The Great Debate – Ballet vs. Modern Dance
Rationale:
This 6 week unit of work is designed to introduce to the two "opposing" dance styles of Classical Ballet and Modern Dance. It is established that one
could not exist without the other. Students learn about both styles experientially, theoretically and virtually. They compare and contrast, learn to value
each style within its context and will eventually make their own judgement about which of the two styles they prefer to perform and view. The unit
concludes with a debate.
Students are required to engage in ICT in the following ways:
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Use word processing to assist in the preparation of written reports, assignments and essays about dance
Create a multimedia presentation to manipulate materials to be able to develop, present, critically appraise dance
Syllabus-related ICT skills.
Use graphic manipulation to create or import graphics to support presentations or written work about dance
Use animation software in composing dance
Use electronic communication to view work samples, assisting them in assessing their own work and the work of others
This program has been adapted for use with laptops.
Key:
Anything written in this colour has been changed to enhance learning experiences using laptop resources.
© Commonwealth of Australia 2009
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Syllabus outcomes and content
Outcomes
Performing
5.1.1
Appreciating
5.3.1
5.3.2
Learn to
 Use appropriate Dance Terminology
 Perform dance skills of increasing complexity with control and
consistency
 Perform a variety of combinations, sequences and dances with
increasing fluency, precision and articulation
 Identify and explain the capabilities and limitations of the body
 Describe how the body is used in space time and dynamics in
dance performance and composition
 Identify and describe the context of a dance
 Analyse how the choreographer manipulates the elements of
space, time and dynamics to communicate an idea within a given
context
 Develop and apply their own criteria for judging performances and
compositions
 Use a range of technologies, including the internet, to facilitate
dance-related research
 Describe their own personal impressions of dance works
 Use the internet to facilitate dance-related research
 Describe connections between dance works of art and their own
dance performances and compositions
 Differentiate and make connections between the social, cultural or
historical context of a dance and the development of style through
the experience of performing, composing and viewing different
styles of dance
© Commonwealth of Australia 2009
Learn about
 Correct body alignment and placement while executing
movement
 The role of strength, flexibility, agility, coordination and body
articulation in acquiring dance technique
 The language of dance technique
 The relationship between muscle engagement and desire
movement
 The work environment of the dance professional
 How the elements of dance are employed by the
composer/choreographer to communicate ideas
 How dance is a reflection of the society from which it emerges,
including Aboriginal and Indigenous and other cultures
 Using ICT in the preparation of reports and assignments
 The basis of dance analysis and its application to performance
and composition
 Personal, social and cultural differences
 How the stylistic features of a dance are derived from its context
Syllabus-related ICT skills.
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Week
1
Focus
Introduction
Practices
Performing
Outcomes
5.3.1
Strategies
Class discussion to introduce the topic.
5.3.2
Students revise contextual framework with
and how it will be used in this topic.
Composing
Evidence of learning
 Student’s contribution to
class discussion
 Application and recall of
contextual framework
 Response on Moodle forum
Resources
OneNote
 Identification of
characteristics of ballet
 Execution of ballet technique
and recall of 5 positions
 Recall and use of
appropriate terminology
 Successful creation of Eglossary
 Contribution in Moodle forum
OneNote
Contextual framework
Link to Moodle
Class discussion of importance of
comparison of styles, i.e. development and
nature of modern dance
Appreciating
Explanation and discussion about the
concluding task of the debate.
2&3
Classical
Ballet
Performing
5.1.1
Students are introduced to ballet history –
Louis 14th, Beauchamp etc.
5.3.1
5.3.2
Students watch and discuss ballet
examples on DVD and on Sites2See
website.
Complete characteristics of ballet
worksheet.
Composing
Performance classes - students learn 5
positions and basic movement skills
(relative to students abilities) - discuss
skills and strengths involved in Classical
ballet.
Classical Ballet information
Sites2See
Ballet glossary from ABC
Classical Ballet music
Video of classical ballet Le
Corsair
Premier Elements software +
webcam
Moodle
Class discussion of theatrical aspects of
© Commonwealth of Australia 2009
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ballet – it tells a story, a romantic period
Appreciating
Students create a ballet “E-Glossary”,
discussing terminology and using webcam
and Adobe Premiere Elements.
4&5
Modern
dance
Performing
Composing
Appreciating
5.1.1
Moodle forum - students discuss their
observations and feelings during the ballet
technique class.
Class discussion about when and how
Modern dance developed.
5.3.1
5.3.2
Students research key pioneers on
Sites2See.
View examples of early modern dance
(Duncan).
Students make a list of modern dance
characteristics and compare to ballet
characteristics – link back to purpose of
modern dance in OneNote notebook.
 Identification of
characteristics of modern
dance and ability to compare
to classical ballet
 Execution of modern
technique
 Results on Moodle quiz
 Successful creation of Eglossary
 Recall and use of
appropriate terminology
 Contribution in Moodle forum
OneNote sheet on Modern
Dance
Sites2See
Youtube
Adobe Premiere Elements
software + webcam
Moodle
Performance classes - fall and recovery
and contraction and release.
Students use notes on Modern dance and
Pioneers to complete Moodle quiz for
Homework.
Students write Modern dance E-glossary/
define terms used in lesson.
Moodle forum - students discuss their
observations and feelings during the
© Commonwealth of Australia 2009
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modern technique class.
6
Comparison
and
debate
Performing
5.3.1
Composing
Appreciating
5.3.2
Students write a comparison of an
Australian ballet work and an Australian
modern work through set questions
Assessment task:
Topic statement: “Ballet is better than
modern dance”
 Identification and analysis in
the comparison activity
 Research and use of a
variety sources
 Ability to construct an
argument with evidence
 Creativity in the presentation
of argument
PowerPoint
Videos, music, forum
discussions, glossaries
Class notes and Sites2See
as evidence
Students are allocated negative and
positive teams.
Outline for assessment task
in a Word
Students devise arguments (for or against)
based on research, class information and
discussion, internet, performance
examples, video, diagrams.
OneNote
Students will have immediate
access to all the multimedia
sources. They must use a variety
of sources including any work
they have created in class
© Commonwealth of Australia 2009
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Assessment task: the Great Debate
Outcomes
5.3.1: A student describes and analyses dance as the
communication of ideas within a context
5.3.1
 Identify and describe the context of a dance
 Develop and apply their own criteria for judging performances and
compositions
5.3.2
5.3.2: A student identifies and analyses the link between their
performance and compositions and dance works of art
Task type
Component/s
Date due
Weighting
 Demonstrate understanding of the basis of dance analysis and its
application to performance
 Demonstrate understanding of personal, social and cultural
differences
 Give personal impressions of dance works
 Differentiate and make connections between the social, cultural or
historical context of a dance and the development of style through
the experience of performing and viewing different styles of dance
 Use ICT in the preparation of reports and assignments
 Use a range of technologies, including the internet, to facilitate
dance-related research
Performance assessment: debate and presentation
Appreciation
Term 2 Week 10
15%
© Commonwealth of Australia 2009
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Task Description
You will be allocated a team for the class debate on the topic statement:
“Ballet is better than Modern Dance”
You must research your argument and have evidence to back it up. You may use the following sources for your evidence:
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E- Glossaries you have created in class
Forum discussions on Moodle
Class Notes of each style
Sites2See website
Video footage from the internet
Movement learnt in class from the style or movement your have composed in the style.
Your argument must be presented in a speech accompanied by a PowerPoint presentation to show your evidence.
Each team will have:
4-5 speakers
20mins to present their arguments in total
Remember to have some rebuttal prepared so do some research into the oppositions possible arguments.
Marking criteria:
 Detail of research
 Ability to construct an argument and appropriate evidence
 Creative presentation of argument
© Commonwealth of Australia 2009
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Marking guidelines
Outcomes
A student:
5.3.1
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5.3.2
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12-15 marks
9-11 marks
© Commonwealth of Australia 2009
Describes their own personal impressions of dance works
Uses the internet to facilitate dance-related research
Identifies and describes the context of a dance
Develops and applies their own criteria for judging performances
and compositions
Demonstrates an understanding of the basis of dance analysis
and its application to performance and composition
Demonstrates an understanding of personal, social and cultural
differences
Differentiates and make connections between the social, cultural
or historical context of a dance and the development of style
through the experience of performing, composing and viewing
different styles of dance
Uses ICT in the preparation of reports and assignments
Uses a range of technologies, including the internet, to facilitate
dance-related research
Argument is clearly explained with appropriate and reliable
evidence to support it. Detailed research is evident. Appropriate
dance terminology is used to explain argument. Argument is
presented creatively and clearly. Use of constructive rebuttal.
Argument is introduced and explained with some evidence. Some
research is evident. Some dance terminology is used. Argument is
presented in a PowerPoint presentation, but without creative use
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1-8 marks
© Commonwealth of Australia 2009
of the software to support and enhance argument.
Argument is unclear. Little or no evidence is used to support
argument. Little or no dance terminology is used.
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