Dance the Basic Moves

Dance the Basic Moves Level 1 is the first of a suite of three Dance courses. It provides learners with little or no previous experience, with a basic understanding of Dance as an art form and avenue for self-expression.

This course is designed to assist learners realise personal benefits such as: body awareness; developing fitness; intra/inter personal skills and social interaction skills; in addition to basic dance skills and knowledge.

Learners working at this level will require guidance in generating their own movements. Typically, learners will require supportive direction. Tasks will be scaffolded and learners will benefit from repetition to enhance and develop dance movements and sequences.

Dance the Basic Moves allows learners to develop their confidence in a non-threatening and inclusive environment in which they can enjoy participation in dance-related activities and events.

This course also caters for learners with specific learning needs, which may include those with intellectual and/or physical disabilities. Some learners will complete this course as part of a specific work and/or support program.

On successful completion of this course, learners will be able to:

1. create simple dance actions and movements
2. recall simple dance phrases and sequences
3. apply basic safe dance practices
4. use some basic dance terminology
5. identify different dance styles and genres
6. work individually and in groups, as directed
7. perform to others
8. respond to and compare the dance work of others.

Students who already hold a dance qualification in a higher level of complexity may not enroll in this course.

This course requires learners to work in groups.

Learners can access this course supported by a teacher assistant, disability support worker or peer mentor.

Learners with physical disabilities can access this course and receive an award commensurate with their ability to successfully meet the Criteria and Standards. For some learners, this may be a Preliminary Achievement (PA) or a Satisfactory Achievement (SA).

This course is a pathway from Preliminary Arts Stage 4 and provides a pathway to students studying Dance Level 2, as well as developing skills useful in other Level 2 courses in the creative and performing arts area.

This course requires access to a suitable and safe space for movement activities and dance work, free from potentially hazardous obstacles. The space must be adequate in size and ventilation to cater for the movement activities of individuals and small groups, and whole class work as required.

Access to audio equipment will be required (e.g. MP3s, phones, amplification devices).

Access to technology equipment for the viewing of recorded dance works will be required (e.g. YouTube, data projectors, laptops, personal computers).

This course has a complexity level of 1.

At Level 1, the learner is expected to carry out tasks and activities that draw on a limited range of knowledge and skills. The tasks and activities generally have a substantial repetitive aspect to them. Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to be followed. VET competencies at this level are often those characteristic of an AQF Certificate I.

This course has a size value of 10.

This course has six (6) units. All units are compulsory.

Units 1, 3 and 4 are to be delivered sequentially. Unit 2 will be delivered concurrently with all other units.

Some learning activities will be specific to one unit.

Some learning activities will cover more than one unit.

Though not a requirement, learners will be provided with opportunities to experience live performances of movement and/or dance works wherever possible.

This course has six (6) units.

UNIT 1  INTRODUCTION TO MOVEMENT
UNIT 2  SAFE DANCE
UNIT 3  DANCE MAKING
UNIT 4  PERFORMANCE
UNIT 5*  DANCE IN CONTEXT
UNIT 6  DANCE APPRECIATION

*There is a Work Requirement for Unit 5.

UNIT 1  INTRODUCTION TO MOVEMENT

Topics will include (but are not restricted to):

• preparing for dance (e.g. warm up, attire)
• balance skills (e.g. weight transfer, stillness)
• co-ordination skills (e.g. whole body, isolated body parts)
• strength (e.g. weight bearing)
• stamina (e.g. physical fitness)
•  basic dance actions
  • travelling
  • elevation
  • turning
  • gesture
  • stillness
  • falling.

UNIT 2  SAFE DANCE

Topics will include (but are not restricted to):

• basic anatomy for dancers (e.g. skeletal system, muscular system)
• body awareness (e.g. relationship to other dancers)
• nutrition (e.g. diet, hydration)
• personal hygiene (e.g. working in close physical proximity to others)
• importance of warm up (e.g. preparing the body for exercise)
• importance of cool down (e.g. returning the body to a resting state)
• injury prevention (e.g. suitable attire and footwear, safe surfaces, body contact)
• injury management (e.g. FAFR: First Aid - First Response).

UNIT 3  DANCE MAKING

Topics will include (but are not restricted to):

• elements of dance
  • action
  • shape
  • time
  • level
• basic devices
  • tableaux
  • unison
  • canon
  • question and answer.

UNIT 4  PERFORMANCE

Topics will include (but are not restricted to):

• performing work to others
• presentation skills
• production tools (for example):
  • costume
  • props
  • lighting
  • music.

UNIT 5  DANCE IN CONTEXT

Topics will include (but are not restricted to):

• what is dance?
• social (e.g. bush dance), cultural (e.g. tango) and historical contexts (e.g. polka)
• styles and genres (e.g. classical, contemporary, folk, national, hip hop, jazz, tap)
• eras (e.g. 50’s, 60’s).

UNIT 6  DANCE APPRECIATION

Though not a requirement, learning in this unit will be supported by excursions and field trips to live productions, concerts and performances wherever it is possible and practicable. Recorded examples can also be used (e.g. videos, films, DVDs).

Topics will include (but are not restricted to):

• reflecting on own work
• viewing the work of others
• reflecting on the works of others
• identifying characteristics
• identifying audience appeal.

Unit 5   Researching a Genre of Choice

Learners will undertake research on at least one (1) genre of their choice. Research findings may be presented as a (for example):

• A3 poster (featuring text and pictures)
• 2 page negotiated study
• 1 minute PowerPoint
• 2 minute oral presentation
• 5 minute demonstration.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process- Each provider is responsible for ensuring the integrity and validity of their assessment results against the requirements of the course, including standards, and for maintaining records and documentation that will demonstrate the integrity, accuracy and validity of the award decisions they make each year.

Where TASC identifies sufficient potential for concern about the integrity or validity of a provider’s award decisions it will undertake an investigation. After such an investigation is completed, TASC may take action under Section 33 of the Office of Tasmanian Assessment, Standards and Certification Act 2003 as it considers appropriate, including but not limited to:

• giving the school/college a direction in relation to the provision or assessment of the course (section 33 (2))
• refusing to accept results for this course from the provider (section 33 (4)).

The assessment for Dance the Basic Moves Level 1 will be based on the degree to which the learner can:

• 1. undertake basic dance movements and actions
• 2. complete practical dance activities in a safe manner
• 3. create simple dance movements and phrases
• 4. perform dance works to peers and others
• 5. demonstrate knowledge of some dance styles and genres
• 6. reflect and respond to their own dance work and that of others

Dance the Basic Moves Level 1 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The minimum requirements for an award in Dance the Basic Moves Level 1 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’ ratings, 1 ‘B’ rating

HIGH ACHIEVEMENT (HA)
2 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ ratings, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
4 ‘C’ ratings

PRELIMINARY ASSESSMENT (PA)
2 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course is from 1 January 2020 to 31 December 2023.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 – Accredited on 16 August 2019 for use from 1 January 2020 to 31 December 2021. This course replaces Dance the Basic Moves (DNC110115) that expired on 31 December 2019.

Version 1.a - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2023, without amendments.