DANCE SYLLABUS - Free ZIMSEC & Cambridge Revision Notes ... · Dance Syllabus Forms 1 - 4 1.0...

ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FORMS 1 - 4

2015 - 2022

DANCE SYLLABUS

Curriculum Development Unit and Technical ServicesP.O. Box MP 133Mount Pleasant

Harare© All Rights Reserved

2015

Dance Syllabus Forms 1 - 4

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education would like to acknowledge the following for their valued contribution in the production of this syllabus:

• The National Dance Syllabus Panel• National Arts Council of Zimbabwe (NACZ) • Zimbabwe School Examinations Council (ZIMSEC)• University Representatives • Kwabatsha Dance Company• Cerea Performing Arts • UnitedNationsEducationalScientificandCulturalOrganisation(UNESCO)• United Nations Children’s Fund (UNICEF)

i


ii

CONTENTSACKNOWLEDGEMENTS.................................................................................................................. i

CONTENTS........................................................................................................................................ii

1.0 PREAMBLE................................................................................................................................. 1

2.0 PRESENTATION OF SYLLABUS.............................................................................................. 2

3.0 AIMS............................................................................................................................................ 2

4.0 SYLLABUS OBJECTIVE............................................................................................................ 2

5.0 METHODOLOGY AND TIME ALLOCATION.............................................................................. 2

6.0 TOPICS........................................................................................................................................ 3

7.0 SCOPE AND SEQUENCE.......................................................................................................... 4

8.1 FORM 1........................................................................................................................................ 7

8.2 FORM 2...................................................................................................................................... 14

8.3 FORM 3...................................................................................................................................... 19

8.4 FORM 4..................................................................................................................................... 27

9.0 ASSESSMENT........................................................................................................................... 34

1


1.0 PREAMBLE1.1 Introduction

This Dance Syllabus is for Forms 1 – 4. Dance is a learning area that stimulates creativity, innovation and originality through practical composition and performance which leads to entrepreneurship. It enables learners to understand and appreciate the historical, socio-eco-nomic, political and cultural aspects of aesthetics in the context of Zimbabwean society and that of other cul-tures. Learners from diverse backgrounds and abilities channel their energies into inspiring artistic endeavors through Dance activities that foster creative expression, discipline, collaboration, self-awareness and personal transformation. Learners engaged in Dance, learn to value the literary, oral and cultural traditions of societies, through understanding universal themes such as family, love, religion, struggles and marriage. The study of Dance equips learners with the means to express their own visions and ideas for them to be able to participate actively in their education, community, professional and social lives. The syllabus intends to equip learners with knowledge towards protection of creative works through an understanding and appreciation of Intellectual PropertyRights.Thespecificationsofthissyllabusaimto motivate learners to become independent problem solvers within or without their communities.

1.2 Rationale

Dance is one of the most effective forms of communi-cation which contributes to economic, religious, political and social development of the learner. Dance education provides an opportunity for active participation of learners to explore and express their feelings, tolerance and kinesthetic. Their creative imagination will develop competencies essential for employment creation, entrepreneurship, problem solving, critical thinking and self-discipline. Indigenous Zimbabwean dance equips the learner with a cultural heritage necessary for the continuity of the nation’s values, beliefs, practices. The appreciation of the aesthetic values of dance enables learners to become custodians of their heritage and a more productive citizens

1.3 Summary of Content

The learning area details the knowledge, understanding and competencies that learners are expected to develop throughout the learning cycle in the following areas;

History of Zimbabwean, African, African-Diasporan and Contemporary Dance and Cultural Dimensions; Dance Techniques; Creative Composition and Intellectual Property Law; Artistic Anatomy, Nutrition and Identity; Aesthetic Values and Performance Appreciation; Technology in Dance and Arts Management (Enterprise Skills). This enables learners to be exposed to a wide diversity of Dance programmes which develops excel-lence,originality,confidence,self-identity.

1.4 Assumptions

The Dance syllabus assumes that learners have ac-quired practical dance skills from community activities and the Primary cycle to:

•usetheirbodies,voices,gesturesandsignlan-guage to artistically express themselves

•fuseandcoordinatemovementintoholisticex-pression

•explorethefoundationalelementsandprinciplesof design in dance

•interpretandrespondtodifferentstimuli.•appreciate,compareandassessdanceperfor-

mances•manipulateavailableresourcesintheenvironment

for dance performances

1.5 Cross- Cutting Themes

The Dance learning area will encompass the following cross cutting themes:

•Children’srightsandresponsibilities-Insongtext,dance styles, performance spaces, censorship.

•HumanRights-Insongtext,dancestyles,censor-ship.

•DisasterRiskManagement–DanceHealthandSafety Policy

•FinancialLiteracy–ArtsManagement•Gender,Sexuality,HIVandAIDS-Insongtext,

dance styles, performance spaces, censorship, religious ceremonies.

•CulturalHeritage–HistoryofZimbabweanDance,Intellectual Property Law, Beliefs, Norms and Values.

•Collaboration–Creativecomposition,Exchangeprogrammes

•EnvironmentalIssues–Instrumentproduction,Song text, Costumes and Props making

•ICT–Filming,Recording,Researching,Perform-ing, Networking, Marketing

2


2.0 PRESENTATION OF SYLLABUSThe syllabus is presented as a single document catering for Forms 1 – 4 Secondary Cycle

3.0 AIMSThe syllabus aims to enable learners to:

3.1 develop a range of competencies, knowledge and understanding in Zimbabwean, African, African-Diasporan and Contemporary Dance, embracing historical, cultural, creative, inter-pretative, and analytical aspects of the learn-ing area.

3.2 foster an appreciation of Dance, promoting work ethics, self discipline, Unhu/ Ubuntu, as well as socio - cultural and environmental awareness.

3.3 foster responsible safe ethical use of facilities, materials, methods and technologies.

3.4 develop a sound application of appropriate nutrition and body care.

3.5 establish competencies in Dance technology systems.

3.6 apply knowledge of Intellectual Property Rights.

3.7 demonstrate enterprise skills in the Dance industry

3.8 develop specialization in Dance. 4.0 SYLLABUS OBJECTIVEBy the end of the course, learners should be able to:

4.1 appreciate the nature of Dance as a historical, social, cultural, indigenous and ritualistic art;

4.2 recognize social, environmental, cultural and historicalinfluencesinDance;

4.3 understand the relationship between self and others through Dance;

4.4 use appropriate Dance vocabulary to evaluate performances;

4.5 demonstrate sound knowledge of nutrition, hygiene and grooming in dance;

4.6 acquire enterprise skills in Arts management;

4.7 display competencies in the use of Dance technology;

4.8 attain skills of creating and protecting Dance performance;

4.9 demonstrate an ability to work independently and collaboratively in research and Dance production;

4.10 display competencies and creative skills in communication, time management, critical thinking and problem solving that contribute to lifelong learning through Dance;

4.11 appreciate the relationship between Dance andotherfieldsofknowledge.

5.0 METHODOLOGY AND TIME ALLOCATIONSome of the Learner centered methods and approaches that can be used to learn Dance at Forms 1 – 4 are as follows;

5.1 Methodology

• Experimentation• Research• Music• Storytelling• Groupwork• InteractiveGames• Integratedlearning• Simulation• Resourcemethod• Educationaltrips• Danceexchangeprogrammes• Discussion• Practicaldemonstration• PoemsandRhymes• Puppetry• Roleplay• Animation• Workshops• Improvisation

5.2 Time Allocation

In order to cover the content adequately, Forms 1 - 4 Dance should be allocated 6 forty minute lessons per week.

NB: Time should be allocated for festivals, performances, exchanges and fundraising activities. Each school should set aside 2 by 8 hours for competitions, 2 by 8 hours for festivals per year. Combined community fundraising

3


performance for Form 4 in the second term. Two weeks are allocated for Cultural Exchange and Excursions once per year.

6.0 TOPICSThe syllabus topics are as follows:

6.1 History of Zimbabwean, African, African-Dias-poran and Contemporary Dance

6.2 Dance Techniques6.3 Creative Composition and Intellectual Proper-

ty Law6.4 Anatomy, Nutrition and Identity6.5 Aesthetic Values and Performance Apprecia-

tion6.6 Technology in Dance6.7 Dance Management (Enterprise Skills)

4

Dance Syllabus Forms 1 - 47.

0 S

CO

PE A

ND

SEQ

UEN

CE

7.2

TO

PIC

: 2

DA

NC

E TE

CH

NIQ

UES

7.1

TO

PIC

: 1

HIS

TORY

OF

ZIM

BA

BW

EAN

, AFR

ICA

N, A

FRIC

AN

-DIA

SPO

RA

N A

ND

CO

NTE

M-

POR

ARY

DA

NC

E

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•HistoryofD

anceinZimbabw

e•

Dancegenres

•HistoryofD

anceportfolio

•HistoryofD

anceinSouthernAfrica

•Dancegenres

•HistoryofD

anceportfolio

•HistoryofAfricanandAfrican-Dias-

pora

n D

ance

•Dancegenres

•HistoryofD

anceportfolio

•HistoryofC

ontemporary

Dan

ce: Z

imba

bwe

and

the

Wor

ld.

•Dancegenres

•HistoryofD

anceportfolio

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•IndigenousdancesinZimbabw

e•

Dancetechniqueportfolio

•IndigenousdancesinS

outhernAfrica

•Dancetechniqueportfolio

•DancesinAfricaandtheAfri-

can-

Dia

spor

a •

Dancetechniqueportfolio

•Dancehybridity

•Dancetechniqueportfolio

5


3 TO

PIC

: 3

CR

EATI

VE C

OM

POSI

TIO

N A

ND

INTE

LLEC

TUA

L PR

OPE

RTY

LAW

7.4

TOPI

C: 4

A

NAT

OM

Y, N

UTR

ITIO

N A

ND

IDEN

TITY

7.5

TO

PIC

: 5

AES

THET

IC V

ALU

ES A

ND

PER

FOR

MA

NC

E A

PPR

ECIA

TIO

N

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•MusicalAccom

paniment:

- M

usic

ele

men

ts-

Inst

rum

enta

tion

•Scripting:

- Th

emes

•

CreativePo

rtfolio:

- Fo

lklo

re s

ongs

com

posi

tions

•MusicalAccom

paniment:

- In

stru

men

tatio

n •

MusicalNotation

•Choreography

•CreativePo

rtfolio:

- So

ng a

nd d

ance

•MusicalAccom

paniment:

- Pe

rcus

sive

inst

rum

ent

- C

ostu

me

desi

gn•

Scripting:

- Ad

apta

tion

•Choreography

•CreativePo

rtfolio:

- Pe

rcus

sive

inst

rum

ent m

akin

g

•MusicalAccom

paniment:

- In

stru

men

tal v

aria

tions

-

soun

d e

quip

men

t•

Choreography

•IntellectualPropertyLaw

•IntellectualPropertyLaw

Po

rtfol

io

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•TheBo

dy:

- Sk

elet

al S

truct

ure

- R

espi

rato

ry S

yste

m•

Identity

•Hygiene

•An

atom

y,nutritionandidentityportfolio

•Ph

ysiotherapyandrehabilitation

•Hygieneandgroom

ing

•An

atom

y,nutritionandportfolio

•NutritionandDiet

•Exerciseregimes

•Identity

•An

atom

y,nutritionandidentityportfo-

lio

•HealthandS

afety

•EtiquetteinD

ance

•An

atom

y,nutritionandportfo-

lio

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•Pe

rformanceappreciation

- At

tach

men

t of m

eani

ng

•Pe

rformanceappreciationportfolio

•Pe


- C

hara

cter

izat

ion

and

dial

ogue

•Pe

rformanceappreciationportfolio

•Pe

rformanceandaestheticapprecia-

tion

- Sy

mbo

lic im

pres

sion

s•

Performanceappreciationportfolio

•Pe

rformanceandaesthetic

appr

ecia

tion

- El

emen

ts o

f pro

duct

ion

•Pe


portf

olio

6


6

TOPI

C: 6

T

ECH

NO

LOG

Y IN

DA

NC

E

7.7

TO

PIC

: 7

DA

NC

E M

AN

AG

EMEN

T (E

NTE

RPR

ISE

SKIL

LS)

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•TechnologyinDance:

- S

ketc

hes

•Productiondesignportfolio

•TechnologyinDance:

- St

age

prop

s•

Stagepropsportfolio

•Technicalstagedesign

•Technicalstagedesignportfolio

•TechnicaldesignProject:

-

Perfo

rman

ce•

Technicalstagedesignport-

folio

FOR

M 1

FOR

M 2

FOR

M 3

FOR

M 4

•DanceAdm

inistration

•StructuresandstylesofManagem

ent

•En

terpriseskills

•DanceManagem

entportfolio

•DanceProjectPlanningandManage-

men

t:-

Stra

tegy

layo

ut p

lan

•En

terpriseskills

•DanceManagem

entportfolio

•DanceProjectPlanningandManage-

men

t:-

Leg

al A

dmin

istra

tion

- M

arke

ting

•En

terpriseskills

•ArtsManagem

entportfolio

•DanceProjectPlanningand

Man

agem

ent:

- Pr

oduc

tion

Logi

stic

s•

Enterpriseskills

•DanceManagem

entportfolio

7


0 C

OM

PETE

NC

Y M

ATR

IX

8.1

FOR

M 1

8.1.

1. H

ISTO

RY O

F ZI

MB

AB

WEA

N, A

FRIC

AN

, AFR

ICA

N-D

IASP

OR

AN

AN

D C

ON

TEM

POR

ARY

DA

NC

E

TOPI

CLE

AR

NIN

G O

BJE

CTI

VES:

lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

A

ND

NO

TES

RES

OU

RC

ES

His

tory

of

Dan

ce in

Zi

mba

bwe

Dan

ce g

enre

s

His

tory

of

Dan

ce p

ort-

folio

•identifyZimbabw

eanDances

•classifyZimbabw

eanDancesaccord

-in

g to

pur

pose

•tracethedevelopm

entofDance

genr

es i

n Zi

mba

bwe

•compileanIndigenousZimbabw

ean

danc

e R

esea

rch

Por

tfolio

on

a da

nce

form

of i

nter

est o

utsi

de th

eir l

ocal

com

-m

unity

.

•IndigenousZimbabw

ean

danc

es-

Origin

- Fu

nctio

n-

Form

atio

n -

Seas

on-

mus

ic•

Sacredandnonsacred

danc

e fo

rms

•Influencesonindigenous

danc

e fo

rms

•ResearchPo

rtfolio

•Listingindigenousgroupsandtheir

danc

e fo

rms

•CategorisingIndigenousdanceforms

acco

rdin

g to

pur

pose

•Dem

onstratingthedancegenres

•Exhibitingrelatedcomponentswithin

the

dan

ce fo

rms

•ResearchingonIndigenousDance

form

s

•Resourcepersons

•Referencebooks

•Nationalarchives

•VideoclipswithCap

-tio

ns

•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbook

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

•HistoricalW

ebsites

8


1.2.

DA

NC

E TE

CH

NIQ

UES

TOPI

CLE

AR

NIN

G O

BJE

CTI

VES:

lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

A

ND

NO

TES

RES

OU

RC

ES

Indi

geno

us

Dan

ces

in

Zim

ba-

bwe

•identifydifferentindigenousethnic

grou

ps in

ord

er to

det

erm

ine

the

ethn

ic

char

acte

ristic

s an

d rh

ythm

.•

comparesacredandnonsacred

danc

e fo

rms

•demonstratenormsandvaluesof

indi

geno

us d

ance

s in

Zim

babw

e

•RelevantIndigenousethnic

grou

ps s

uch

as:

- Ko

reko

re-

Zezu

ru-

Man

yika

- N

debe

le-

Kara

nga

- Ka

lang

a-

Nam

bya

- To

nga

- Ve

nda

- So

tho

•

EthicCharacteristics

•Gender,Se

xuality,H

IV&

AID

S in

dan

ces

•MusicandR

hythm

•TechniquesofSa

credand

Non

-sac

red

Dan

ce s

tyle

s•

Sacr

ed D

ance

sN

debe

le –

Isits

hiki

tsha

, Am

ant-

shom

ane

Kalanga–Am

ajukwa,Ihosana

Tong

a –

Mpa

nde,

Bun

tibe

Kara

nga

– M

hand

e, B

iraZe

zuru

– H

umbe

kum

be, D

an-

dand

aKo

reko

re –

Chi

nyam

usas

ure,

Ka

tekw

eM

anyi

ka –

Chi

dzim

baBu

dya

– Ts

otsa

•Playinginstrumentsandrhythmfor

specificdance

•Pe

rformingdancesequencesshow

-in

g di

ffere

nces

bet

wee

n sa

cred

and

no

n-sa

cred

dan

ce fo

rms

•Pe

rformingDancestyles

•Resourcepersons

•Liveshows/performances

•VideoClips

•Referencebooks

•Nationalarchives

•VideoclipswithCaptions

•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbook

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

•HistoricalW

ebsites

•Flashcards

9


1.2.

DA

NC

E TE

CH

NIQ

UES

8.1.

3 C

REA

TIVE

CO

MPO

SITI

ON

S A

ND

INTE

LLEC

TUA

L PR

OPE

RTY

LAW

TOPI

CLE

AR

NIN

G O

BJE

CTI

VES:

lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

A

ND

NO

TES

RES

OU

RC

ES

Indi

geno

us

Dan

ces

in

Zim

babw

e

•Non-SacredDances

Nde

bele

– U

kum

ekez

a, In

dlam

uKa

lang

a –

Amab

hiza

Nam

bya

– N

sum

bule

Tong

a –

Bunt

ibe

Kara

nga

– C

hiny

ambe

ra, M

ba-

kum

baSh

anga

ni –

Muc

hong

oyo

Zezu

ru –

Mbe

nde,

Cho

koto

Kore

kore

– D

inhe

Man

yika

– S

hang

ara

Budy

a –

Ngo

roro

mbe

•Recordingadancestylefortheport-

folio

Dan

ce

Tech

niqu

e Po

rtfol

io

•compileaDanceTechniqueportfolio

on a

Dan

ce s

tyle

of

thei

r cho

ice

Dan

ce T

echn

ique

Por

tfolio

- D

ance

sty

les

•Recordingadancestylefortheport-

folio

TOPI

CLE

AR

NIN

G O

BJE

CTI

VES:

lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

A

ND

NO

TES

RES

OU

RC

ES

Mus

ical

•

applybasicmusicelementstothe

mak

ing

and

per

form

ance

of d

ance

•Instrumentation

- vo

cals

- vo

cabl

e-

clap

ping

- pe

rcus

sive

inst

rum

ents

•Com

posinginstrumentalm

usicpiec-

es fo

r dan

ce s

tyle

s to

cre

ate

desi

red

supp

ort.

•Electronicmedia

•Recordingequipment

•Instruments

10


TOPI

CLE

AR

NIN

G O

BJE

CTI

VES:

lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

A

ND

NO

TES

RES

OU

RC

ES

•createdancestylesusingim

provisa-

tion

•presentarepertoireofdancemove-

men

t voc

abul

ary

Basi

c m

usic

ele

men

ts-

rhyt

hm-

mét

er-

acce

nts

- tim

e-

pitc

h -

tone

•Methodsofimprovisation

•Improvisingdancestylesandinstru

-m

enta

tion

•Dem

onstratingartisticexpressionsin

crea

ted

danc

es

•Drawings

•Graphs

•DanceNotations

•ElectronicMedia

•Internet

Scrip

ting

•recordpersonalm

ovem

entpatterns

and

phra

ses

usin

g a

varie

ty o

f met

h-od

s.

•Developmentofthem

e-

them

eidentification

- st

oryl

ine

- co

stum

ing

and

pro

ps-

inst

rum

enta

tion

- dy

nam

ics

- fo

rms

- m

ovem

ent p

atte

rns

such

as

draw

ings

, gra

phs

- vo

cabu

lary

•Developingthem

esforselected

danc

e st

yles

.•

Creatingstorylinesbasedon

them

es.

•Presentingrepertoiresofdance

mov

emen

t voc

abul

ary.

•Recordingmovem

entpatternsusing

a va

riety

of m

etho

ds.

•Designingcostumesandpropsfor

crea

ted

wor

ks

Cre

ativ

e Po

rtfol

io•

createafolkloresongcom

position

portf

olio

•Creativeportfolio

•Creatingaportfolioforfolkloresong

com

posi

tion

8.1.

3 C

REA

TIVE

CO

MPO

SITI

ON

S A

ND

INTE

LLEC

TUA

L PR

OPE

RTY

LAW

11


TOPI

CLE

AR

NIN

G O

BJE

CTI

VES:

lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

A

ND

NO

TES

RES

OU

RC

ES

The

Bod

y - Sk

elet

al

Stru

ctur

e an

d M

uscl

e

Groups

•Describehumananatomyinrelationto

danc

e•

TheBody

- Sk

elet

al s

truct

ure

- Sk

elet

al m

uscl

es a

nd o

ther

m

uscl

e g

roup

s

•Identifyingm

usclegroupsfrom

de

taile

d d

iagr

ams

on

ana

tom

ic

stru

ctur

e•

Nam

ingmainbonesofactivelim

bs•

demonstratingmotorandsensory

co-o

rdin

atio

n o

f the

hum

an b

ody

•ReferenceB

ooks

•Internet

•Videofootage

•Resourceperson

•BrailleBooks

•Com

puterandP

rojector

Res

pira

tory

Sy

stem

•outlinetherespiratorystructure

•BreathingM

echanism

•VocalMechanism

•Drawingtherespiratorysystem

stru

ctur

e•

Breathingexercises

•Practisingvocalexercises

Zim

babw

ean

Iden

tity

in

Dan

ce

•defineselfidentityinDance

•describeindigenousculturalidentityin

Dan

ce•

comparethem

ultipledimensionsof

a Zi

mba

bwea

n co

mm

unity

•Pe

rsonalidentity(conceptof

self)

•Groupidentity

•Historyofculturalimageof

Zim

babw

ean

indi

geno

us

grou

ps

•Drawingpicturesofoneselfinrela

-tio

n to

fam

ily a

nd s

ocia

l stru

ctur

es•

Com

paringdifferentaspectsof

indi

geno

us Z

imba

bwea

n s

ocia

l gr

oups

Hyg

iene

•identifyhygienepracticesforadancer

•explainhygienepractices

•Hygiene

•Listinghygienepracticesforadancer

•Discussingtheimportanceofthe

danc

er’s

hyg

iene

Anat

omy,

N

utrit

ion

and

Iden

tify

Portf

olio

•createananatom

yandnutritionPo

rtfo-

lio•

Anatom

y,NutritionandIdenti-

ty P

ortfo

lio-

im

ages

; ske

tche

s-

re

sear

ch n

otes

•Com

pilinganatom

yandHealthPort-

folio

8.1.

4 A

NAT

OM

Y, N

UTR

ITIO

N A

ND

IDEN

TITY

12


1.5

AES

THET

IC V

ALU

ES A

ND

PER

FOR

MA

NC

E A

PPR

ECIA

TIO

N

8.1.

6 T

ECH

NO

LOG

Y IN

DA

NC

E

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Perfo

rman

ce

appr

ecia

-tio

n-

Atta

ch-

men

t of

mea

ning

•identifytheelem

entsofdanceperfor-

man

ce•

describeelem

entsofdance

•attachmeaningtodanceelem

ents

•Elem

entsofdanceproduc-

tion

- co

stum

es-

light

ing

- pr

ops

- ve

nue

- m

ovem

ent

•An

alysingelementsofdancepro-

duct

ion

•discussingelementsofdanceper

-fo

rman

ce•

Describingmeaningsofdanceele

-m

ents

•Videowithcaptions

•Referencebooks

•Magazines

•Internet

•Film

•Resourceperson

•Props

•Costume

•TalkingBo

oks

Perfo

rman

ce

appr

e-ci

atio

n po

rtfol

io

•createappreciationportfolio

•Pe

rformanceAppreciation

Portf

olio

-

Imag

es a

nd re

ports

•Developingappreciationportfolio

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Tech

nolo

gy

in D

ance

; -

Con

-ce

ptua

l de

sign

: Sk

etch

es

•Definestage,lighting,costumeand

soun

d te

chno

logy

•

describestage,lightingandsound

tech

nolo

gy•

dem

onstratetheconceptualdesign

proc

ess

for d

ance

•designaproductionusingDancetech

-no

logy

.

•Dancespace

•Pe

rformances

•DigitalTechnology

•Stageequipm

ent

•ConceptualD

esignProcess

•Cultureandcostumedesign

- Tr

aditi

onal

con

stum

e/ li

very

-Ba

tik,Java,Tieanddye

•WatchinglivePe

rformances

•Makingem

ergencyprofilekits

•VisitingDanceresourcecentres

•Ap

plyingConceptualD

esign

•Drawingdesignsketches

•Undertakinggallerywalk

•Com

pilingaTechnology

•DanceSpace

•Costumes

•Make-upKits

•CD/DVD

players

•Projectorandscreen

•ReferenceBooks

•ResourcePe

rsons

•DesignStudios

13


1.7

DA

NC

E M

AN

AG

EMEN

T (E

NTE

RPR

ISE

SKIL

LS)

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

- D

ance

Ad

min

is-

tratio

n-

Stru

c-tu

res

and

styl

es o

f m

anag

e-m

ent

- E

nter

-pr

ise

skills

•statedifferentrolesandfunctionsof

pers

onne

l in

Dan

ce c

ompa

nies

.•

IllustrateDancecom

panyorgano-

gram

s.•

setupaDancecom

panywithinthe

scho

ol.

•RolesandFunctionsofD

ance

pers

onne

l-

Cho

reog

raph

er/D

irect

or

- Pr

oduc

tion

desi

gner

- Pr

oduc

tion

writ

er-

Cos

tum

e de

sign

er-

Ligh

t eng

inee

r-

Set d

esig

ner

- So

und

engi

neer

•Managem

entstructureofa

Dan

ce c

ompa

ny

•Identifyingdifferentrolesplayedby

man

agem

ent p

erso

nnel

in D

ance

co

mpa

nies

•Discussinghowdifferentrolesrelate

and

com

plem

ent e

ach

othe

r.•

DrawingaDancecom

panyorgano-

gram

•FormingaDancecom

pany

•Relevantreferencebooks

•Internet

•Videoclipswithcaption

•CD/DVD

Player

•Resourcepersons

•Artsmanagem

enttoolkit

•Electronicmedia

•Cam

eras

•Recorders

•Cam

corders

Mar

ketin

g•

definemarketing

•marketaDanceperformance

•Dancecom

panystructure

•Com

panysetup

•Definingmarketing

•Writingmarketingplanfortheperfor-

man

ce•

Carryingoutm

arketingresearchfor

the

perfo

rman

ce•

Designingposters,tickets,videoand

audi

o cl

ips

for a

dver

tisin

g•

Sellin

gticketsfortheperformance

- D

ance

M

an-

agem

ent

Portf

olio

•createD

anceM

anagem

entP

ortfolio

•Marketingplan

•Marketingresearch

•Ad

vertising

- Vi

deo

clip

s-

Tick

ets

,Pos

ters

-Fliers,Jingles

•DanceManagem

entP

ortfolio

deve

lopm

ent

•DevelopingDanceManagem

ent

Portf

olio

s fo

r the

ir D

ance

com

pany

14


2 FO

RM

2

8.2.

1 H

ISTO

RY O

F ZI

MB

AB

WEA

N, A

FRIC

AN

, AFR

ICA

N-D

IASP

OR

AN

AN

D C

ON

TEM

POR

ARY

DA

NC

E

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

His

tory

of

Dan

ce in

So

uthe

rn

Afric

a

•identifysongs,rhythmsanddancesin

Sout

hern

Afri

ca•

classifySouthernAfricandancesac

-co

rdin

g to

pu

rpos

e

•Developmentofdancetrends

and

patte

rns

in S

outh

ern

Afric

a fro

m p

re-c

olon

ial t

o th

e pr

esen

t per

iod

- m

usic

al i

nstru

men

ts-

Mas

quer

ades

- H

isto

rical

eve

nts

- Sa

tires

- Pr

aise

per

form

ance

s -

Ritu

alis

tic d

ance

per

form

anc-

es

•So

ciohistoricalevents

•ResearchingonDanceformsindif-

fere

nt h

isto

rical

and

cul

tura

l con

text

s in

Sou

ther

n Af

rica

•ListingSo

uthernAfricansocieties

and

thei

r dan

ce fo

rms

•CategorisingSo

uthernAfricadance

form

s ac

cord

ing

to p

urpo

se•

Illustratingthedancegenresfrom

Sout

hern

Afri

ca•

Performingoneofthevariousforms

of D

ance

in S

outh

ern

Afric

a

•Resourcepersons

•Referencebooks

•Nationalarchives


•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbooks

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

•Dancewebsites

Dan

ce

genr

es•

tracethedevelopm

entofDance

genr

es i

n So

uthe

rn A

frica

•HistoryofdanceP

ortfolio

-

rese

arch

not

es-

pi

ctur

es-

vi

deo

clip

s

•ResearchingonSo

uthernAfrica

Dan

ce fo

rms

•UndertakingEducationaltrips

His

tory

of

dan

ce

portf

olio

•compileaSouthernAfricandance

Res

earc

h P

ortfo

lio o

n da

nce

form

s of

in

tere

st.

•Com

pilingahistoryforD

ance

Portf

olio

15


2.2

DA

NC

E TE

CH

NIQ

UES

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Indi

geno

us

danc

es in

So

uthe

rn

Afric

a

•identifyindigenousgroupsinSouthern

Afric

an c

ount

ries

•illu

strateknowledgeoftheethnicchar-

acte

r rol

es in

indi

geno

us d

ance

and

re

late

d in

dige

nous

son

gs•

exhibitthedifferencebetweenrelated

Zim

babw

ean

and

Sout

hern

Afri

can

Dan

ces

•OriginofindigenousSo

uthern

Afric

an d

ance

s•

Characterrolesinindigenous

danc

e•

Indigenoussongsandmusi-

cal a

ccom

pani

men

t•

Sacred,non-scaredandcom

-m

unity

dan

ce fo

rms

foun

d in

Zim

babw

e an

d So

uthe

rn

Afric

a su

ch a

s:-

Moz

ambi

que

Nyu

ngw

e - M

afuw

e

Ya

o -

Mak

way

ela

Xits

hang

ana-

Muc

hong

oyo

- B

otsw

ana

Sets

wan

a –

Seta

pa-

Zam

bia

Che

wa

- Chi

mut

ali

- Af

rican

trad

ition

al c

erem

o-ni

es s

uch

as:

- M

arria

ge c

erem

onie

s-

Rite

of p

assa

ge(g

ende

r, se

xu-

ality

and

HIV

/AID

S

•Dem

onstratingSouthernAfrican

indi

geno

us d

ance

sty

les

•Playingrhythm

sandinstrumentals

•PresentingAu

diovisualcaptionsof

danc

es•

Discussingthesimilaritiesanddif-

fere

nces

bet

wee

n Zi

mba

bwea

n an

d So

uthe

rn A

frica

n sa

cred

and

non

- sc

ared

, soc

ial a

nd c

omm

unity

dan

ce

form

s•

MergingSouthernAfricanindigenous

mus

ic a

nd d

ance

tech

niqu

es

•Pe

rformingdifferentindigenousdanc-

es in

Zim

babw

e an

d So

uth

Afric

a

•DanceSpace

•Lights

•So

undandAu

dioInstru

-m

ents

•Videofootage

•Resourcepersons

•Liveperformance

•Referencematerial

•Internet

•Cam

eras

•Voicerecorder

•MP4

recorder

Perfo

rman

ce

portf

olio

•compileaperformance

Por

tfolio

on

a

pre

ferre

d So

uthe

rn

Afri

can

danc

e

G

enre

•Pe

rformanceportfolio

-

Audi

o an

d vi

deo

foot

age

and

othe

r rel

evan

t mat

eria

l

•Docum

entingaSo

uthernAfrican

Dan

ce g

enre

16


2.3

C

REA

TIVE

CO

MPO

SITI

ON

S A

ND

INTE

LLEC

TUA

L PR

OPE

RTY

LAW

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Mus

ical

•

Createmusicthroughimprovisation

•Ap

plybasicmusicelementstothe

mak

ing

and

perfo

rman

ce o

f dan

ce

•Instrumentation

- Vo

cals

- Vo

cabl

es

- C

lapp

ing

- pe

rcus

sive

•composingmusicaccom

panimentfor

crea

ted

danc

es•

improvisingdancestylesandinstru

-m

enta

tion

•demonstratingartistic

•relevantbooks

•resourcepersons

•internet

•recordingequipm

ent

Mus

ical

N

otat

ion

•writerhythm

sforpercussiveinstru

-m

ents

•interpretrhythm

throughclapping,

stam

ping

•composesongstoaccom

panycreated

danc

es•

performdifferentdancegenres

•rhythm

icnotation

- cr

otch

ets

- qu

aver

s-

sem

iqua

vers

- do

tted

not

es-

mel

ody

nota

tion

- vo

ice

and

inst

rum

ents

•Writingrhythm

sforpercussiveinstru

-m

ents

•

Notatingrhythm

sofknowndance

styl

es

•Interpretingnotatedrhythm

sforper-

form

ance

•Com

posingsongsfordanceaccom

-pa

nim

ent

•Recordingcreateddanceworks

•Electronicmedia

chor

eogr

a-ph

y•

applychoreographicprinciplestocre

-at

e da

nces

•relatecreatedim

provisedworksto

exis

ting

danc

e st

yles

•choreography

- D

imen

sion

s of

spa

ce

- Se

quen

ce

- Fo

rmat

ion

- C

oord

inat

ed rh

ythm

ic m

ove-

men

ts

•Choreographingdancestylestocre

-at

e de

sire

d m

eani

ng.

•Dem

onstratingdifferentchoreo-

grap

hed

danc

e g

enre

s•

Creatingworksthroughimprovisation

•Designingdancesequencesthat

use

esta

blis

hed

danc

e s

tyle

s or

ge

nres

•Instructingthemovem

entandphras

-es

of c

reat

ed w

orks

to p

eers

Cre

ativ

e Po

rtfol

io•

compileasonganddancecom

posi

-tio

n po

rtfol

io•

SongCom

position

•Arrangem

ent

•Improvisation

•Com

posingsongsforthecreative

portf

olio

. Cho

reog

raph

ing

dan

ces

•Improvisingdancesfordistinctper

-so

nal i

nten

t

17


2.4

AN

ATO

MY

AN

D N

UTR

ITIO

N

8.2.

5 A

ESTH

ETIC

VA

LUES

AN

D P

ERFO

RM

AN

CE

APP

REC

IATI

ON

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Nut

ritio

n

and

Die

t•

identifyfoodgroups

•outlineim

portanceoffoodgroups

•explainnutritionalvalue

•planadietforadancer

•NutritionandD

iet

•Foodgroupssuchas:

- Pr

otei

ns ,v

itam

ins

•Ba

lanceddiet

•Statingfoodgroups

•Describingnutritionalvaluesof

diffe

rent

foo

d g

roup

s•

Discussingnutritionalvalues

•Se

ttingupexhibitiononfoodgroups

•Discussingeatinghabitsforadancer

•Planningamealforadancer

•Videoswithcaptions

•Internet

•TalkingBooks,R

esource

pers

ons

•Ram

ps.M

P4Recorders

•Internet’R

elevantm

aga-

zine

s

Exer

cise

re

gim

e•

identifydifferentexercisesfordanc-

ers

•describethebenefitsofthedifferent

exer

cise

s •

demonstratethedifferentexercises

for

danc

ers

•Ph

ysicalconditioning

- Vo

cal a

ccom

pani

men

t -

Con

cent

ratio

n e

xerc

ises

- W

arm

up

-Ph

ysicalfitness

•Statingdifferentexercisesfordanc

-er

s•

Discussingbenefitsofexercisesto

danc

ers

•Pe

rformingdifferentexercises

•Openspace

•ReferenceB

ooks

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Perfo

rman

ce

appr

ecia

tion

- cha

ract

eri-

zatio

n- d

ialo

gue

•describecharacterizationanddialogue

in a

dan

ce d

ram

a•

attachmeaningtocharacterization

and

dia

logu

e in

a d

ance

•Danceinterpretation,C

harac-

ter r

epre

sent

atio

n in

a d

ance

-Characterportrayal,profile

- D

ialo

gue,

Voc

abul

ary

-Pu

nctuation,Interjections

- co

nver

satio

ns

•Describecharactersinperformance

•Assessingtheappropriatenessof

dial

ogue

and

cha

ract

eriz

atio

n in

a

danc

e pe

rform

ance

•Dem

onstratingcharactersanddia

-lo

gue

in a

dan

ce p

erfo

rman

ce

•Videowithcaption

•ReferenceB

ooks

•Magazines,Internet

•Films,Resourceperson

•Props.Costumes

•TalkingBo

oks,Ram

ps

Perfo

rman

ce

appr

ecia

tion

portf

olio

•compileaperformanceappreciation

portf

olio

•Pe


portf

olio

Dev

elop

ing

a p

erfo

rman

ce a

ppre

ciat

ion

portf

olio

18


2.6

TEC

HN

OLO

GY

IN D

AN

CE

8.2.

7 D

AN

CE

MA

NA

GEM

ENT

(EN

TER

PRIS

E SK

ILLS

)

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Tech

nolo

gy

in D

ance

•interpretascriptintoatechnicalsketch

•Script

•DanceSpace/S

tage

•LightingTechnology

•Make-upapplication

•Costumeproduction

•So

undTechnology

•New

Media

•Readingscripts

•An

alyzingscripts

•WatchinglivePe

rformances

•VisitingDanceresourcecentres

•Recording,editingpackagingvideos,

phot

ogra

phy

•DanceSpace

•Lights

•So

undandAu

dioInstru

-m

ents

•Cam

eras/S

martphones/

ipad

•CD/DVD

players


Tech

nolo

gy

Des

ign

portf

olio

•developaPo

rtfolioonTtechnology

Des

ign

Portf

olio

on

Mod

el D

esig

n-v

ideo

clip

s-s

crip

ts-d

esig

n sk

etch

es

•DevelopingaTechnologyDesign

Portf

olio

•VideoClipswithcaptions

•Graphics

•Com

puters

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce

project

plan

ning

and

m

anag

e-m

ent:

stra

tegy

pla

n la

yout

•defineDanceprojectplanningand

man

agem

ent

•prepareaDanceProjectPlan

•compileaneventschedulesheet

•outlinethestepstobedonetoim

ple-

menttheproject

•DanceProjectPlanning

•Tasklist

•Eventtimelinechecklist

•Programmingandcoordina

-tio

n

•ExplainingDanceprojectplanning

•ResearchingonDanceprojects

•OutliningaDanceprojectplanning

proc

ess

•Financialresources

•CD/DVD

Player,


•Braillemachine

•Au

diotaperecorders

•Talkingcalculator

•Largeprintbooks

•JAWSsoftw

are

•Resourceperson

•Dancemanagem

enttool

kit

19


2.7

DA

NC

E M

AN

AG

EMEN

T (E

NTE

RPR

ISE

SKIL

LS)

8.3

FOR

M 3

8.3.

1 H

ISTO

RY O

F ZI

MB

AB

WEA

N, A

FRIC

AN

, AFR

ICA

N-D

IASP

OR

AN

AN

D C

ON

TEM

POR

ARY

DA

NC

E

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Cyc

les

of

project

plan

ning

and

m

anag

emen

t

•identifypotentialcostandincomeof

theproject

•useprojectimplem

entationstrategies

•Bu

dgeting

•Ap

plyingprojectim

plem

entation

stra

tegi

es

Ente

rpris

e sk

ills-

Mar

ket

rese

arch

, Bu

dget

ing

•exam

inebasicmarketingskillsofsup

-pl

y, d

eman

d an

d pr

icin

g•

EnterpriseSkills

•Marketresearch

•Bu

dgeting,Adm

inistration

•Planningandproduction

•Discussingmarketingskills

•Drawingupabudget

Dan

ce

man

agem

ent

portf

olio

•developaDanceM

anagem

entP

ortfo

-lio

•DanceManagem

entP

ortfoli-

os•

DevelopingaDanceManagem

ent

Portf

olio

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

His

tory

of

Afric

an

Dan

ce

•identifyAfricanDancepatterns

•AfricanDancetrends

•Pre-colonialdanceforms(ritu

-al

, cel

ebra

tion,

pro

test

dan

ce)

such

as:

- M

bend

e-

Isits

hiki

tsha

- m

hand

e

•ResearchingonAfricanDanceforms

•Resourcepersons

•Referencebooks

•Journals

20


3.1

HIS

TORY

OF

ZIM

BA

BW

EAN

, AFR

ICA

N, A

FRIC

AN

-DIA

SPO

RA

N A

ND

CO

NTE

MPO

RA

RY D

AN

CE

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

•Colonialdanceforms(chimurenga/um

-vu

kela

) pro

test

dan

ces

such

as:

-

Kong

onya

- In

gquz

u-

Gum

bootdance

- Ka

lela

/Ben

arin

oti

-Jerusarema

•Nationalarchives

•Videoclips


•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbook

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

•Dancewebsites

His

tory

of

Afric

an –

di

aspo

ran

danc

e

•identifyAfricandiasporandanceforms

•Po

st-colonialdanceforms

such

as:

•So

uthAfricaPa

ntsula

•USA

- Br

eak

danc

e,-Jitterbug

•Cuba/brazil

- R

hum

ba,

- M

ambo

- C

ha c

ha c

ha-

Sam

ba,

- M

eren

gue

•Watchingvideosandrelatedmaterial

on A

frica

n-D

iasp

oran

Dan

ce•

DevelopingaResearchPo

rtfolio

His

tory

of

Afric

an a

nd

Afric

an

Dia

spor

an

danc

e po

rtfol

io

•compileahistoryofdanceresearch

portf

olio

•Researchportfolio

- D

ocum

enta

tion

- Fi

lling

•Developingaresearchportfolioon

hist

ory

of A

frica

n an

d Af

rican

dia

spo-

ran

danc

e

21


3.2

DA

NC

E TE

CH

NIQ

UES

8.3.

3

CR

EATI

VE C

OM

POSI

TIO

NS

AN

D IN

TELL

ECTU

AL

PRO

PER

TY L

AW

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce s

tyle

s in

Afri

ca

and

Afric

an

Dia

spor

a

•Practicedanceformationsfrom

Africa

and

Afric

an d

iasp

oran

•NorthAfricanDancestyles

such

as:

- E

gypt

– B

elly

Dan

ce•

WestAfricanDances

-

Nig

eria

– Ig

bu

danc

es-

Yo

ruba

dan

ces

•AfricanDiasporanDance

such

as:

-O

rishadances

-U

SA–BreakdanceJitterbug

- C

uba/

Braz

il-

R

umba

, Mam

bo, C

ha c

ha

cha

S

amba

, Mer

engu

e•

Traditionalinstrumentsand

mod

ern

inst

rum

ents

•Collectingandwatchingvideofoot

-ag

e of

Afri

can

and

Afric

an-D

iasp

oran

D

ance

sty

les

•Pe

rformingdanceformationsfrom

Af

rica

and

Afric

an d

iasp

oran

dan

ce

styl

es•

Masteringsongsandrhythm

sofvar

-io

us A

frica

n an

d Af

rican

-Dia

spor

an

danc

e st

yles

•Videocamera

•Recordedmusic

•Internet

•LivePerformance

•Resourcepersons

•Archivedfootages

•Com

puter

•Sm

artphone/Tablet

•Mem

oryCards/Flashstick

Perfo

rman

ce

Portf

olio

•compileaPerformancePortfolio

•CollatedPe

rformanceMateri-

al•

Researchingandcom

pilingadance

perfo

rman

ce p

ortfo

lio

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

mus

ical

ac

com

pani

-m

ents

•Createadanceproductionaccompa

-ni

ed b

y m

usic

•Instrumentation:

- Vo

cals

•Creatingdanceproductionreflecting

cultu

ral d

iver

sity

, soc

io-e

cono

mic

•Notations

•Relevantbooks

22


3.3

C

REA

TIVE

CO

MPO

SITI

ON

S A

ND

INTE

LLEC

TUA

L PR

OPE

RTY

LAW

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

mus

ical

ac

com

pani

-m

ents

•Usedanceformationstocreateoriginal

wor

ks o

f mus

ic•

Formulateadanceproductionaccom

-pa

nied

by

perc

ussi

ve in

stru

men

ts•

Designandmakeappropriatecos

-tu

mes

and

pro

ps

- C

lapp

ing

- Be

at b

oxin

g-

Perc

ussi

ve in

stru

men

ts-

Impr

ovis

atio

n-

Interjections

•Costumedesign

•Se

lectingavarietyofsongsand

danc

es

to c

reat

e a

danc

e pr

oduc

-tio

n •

Usingpercussiveinstrumentsthat

are

appr

opria

te fo

r the

cre

ated

w

orks

.•

Designingandmakingcostum

es

and

pro

ps fo

r cr

eate

d da

nce

sty

les

•Electronicmedia

•Internet

•Costumes

•Instruments

•MP4

Recorders

•Bo

ttles,Tins,Com

puters

•Plants,R

elevantbooks

chor

eogr

a-ph

y•

Performdifferentdancegenres

•Ap

plychoreographicprinciplesincre

-at

ing

a da

nce

prod

uctio

n•

Derivemeaningofdancestylesfrom

impr

ovis

ed d

ance

form

s

•Sp

ace

•Se

quence

•Formation

•Coordinatedrhythm

icmove-

men

t•

Songcom

position

•Improvisation

•Choreographingdances

•Dem

onstratingdifferentchoreograph

-ic

sty

les

from

diff

eren

t dan

ce g

enre

s•

Creatingdanceproductionthrough

impr

ovis

atio

n•

Designingdancemovem

entusing

esta

blis

hed

danc

e st

yles

and

gen

res

Scrip

ting

•Interpretscriptsfordance

•Ad

aptscriptsintoperformance

•Ad

aptation

- Pe

rform

ance

- D

irect

ions

- M

ood,

Dyn

amic

s-

Cos

tum

es-

Inst

rum

enta

tion,

Pur

pose

•Decodingscriptsfordance

•Pe

rformingdancesadaptedfrom

sc

ripts

•Scripts

•Notations

•Relevantbooks

•Internet

•Multimedia

•Musicsoftware

•JAWSsoftw

are

Cre

ativ

e po

rtfol

io•

Createaportfolioonpercussioninstru

-m

ent m

akin

g•

Percussioninstruments

•En

vironm

entalawareness

(pla

nts

and

anim

als)

•Identifyingpercussioninstruments

and

thei

r dan

ce s

tyle

s•

Improvisingpercussioninstruments

to p

reve

nt d

amag

e to

the

envi

ron-

men

t•

Discussingonrenewablesourcesof

perc

ussi

on in

stru

men

ts

23


3.4

A

NAT

OM

Y, N

UTR

ITIO

N A

ND

IDEN

TITY

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

phys

ioth

er-

apy

and

reha

bilit

atio

n

•identifycom

montraumasandinjuries

in d

ance

•

discussrelevantsafetymeasuresin

danc

e

•Injuriesandtraum

as•

Treatmentandremedies

- re

habi

litat

ion

regi

mes

•Workingw

ithinteractivemassage

diag

ram

s•

Listingcom

moninjuriesandtrau-

mas

in

dan

ce•

Administeringfirstaidinm

ockinjury

sess

ions

•

Exercisingforperformance

•FirstkitsAid

•Massagekits

Hyg

iene

an

d

Nut

ritio

n

•explaintheimportanceofcleanliness

in D

ance

•statetheadvantagesofabalanced

diet

in D

ance

•Pe

rsonalhygiene

-Groom

ing

- D

ress

ing

- Ba

lanc

ed d

iet

- dr

ugs

•Discussingadvantagesofgood

pers

onal

hyg

iene

•Explainingtheadvantagesofabal

-an

ced

die

t an

d d

isad

vant

ages

of a

po

or d

iet

and

dru

gs

Zim

babw

ean

Iden

tity

in

danc

e

•identifytypesofidentity

•describeidentityaspectsrelevantin

danc

e•

explaintheimportanceofidentityin

danc

e

•Identitytypes

- C

ultu

ral

-Gender

- La

ngua

ge-

Origin

- Et

hnic

gro

up-

Cos

tum

e

•Statingaspectsofidentity

•Discussingaspectsofidentityin

danc

e•

Researchingontherelevanceof

iden

tity

in d

ance

•Presentingandassessingre

-se

arch

ed in

form

atio

n on

dan

ce

24


3.5

AES

THET

IC V

ALU

ES A

ND

PER

FOR

MA

NC

E A

PPR

ECIA

TIO

N

8.3.

6 TE

CH

NO

LOG

Y IN

DA

NC

E

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Perfo

rman

ce

and

ae

sthe

tic

appr

ecia

tion

- Sym

bolic

Im

pres

sion

s

•identifysym

bolsusedinadanceper

-fo

rman

ce•

describeimpressioncreatedbysym

-bo

ls in

a d

ance

per

form

ance

•analyseimpressioncreatedbysymbols

in a

dan

ce p

erfo

rman

ce

•SymbolicIm

pressions

- M

ovem

ent

- C

olou

r-

Ligh

t-

Form

- Pr

ops

•Statingsymbolsinadanceperfor-

man

ce•

Describingsymbolsinadance

perfo

rman

ce•

Analyzingimpressionscreatedby

sym

bols

in

a d

ance

per

form

ance

•Videowithcaptions

•ReferenceB

ooks

•Magazines

•Internet

•Resourcepersons

•Props

•Costumes

•TalkingBo

oks

•Sm

artphones

•Ram

ps

Perfo

rman

ce

Appr

ecia

tion

portf

olio

•createaPerformanceappreciation

Portf

olio

•Pe


Portf

olio

:-

Doc

umen

tatio

n-

Filin

g re

view

s

•Developingaperformanceapprecia-

tion

portf

olio

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Tech

nica

l st

age

desi

gn•

Createstageandlightingplansfora

live

danc

e pe

rform

ance

•Stagefloorplans:

•Au

dio-visualplans

•Drawingstagedesignplans

•DesignStudio

•Com

puterhardw

areand

softw

are

25


3.6

TEC

HN

OLO

GY

IN D

AN

CE

8.3.

7 D

AN

CE

MA

NA

GEM

ENT

(EN

TER

PRIS

E SK

ILLS

)

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Tech

nica

l st

age

desi

gn •

designappropriateaudio–visualplans

•CostumeSketchesand

Mak

e-up

: Fig

ure

Dra

win

gs,

Mak

e up

Ske

tche

s,

•Au

dio-visual:

-Rec

ordi

ng, e

ditin

g an

d pa

ckag

-in

g Vi

sual

effe

cts.

•DevelopingStagedesignPlans

•Designingaudio-visualeffectsfor

danc

e pe

rform

ance

s•

Recordingsoundeffectsfordance

perfo

rman

ces

•Cam

eras/Smartphones/

ipad

•CD/DVD

players


•Relevantbraille

sources

•JAWSSo

ftware

•Ed

itingsoftware

Mul

ti-m

edia

eq

uipm

ent

•demonstratecom

petencyinusageof

Dan

ce te

chno

logy

sys

tem

s•

Equipm

entsetup

•Se

ttingupaudio-visualequipment

Dan

ce

Des

ign

Portf

olio

•developaDanceDesignPo

rtfolio

•DanceDesignPo

rtfolio:

- D

ocum

enta

tion

- Fi

ling

sket

ches

-

desi

gn p

lans

•Com

pilingaDanceDesignPo

rtfolio

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce

Project

Plan

ning

•Describeactivitiesofatimelineina

danc

e pe

rform

ance

•TimeManagem

ent

•Drawingupprojectactivitiesandtime

fram

es•

DVD

’s,C

D/DVD

Player


•Braillemachine

•Au

diotaperecorders


•Bo

oksofAccounts

26


3.7

DA

NC

E M

AN

AG

EMEN

T (E

NTE

RPR

ISE

SKIL

LS)

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce

man

agem

ent•

stateelem

entsofabusinessplan

•demonstrateenterpriseskills

•developaprojectproposal

•Elem

entsofabusinessplan

- R

epor

t writ

ing

- M

arke

ting

- C

ostin

g-

Acco

untin

g-

Fina

ncia

l lite

racy

•Dem

onstratingenterpriseskills

thro

ugh

role

pla

y•

JAWSsoftw

are

•Resourceperson

•Dancemanagem

enttool

kit

•Calculators

•Bo

oksofAccounts

Lega

l adm

in-

istra

tion

•developaprojectproposalforadance

perfo

rman

ce•

Enterpriseskills

- C

onst

itutio

n-

Con

tract

s-

Neg

otia

tion

- M

emor

andu

m o

f und

erst

and-

ing

- In

sura

nce

•Draftinglegaladm

inistrationdocu

-m

ents

danc

e m

anag

emnt

po

rtfol

io

•createaDanceManagem

entP

ortfolio

•DanceManagem

entP

ortfolio:

- D

ocum

enta

tion

- Fi

ling

•DevelopingaDanceManagem

ent

Portf

olio

27


4 F

OR

M 4

8.4.

1 H

ISTO

RY O

F ZI

MB

AB

WEA

N, A

FRIC

AN

, AFR

ICA

N-D

IASP

OR

AN

AN

D C

ON

TEM

POR

ARY

DA

NC

E 8.

4.1

HIS

TORY

OF

ZIM

BA

BW

EAN

, AFR

ICA

N, A

FRIC

AN

-DIA

SPO

RA

N A

ND

CO

NTE

MPO

RA

RY D

AN

CE

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

His

tory

of

cont

empo

-ra

ry d

ance

: ZI

mba

bwe

and

the

Wor

ld

•identifycontem

porarydancesinZim

-ba

bwe

•tracethedevelopm

entofContempo

-ra

ry D

ance

in Z

imba

bwe

and

Afric

a•

relateW

orldDancestylesto

•Zimbabw

eanContemporary

Dan

ces

such

as:

- Ko

ngon

ya-

Cla

rks

- Pa

ntsu

la-

Sung

ura

- In

gquz

u-

Hip

Hop

- Im

bube

•ResearchingonZimbabw

eanCon

-te

mpo

rary

dan

ces

•IdentifyingaContemporarydancefor

perfo

rman

ce•

Nam

ingworlddancetypes

•Resourcepersons

•Referencebooks

•Nationalarchives


Dan

ce

genr

esZi

mba

bwea

n an

d Af

rican

Dan

ce c

onte

xt.

•ContemporaryW

orldDance

Styl

es s

uch

as:

- Ba

llet

- Ta

p -

Ballr

oom

-

Sals

a -

Line

-

Belly

•

Culturalheritage

•Children’sRights

•Gender,Se

xuality&HIV/AIDS

•Com

paringworldDancestyleswith

Zim

babw

ean

cont

empo

rary

dan

ces

•Pe

rformingadancestyle

•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbook

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

His

tory

of

dan

ce

portf

olio

•createaportfoliofortheH

istoryof

danc

e•

Historyofdanceportfolio

- D

ocum

enta

tion

- Fi

ling

•DevelopingaportfolioforH

istoryof

danc

e

28


4.2

DA

NC

E TE

CH

NIQ

UES

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce

Hyb

ridity

•identifyZimbabw

eanContemporary

danc

es•

tracetheevolutionofZimbabw

ean

cont

empo

rary

dan

ce in

pre

-col

onia

l ,

colo

nial

and

pos

t-col

onia

l era

s•

demonstraterolesofZimbabw

ean

cont

empo

rary

dan

ce in

pre

-col

onia

l ,

colo

nial

and

pos

t- co

loni

al e

ras

•relateworldcontemporarydancestyles

to Z

imba

bwea

n co

ntem

pora

ry d

ance

st

yles

•TypesofZimbabw

eancon-

tem

pora

ry d

ance

s su

ch a

s:-

Kong

onya

- C

lark

s -

Pant

sula

- M

usev

e-

Ingq

uzu

- Is

ikok

otsh

a•

Historicaldevelopmentofthe

Zim

babw

ean

cont

empo

rary

da

nce

•Contemporarydancesfrom:-

- Am

eric

a -

Asia

- E

urop

e -

Afri

ca•

Wardances

•So

cialdances

•Com

munitydancessuchas:

-Jiti

-Jitterbug

- In

gquz

u-

Tap

danc

e-

Pant

sula

- Br

eak

danc

e

•Consultingresourcepersonsin

danc

e•

Researchingoncontem

poraryZim

-ba

bwea

n an

d w

orld

dan

ce•

Dem

onstratingcontem

porarydance

•Exploringsimilarm

ovem

entsfoundin

the

rele

vant

com

pare

d da

nces

•Pe

rformingfestivals,galas,live

show

s a

nd c

ompe

titio

ns•

Collaboratingwithotherdance

grou

ps

•Resourcepersons

•Referencebooks

•Nationalarchives

•Videos

•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbooks

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

29


4.3

CR

EATI

VE C

OM

POSI

TIO

NS

AN

D IN

TELL

ECTU

AL

PRO

PER

TY L

AW

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Mus

ical

ac

com

pani

-m

ent

•useinstrumentalvariationsincom

posi

-tio

ns•

setupsoundequipm

ent

•Instrumentalvariations

•So

undequipm

entsuchas

-

DVD

, ins

trum

ents

-

Mus

ic s

oftw

are

•Scripting

-

Editi

ng s

oftw

are

•Creatingindigenousdanceworks

usin

g in

stru

men

tal v

aria

tions

•

Performingdancesaccom

paniedby

mus

ic

•Referencebooks

•Resourcepersons

•Nationalarchives

•Videos

•Electronicmedia

•Braillemachine

•Au

diotaperecorder

•Talkingbooks

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

chor

eogr

a-ph

y•

applychoreographicprinciplestocre

-at

e da

nces

•Fusion

•Variations

•Experim

entationinspace

•Uncoordinatedinterjections

•Musicelementssuchas:

- R

hyth

m-

Met

er-

Acce

nts

- Pi

tch

- To

ne

•Creatingdancesusingchoreographic

prin

cipl

es•

Recordingmovem

entpatternsand

phra

ses

•Usingdrawing,graphicsandwords

to c

reat

e da

nce

spac

e•

Experim

entingwithvariationsto

crea

te fu

sion

s a

nd u

ncoo

rdin

ated

interjectionsindance

•Usingvariationstoexpressideas

thro

ugh

danc

e

Inte

llect

ual

prop

erty

Law

•protectcreatedworksfrom

unautho

-riz

ed u

se•

recordcreatedworksforthemarket

•maintainpropertyrecords

•collectroyaltiesforpublishedworks

•registercreatedworkswithresponsible

auth

oriti

es

•Com

positionandlegalprotec-

tion

•Docum

entaryrecordings

•Monitoringroyalties

- Fi

nanc

ial l

itera

cy

•Registration

•Recordingcreatedworksforsale

•Discussingonwaysofprotecting

crea

ted

wor

ks fr

om p

iracy

•Monitoringandmaintainingdistribu

-tio

n re

cord

s •

Registeringcreatedworkstomake

them

ille

gibl

e fo

r roy

altie

s

Inte

llect

ual

Prop

erty

La

w p

ortfo

lio

•developanIntellectualPropertyLaw

Po

rtfol

io•

CreativePo

rtfolio

- R

egis

tratio

n-

Pro

perty

trac

king

- R

oyal

ties,

Bra

ndin

g•

Protectedcompositions

•Com

pilinganintellectualProperty

Law

Por

tfolio

30


4.4

AN

ATO

MY,

NU

TRIT

ION

AN

D ID

ENTI

TY

8.4.

5 A

ESTH

ETIC

VA

LUES

AN

D P

ERFO

RM

AN

CE

APP

REC

I-

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Hea

lth a

nd

Safe

ty•

Identifyhealthandsafetymeasures

appl

icab

le to

dan

ce•

createaw

orkingenvironm

entfree

from

haz

ards

and

hea

lth r

isks

•complywithhealthandsafetypractic

-es

and

pro

cedu

res

•HealthandS

afetypolicy

- D

isas

ter r

isk

man

agem

ent

•DisasterR

iskManagem

ent

•En

vironm

entalissues

•StudyingH

ealthandS

afetyPo

li-ci

es•

ObservingH

ealthandS

afetypro-

cedu

res

in d

ance

•Clearingdancespaceofhazards

•Healthandsafetypolicy

docu

men

t•

Talkingbooks

•Largeprintbooks

•JAWSsoftw

are

•Braillebooks

•FirstAidKit

Etiq

uette

in

Dan

ce•

selectappropriatedancecostumes

•practicesocialdynamicsofdancing

Dan

ce e

tique

tte•

Dressinginappropriatedancecos

-tu

mes

•Discussingsocialdynamicsof

danc

e et

ique

tte•

Performingdancesshowingdifferent

danc

e et

ique

tte

Hea

lth

Portf

olio

•developaHealthPortfoliofordance

•HealthPortfoliofordance

•Com

pilingaHealthPortfolio

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Perfo

rman

ce

and

ae

sthe

tic

appr

ecia

tion

•describeelementsofadancepro

-du

ctio

n•

demonstrateskillsofdancethrough

appr

ecia

tion

•Elem

entsofproduction:

- Sh

ape

- R

hyth

m

•Describingelementsofdancepro

-du

ctio

n•

Writingcommentaryreportsonele-

men

ts o

f dan

ce p

rodu

ctio

n

•Videos

•Videocameras

•ReferenceB

ooks

31


4.5

AES

THET

IC V

ALU

ES A

ND

PER

FOR

MA

NC

E A

PPR

ECIA

TIO

N

8.4.

6 TE

CH

NO

LOG

Y IN

DA

NC

E

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Elem

ents

of

prod

uctio

n

•demonstrateskillsofdancethrough

appr

ecia

tion

•comparedifferentartisticsocialand

cultu

ral c

onte

xts

of d

ance

.•

evaluatedanceasanartform.

-Pa

thways/floorpatterns

- D

ance

func

tions

and

pre

sen-

tatio

ns-

Spat

ial r

elat

ion

- Va

riatio

n of

dyn

amic

s-

Kine

sthe

tic a

war

enes

s-

Coo

rdin

atio

n-

Ligh

ting

- co

stum

e

•Writingcommentaryreportsonele-

men

ts o

f dan

ce p

rodu

ctio

n•

Recordingadanceproductions

•Attendingdancefunctionsandpre

-se

ntat

ions

•

Conductinginterviewsonvisited

danc

e gr

oups

•Com

pilingaPe

rformanceApprecia-

tion

Portf

olio

•ReferenceB

ooks

•DVD

s•

Magazines

•Film

•Resourceperson

•Costumes

•TalkingBooks

•Ram

p•

JAWSsoftw

are

•MP4

recorders

Perfo

rman

ce

Appr

ecia

tion

Portf

olio

•compileaP

erformanceA

ppreciation

Portf

olio

•Pe

rformanceAppreciation

Portf

olio

:-

Rep

orts

- D

VDs/

vide

os-

Pres

enta

tion

note

s

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Tech

nica

l D

esig

n in

Dan

ce

Project

•Createatechnicaldesignprojectfora

live

perfo

rman

ce•

applyprinciplesandelementsofdesign

inprojects

•justifydesignchoiceforthelivedance

perfo

rman

ce

•elem

entsofdesign

- St

age

- pr

ops

- so

und

- lig

ht-

cost

ume

- M

ake

up

•Constructingstagesets

•Generatingsound

•Recordingsound

•Riggingandpitchinglights

•Operatingmulti-mediaequipment.

•DanceSpace

•StageDesignWorkshop

•CostumeDesignStudio

•Lightingequipm

ent

•So

undSystem

•Ipads

32


4.6

TEC

HN

OLO

GY

IN D

AN

CE

8.4.

7 D

AN

CE

MA

NA

GEM

ENT

(EN

TER

PRIS

E SK

ILLS

)

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Des

ign

Portf

olio

•compileatechnicaldesignportfoliofor

danc

e•

PortfolioPresentation:

- Sc

ript

-Projectplans

- M

odel

s-

Mul

ti-m

edia

pla

ns-

Rec

ords

-

Rev

iew

s-

Prod

uctio

n re

ports

- As

sess

men

t rep

orts

•DevelopingatechnicalD

esignPo

rt-fo

lio fo

r dan

ce•

CD/DVD

players


•JAWSsoftw

are

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce

project

plan

ning

an

d m

an-

agem

ent:

perfo

rman

ce

logi

stic

s

•implem

entprojectplans

•applyenterpriseskillsinadancepro

-du

ctio

n•

monitorprojectprogress

•evaluatetheproject

•Projectplans

- bu

dget

ing

- co

stin

g-

stag

e de

sign

- lo

gist

ics

- en

terp

risin

g sk

ills•

Enterpriseskills:

- M

arke

ting

- C

ostin

g -

Acco

untin

g so

ftwar

e-

Rec

ord

keep

ing

- N

egot

iatio

n

•Implem

entingprojectactivities

•Managingandancebusinessproject

appl

ying

ent

erpr

isin

g sk

ills•

Keepingfinancialrecords

•Monitoringprojectactivities

•Evaluatingtheproject

•DVD

’s,C

D/DVD

Player


•Braillemachine

•Au

diotaperecorders


•Largeprint

•JAWSsoftw

are

•Resourceperson

•Dancem

anagem

enttool

kit

•New

spapers.Calculators

•Bo

oksofaccounts.Files

33


4.7

DA

NC

E M

AN

AG

EMEN

T (E

NTE

RPR

ISE

SKIL

LS)

TOPIC

LEAR

NINGOBJEC

TIVE

S:le

arne

rs s

houl

d be

abl

e to

:CONTE

NT

SUGGES

TEDACTIVITIES

AND

NOTE

SRES

OURCES

Dan

ce

man

agem

ent

portf

olio

•developadanceManagem

entPo

rtfo-

lio•

DanceManagem

entP

ortfolio

Pres

enta

tion:

-Projectplans

- M

ulti

– m

edia

pla

ns-

Rec

ords

-

Min

utes

-Gantchart

- C

ontra

cts

- Ad

verti

sing

mat

eria

l-

New

spap

er c

uttin

gs-

Fina

ncia

l rev

iew

s-

Rep

orts

-

Prod

uctio

n-

Mon

itorin

g an

d ev

alua

tion

- As

sess

men

t

•Com

pilingdancemanagem

entport-

folio

•DVD

’s,C

D/DVD

Player


•Braillemachine

•Au

diotaperecorders


•Largeprint

•JAWSsoftw

are

•Resourceperson

•Dancem

anagem

enttool

kit

•New

spapers

•Calculators

•Bo

oksofaccounts

•Files

34


9.0 ASSESSMENT 9.1 a) ASSESSMENT OBJECTIVES

By the end of the Form 1 - 4 Secondary Level Cycle, learners should be able to:

9.1.1 demonstrate an understanding of indigenous dances within the context of history and culture in Zimbabwe and the World;

9.1.2 display the role of dance as a vehicle of human experiences;9.1.3 apply knowledge of the elements of dance production and management;9.1.4 demonstrate competencies in dance;9.1.5 compile portfolios in dance;9.1.6 apply choreography, designing and script writing skills in dance;9.1.7 comment on style, characterization, tone, mood and themes in a dance;9.1.8 perform to a live audience;9.1.9 produce technical design plans;9.1.10 demonstrate the dexterity in the application of Dance technology;9.1.11 identify career roles in Dance production;9.1.12 interpret symbols in a Dance production;9.1.13 Critique Dance productions;9.1.14 demonstratecompetenciesinfinancialmanagement,marketing,legaladministrationandprojectplanning;9.1.15 adapt different forms of literature into dance performance scripts

9.2 SCHEME OF ASSESSMENT

Dance will be assessed continuously from Forms 1 - 4 through coursework and examination. Learners will be as-sessed in the following areas:

9.2.1 Course work

9.2.2 Practical

9.2.2.1 Dancing, singing, choreographing, instrumentation, stage design, properties and costume design.9.2.2.2 Sound production, script writing, directing, adaptation, lighting, planning and portfolios.9.2.2.3 Evaluation, appreciation, leadership and communication skills.9.2.2.4Originality,creativityandcollaborationcompetencies.9.2.2.5 Dance management, enterprise and research skills.

9.2.3 Theory

9.2.3.1 Assignments9.2.3.2 Tests

35


9.2.5 SPECIFICATION GRID

Theguidebelowillustratestherelationshipbetweentheassessmentobjectivesandcomponentsoftheschemeofassessment

ASSESSMENT OBJECTIVESComponents History of Dance

in Zimbabwe, Africa and Afri-can-Diasporan

1. Dance Tech-niques

2. Creative Com-positions and Performance

1. Anatomy, Nutrition and Identity

2. Aesthetic values and Performance appreciation

Technology in Dance

Dance Manage-ment

Paper 1 2% 2% 2% 2% 2%Paper 2 5% 5% 5% 5% 5%Paper 3 Perfor-manceProficien-cy

Knowledege and Understanding

Application Synthesis

15% 10% 5%

Paper Description

Paper 1- 10%

This component consists of 40 multiple choice questions which are sampled from the seven topics of the syllabus. There should be a fair distribution of questions from each of the topics. Each question carries 1 mark. Total marks for this paper is 40.

Paper 2-25%

This component has two sections.• SectionA-Structured(40marks)consistsoffivestructuredquestions.Eachquestioncarries8marks.Candidates

are expected to answer all questions in this section writing their responses on the question paper. • SectionB-Essays(60marks).Thispaperconsistsof5essayquestions.Candidatesareexpectedtochooseany

3 questions. Each question in this section carries 20 marks. Candidates are expected to write their responses on separate paper provided.

Paper 3 – 35%

• PracticalPaper-(100marks).Thiscomponentconsistsof5practicaltaskswhicharebasedonthe5syllabustopics with emphasis on Dance Techniques and Creative Compositions. Candidates are expected to choose any 1 task which they are expected to practically demonstrate within 8-10 minutes. Examiners are expected to assess the candidate using a checklist.

36


The dance learning area will be assessed using Continuous and Summative Assessment

Continuous assessment

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment of tasks.

Form of assessment WeightContinuos 30%Summative 70%Total 100%

Level Assessment Frequency WeightingForm 1 Practical Assignment

Theory TestProject

1 per term1 per term1 per year

5%

Form 2 Practical AssignmentTheory TestProject


5%



10%



10%

Total 30%

37


Dance Performance Check List

Activity Comment5Very Good

4Good

3Satisfactory

2Below Average

1Unsatisfactory

ENTRANCEINTRODUCTIONCHOREOGRAPHY:-Body movement-Gestures- Facial ExpressionCOSTUME AND PROPSENSEMBLE:-Concentration- Focus to CollaborateTIME MANAGEMENTSTORYLINE- Orginality- Exposition- Rising Action- Tension Development- Falling Action- Denouement

MUSICAL ACCOMPANI-MENT-Percussion-Musical Instruments- RhythmCHARACTERIZATIONVOICE PROJECTION- Pitch- Tone- VolumeDESIGNDIRECTINGSPECIAL EFFECTSSTAGE MANAGEMENTEXITTOTAL

DANCE SYLLABUS - Free ZIMSEC & Cambridge Revision Notes ... · Dance Syllabus Forms 1 - 4 1.0...

Documents

Transcript of DANCE SYLLABUS - Free ZIMSEC & Cambridge Revision Notes ... · Dance Syllabus Forms 1 - 4 1.0...