dance7p&p

= Dance - Grade 7 = = Presentation and Performance =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// ||
 * Prescribed Learning Outcomes
 * rehearse dance for specific performance environments || analyse effects of given performance environment on dance possibilities (e.g., size of performance space, proscenium vs. theatre in the round)

adapt a dance they have created for two or more differing performance environments (e.g., stage, hallway, playground, classroom)

participate consistently and actively in rehearsals of their own and others’ compositions

apply criteria for evaluating the quality of their own and others’ dance work during rehearsal, focussing on:
 * accuracy and clarity of set movement
 * what they liked (or were proud of), and supporting their opinion with details
 * what they would like to change or develop further, and supporting their opinion with details
 * what they learned from the rehearsal

use the rehearsal process to revise their performances on the basis of teacher and self-evaluation ||
 * apply appropriate performance skills in a range of presentations || perform dance, communicating the sense of feeling and mood in the choreography

reproduce set movement with accuracy, clarity, and intensity

demonstrate an ability to engage the audience in their performance [unsure how to make this more assessable]

maintain set focal point during performance

demonstrate appropriate performance energy (e.g., stage presence, projection)

compare performance skills in dance with those of other performing arts or sports (e.g., drama, gymnastics, figure skating, synchronized swimming) ||
 * demonstrate audience etiquette appropriate to a variety of performance situations || list and compare audience etiquette appropriate to specific dance performance situations (e.g., when it’s appropriate to clap along with the music and when it is not, showing appreciation at appropriate times)

demonstrate audience etiquette appropriate to a variety of dance performance situations || Why is this worded differently than the same outcome from Grades 4, 5, 6? || analyse their work and that of their peers based on established criteria, and support their opinion with examples and details, by identifying:
 * analyse work of self and others
 * quality in demonstrating specific performance skills (e.g., accuracy, clarity, and intensity)
 * quality of the choreography in demonstrating specific elements of movement (e.g., bound and free effort qualities, unison and tension)
 * whether or not the work solved the assigned task (e.g., including a clear climax, depicting a theme or topic such as the Olympics or molecular structures)
 * the feeling and mood portrayed
 * what they liked (or were proud of)
 * what they would like to see changed or developed further
 * what they learned from the performance

communicate constructively and respectfully on the efforts and contributions of others in class dance activities ||

||
 * Dance |||||||| **Organisers**
 * **Kindergarten** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 1** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 2** || Creation & Composition || Elements of Dance || Context ||  Presentation & Performance ||
 * **Grade 3** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 4** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 5** ||  Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 6** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 7** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||