/music video clip. They:
recall and rehearse the devised choreography, developed from a teacher-devised sequence (C1.1, C1.2, C1.3, C2.3, C3.2, C3.3)
interpret and demonstrate the technical and expressive skills required for the popular dance style (C1.1, C1.2, C1.3, C2.3, C3.3)
apply dance concepts and ideas to perform the dance work for filming and produce a dance/music video clip (C1.1, C1.2, C1.3, C2.1, C2.2, C2.3)
make decisions about the best way to convey meaning to a community audience (C2.1, C2.2, C2.3, C3.1)
present a dance/music video clip to a community audience (C.2.1).
Assessment conditions / · Written component: 400–700 words
· Performance component: 30 seconds–1½ minutes
Teaching and learning sequence
Teaching strategies and learning experiencesNote: Highlighted key terms relate to the dimensions
Linking units and looking forward
Teacher revisits and leads:
· safe dance practices, including warm-up and cool-down (C1.3)
· discussion of group work strategies, reflecting on what worked in Semester 1 and what requires improvement (C2.3)
· personal reflection on what an individual can do better this time (C1.1).
Students:
· recall and reflect on safe dance practices, group work strategies and personal performance strategies (C1.1, C1.2, C1.3).
Introduction to popular dance
Students:
· brainstorm and produce a mind map of the elements of popular dance, including the dance components and skills students identified as being common in current popular dance (C1.1, C3.2, C3.3)
· recall, analyse, discuss and list characteristics of current popular dance techniques, such as popping, locking, isolations, assertive attitude shown through stance, alignment and expressive skills, and differences evident in dynamic qualities of the styles (C1.1, C3.2, C3.3)
· create posters of the information they have gathered, decide how to explain and categorise this information, and then display it accordingly around the classroom/dance space for easy reference (C2.2, C3.2, C3.3)
· view a selection of video clips compiled by the teacher from each decade that are representative of significant performers and choreographers, e.g. Janet Jackson’s ‘Rhythm Nation’, Britney Spears’ ‘Baby One More Time’, Beyoncé’s ‘Single Ladies’ and Sia’s ‘Chandelier’ (C3.1)
· interpret and analyse the movement and non-movement components comparing each of the video clips for similarities and differences (C3.1, C3.2)
· examine and analyse developments in dance/music video clips across eras to identify the themes, purpose, style, context and use of film techniques and elements (C2.1, C3.1, C3.2, C3.3)
· recall and use dance terminology, concepts and ideas to explain their discoveries about the dance genres and styles (C3.2, C3.3).
Learning and understanding popular dance repertoire and creating a dance/music video clip
In small groups, students:
· learn a small section of repertoire from each video clip to interpret and demonstrate the technical and expressive skills exhibited (C1.1, C2.2)
· choose a piece of learnt repertoire to which the group adds 16 counts of choreography applying the style of the original repertoire (C1.1, C2.2)
Each group:
· applies dance concepts and ideas to perform their routines for the other groups, demonstrating the technical and expressive skills required for the chosen genre and style, creating simple dance works to convey meaning to audiences (C1.1, C2.2, C2.3)
· makes decisions about how they will film their choreography, considering the meaning to be conveyed and the film techniques and elements which will be most effective in achieving this (C2.1, C2.2, C2.3)
· creates a basic storyboard to plan their dance/music video clip, following this storyboard to film their dance work (C2.1, C2.2, C2.3)
· evaluates the dance/music video clip of another allocated group (C1.2, C3.1, C3.2).
Assessment 1 — Extended response to stimulus: Assessment preparation
Teacher:
· revisits the characteristics of dance genres and styles identified in introduction (C2.2, C3.2, C3.3)
· consolidates the information developed by students in the introduction activities by recalling dance concepts and ideas to explain dance and dance works (C3.2, C3.3)
· models a dance critique for Madonna’s film clip ‘Vogue’, analysing and evaluating whether the dancing in the music video has stood the test of time, demonstrating the use of language conventions and features (C3.1, 3.2)
· provides reviews of dance works and examples of popular dance magazines to demonstrate how to analyse dance concepts and ideas and evaluate dance works (C3.1).