Dance in Practice SAS 2015
Sample unit of work
So you think you want to make a dance
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
150699
 shows alignment between core subject matter, learning experiences and assessment.
Overview
Unit overview
Title of unit: So you think you want to make a dance video clip?
Unit description (focus):
This unit explores popular dance as it is used in music video clips. Students will research dance video
clips from the 1980s to the present day. Specifically, they will investigate key performers and
choreographers influential in the development of this mode of production, e.g. Michael Jackson. They will
explore the processes of learning a repertoire and producing a dance video clip for a community
audience. Students will present an overview of their creative processes and decisions to an audience at
the conclusion of the project.
Time allocation:
Unit 2, Semester 2, 55 hours
Identified curriculum from the syllabus
Dimensions and objectives
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.
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
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 2 of 8
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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
Health and safe practices
Healthy and safe preparation
and safe rehearsal and
performance practices are
pre-requisites for participation in
dance, dance performance and
dance teaching (C1.3).
 stretching, warm-up and cool-down
 preparing and maintaining safe dance environments, including
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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)
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,
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Choreographic skills
Choreographers convey
meaning to audiences through
dance works (C2.2).
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 will 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 intent — context (purpose and audience), genre and
style
 choreographic theories, approaches and styles
 choreographic and structural devices
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 3 of 8
Group work and
communication
Effective group dynamics and
communication skills are
required to create dance works
(C2.3).
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movement and non-movement components
movement qualities
dance skills
musicality and timing
dance cues
form
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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).
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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
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,
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
terminology
ritual)
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 4 of 8
Assessment
Assessment 1: Media release
Assessment technique
Extended response to stimulus
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
 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
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:
 evaluate the success of the choreography, including the movement and
non-movement elements, compared to the popular dance of today
(C1.1, C2.2, C3.1, C3.2, C3.3)
 explain and justify decisions (C1.1, C2.2, C3.1, C3.2, C3.3).
Assessment conditions
Written: 500–800 words
Assessment 2: Manipulating repertoire
Assessment technique
Project:
 performance component
 written 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
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 5 of 8
 create communications and make decisions to convey meaning to
audiences
 evaluate dance works.
Description of instrument
Assessment 2 — Project
Performance component
Students:
 create a music/dance video clip through:
 applying dance concepts and ideas to perform and record a video clip
(C1.1, C1.2, C1.3, C2.1, C2.2, C2.3)
 making decisions about the best way to convey meaning to an
audience (C2.1, C2.2, C2.3, C3.1)
 presenting a music/dance video clip to a community audience (C.2.1).
Written component
Students:
 use journal records to outline the planning and rehearsal process and the
production and presentation of the music/dance video clip to the
community audience, and to evaluate the dance work by (C2.1, C2.2,
C2.3, C3.1, C3.2, and C3.3):
 recalling the dance concepts and ideas
 analysing the effectiveness of the video clip production, performance
and presentation — especially in the quality of the meaning conveyed
to the audience about the popular dance genre and style
 using language conventions and features
 creating a written communication, outlining the success of the
music/dance video clip.
Assessment conditions
Assessment 2 — Project
 Performance component 30 seconds–1½ minutes
 Written component 400–700 words
Teaching and learning sequence
Teaching strategies and learning experiences1
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 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 popular dance at the moment (C1.1, C3.2, C3.3)
 list current popular dance techniques such as stance, core and terminology, e.g. popping, locking,
isolations, attitude and 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)
1
Note: highlighted key verbs relate to the dimensions.
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 6 of 8
 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’, Beyonce’s ‘Single Ladies’ and Sia’s ‘Chandelier’ (C3.1)
 interpret and analyse the movement and non-movement components comparing each of the videos for
similarities and differences (C3.1)
 examine and analyse developments in videos across eras to identify the themes, purpose, style and
context (C3.1)
 students recall and use dance terminology, concepts and ideas to explain their discoveries about the
dance genres and styles (C3.2).
Learning and understanding popular dance repertoire
In small groups, students:
 learn a small section of repertoire from each video 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
communications to convey meaning to audiences (C1.1, C2.2, C2.3)
 each group evaluates the dance work of another allocated group (C1.2, C3.1, C3.2).
Assessment 3 — 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 ‘Holiday’ by comparing it to her film clip ‘Vogue’,
demonstrating the use of language conventions and features (C3.1)
 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).
Assessment 3 — Extended response to stimulus
Students:
 view 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:
 evaluate the success of the choreography, including the movement and non-movement elements,
compared to the popular dance of today (C1.1, C2.2, C3.1, C3.2, C3.3)
 explain and justify decisions (C1.1, C2.2, C3.1, C3.2, C3.3).
Assessment 2 — Project: Assessment (performance component and written component)
preparation
Teacher:
 allocates each group a different decade to examine the popular dance styles of that era (C.3.3)
Students, in small groups of 3–5:
 investigate the popular music from your allocated decade (C3.1, C3.2, C3.3)
 analyse the types of songs, lyrics, costume, themes, performance spaces, numbers of dancers and use
of space (C3.1, C3.2, C3.3)
 each group explains their findings by creating a blog that can be accessed by the class and school
community (C3.1, C3.2, C3.3)
 apply and analyse dance concepts and ideas to develop a music/dance video clip to:
 generate, plan and manage/modify a timeline for the production of the video clip (C2.1, C2.2, C2.3)
▪ identify roles required and technical considerations such as props, permission, set, location
▪ generate plans through storyboards, mind maps, group discussion:
 learn teacher-devised routines (C1.1, C1.2, C1.3)
 select music and brainstorm to generate ideas for theme of video clip (C2.1)
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 7 of 8
 apply choreographic devices to manipulate 32 counts of the routine to their choreographic intent
(C2.2, C2.3)
 apply technical and expressive skills in rehearsal and production of video clip
 evaluate and modify creative processes throughout rehearsals to produce dance works
 individually record in journals choices, plans, reflections on processes, throughout the planning,
rehearsals and production of the video clip using appropriate language conventions (C3.1, C3.2, C3.3).
Assessment 2 — Project (performance component)
Students create a music/dance video clip to:
 apply dance concepts and ideas to perform and record a video clip (C1.1, C1.2, C1.3, C2.1, C2.2, C2.3)
 make decisions about the best way to convey meaning to an audience (C2.1, C2.2, C2.3, C3.1)
 present music/dance video clip to a community audience (C.2.1).
Assessment 2 — Project (written component)
Students:
 using journals records, outlining the planning and rehearsal process, and the production and
presentation to the community audience of the music/dance video clip, evaluate the dance work by
(C2.1, C2.2, C2.3, C3.1, C3.2, and C3.3):
 recalling the dance concepts and ideas
 analysing the effectiveness of the video clip production, performance and presentation, especially in
the quality of the meaning conveyed to the audience about the popular dance genre and style
 using language conventions and features
 creating a written communication, outlining the success of the music/dance video clip.
Resources
 Equipment: recording and sound equipment
 Repertoire: a variety of music video clips
 Venues: various locations, e.g. hall
Dance in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 8 of 8