INTRODUCTION
Introduction
This material should be read in conjunction with the National 5 Dance Course
Specification and National 5 Dance Course and Unit Support Notes, which
are both available to download from the SQA’s website (www.sqa.org.uk).
The advice and guidance provided in this resource will be useful in
supporting the development of dance within the curriculum in the secondary
school environment, particularly where there is interest and expertise.
This material has been developed to provide advice and guidance to support
the teaching and development of technical skills in contemporary and jazz
dance. In the National 5 Dance course these techniques will be applied to the
solo performance in one chosen dance style. The final assessment will take
the form of a visiting assessment, further details of which are provided within
this introduction and also within the National 5 Dance Course As sessment
Specification, which is available to download from SQA’s website
(www.sqa.org.uk).
Techniques in dance form the movement vocabulary of the activity, just as
skills in basketball, badminton and football form movement vocabulary ,
which is then applied in the nature and context of the activities.
In dance, learners initially gain expertise in discrete techniques, which are
then combined into longer motifs and finally a practitioner-led choreographed
piece of dance.
To this end, the teaching of dance should always strive towards accurate and
safe practice. Learners should be encouraged to develop knowledge of a range
of techniques and understanding of the features of good practice.
As learners progress through this course, they should work towards
continually refining techniques to ensure a quality performance and an
effective outcome in the final assessment.
This material offers guidance for practitioners, using the videos produced by
Education Scotland for the Higher Dance Practice course. These videos show
some of the basic techniques in contemporary and jazz dance. The techniques
shown in both dance genres make up the core essential
INTRODUCTION
elements necessary to develop good practice within the full vocabulary of
these styles. Further information on the techniques in classical dance can be
found in the Higher Dance Practice videos on classical dance and in the
Higher Dance Course Support Notes, available to download from the SQA’s
website (www.sqa.org.uk). This material on contemporary and jazz dance
also provides guidance on structure, a glossary of techniques, terms in both
contemporary and jazz dance, and advice on sources of further reading
material and sources that can provide examples of dance performance. The
suggestions, whilst not prescriptive, do give an example of the structure that
could be used in the delivery of dance. This resource will develop a
knowledge base of technique and an understanding of the principles relevant
to the teaching of dance.
Skills and knowledge covered in this course
Through participation in this course learners will develop:
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knowledge and understanding of a range of dance styles
specific knowledge and expertise in the development of dance techniques
an understanding of safe and effective practice
knowledge of the application of techniques in motif development
an understanding of the application of techniques in the interpretation of
music/stimulus
an ability to work and engage with others in dance performance
an understanding of the process of evaluating and refining performance
experience in evaluating the work of others and understanding good
practice
literacy through understanding, communicating and recording using
subject-specific vocabulary.
Curriculum for Excellence
Dance, and the process of learning dance, contributes significantly to the
progressive development of the capacities, features and attributes promoted
by Curriculum for Excellence, not only within the four capacities but also in
relation to skills for learning, life and work, further details of which can be
found in the SQA’s document Skills Framework: Skills for Learning, Skills
for Life, and Skills for Work.
Dance provides learners with active experience of:
 listening and focussing on specific tasks
 implementing and completing tasks to the best of their ability
INTRODUCTION
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working with others
accepting feedback and refining performance
target setting and monitoring of performance
contributing ideas in groups/teams
accepting ideas from others
using technology to further knowledge and research .
Dance affords learners the opportunity to develop high-order skills such as
analysis and evaluation, and creativity. Through the approach of
personalisation and choice, learners gain expertise in identifying specific
areas for improvement and consideration of strategies to inform and develop
performance. In learning technical skills in dance, the re is often the
opportunity to select appropriate combinations of techniques and
development motifs.
Approaches to learning and teaching dance
When planning a dance session, it is important to select and prepare both a
stimulus and music according to the genre and the qualities required.
Classes in all styles of dance should, where possible, be carried out in an
appropriate and ventilated area with a sprung floor. Although not always
possible, a mirrored wall provides the dancer with instant feedback to allow
correction of technique and engagement with others in the class when
working in unison.
Care should be taken to advise learners to wear clothes that will allow
freedom without hindering or restricting movement. Appropriate footwear
should be worn to allow for effective execution of techniques, particularly in
travelling.
Advice and guidance on structure
Classes in both contemporary and jazz dance can often follow the pattern
below. Barre work, a feature of classical dance , may also be included.
Examples for each area of the session have been given using techniques in
contemporary dance. Further details of techniques in other dance genres are
listed in the National 5 Dance: Unit Support Notes – Technical Skills, which
is available to download from the SQA’s website (www.sqa.org.uk).
INTRODUCTION
Structure
Suggested techniques
Head movements to right, left, up, down
Warm-up
Shoulder circles, arm circles
Roll down and up
Swings, back rotations
Centre techniques
Pliés, tendus, high release, contractions, lateral
stretches, lateral spine curves, turns, lunges
Floor techniques
Sitting to high release, tilts, curves forward, spirals,
floor balances, hip rolls, transitions from standing to
floor
Travelling/crossfloor
Runs, triples, leaps, turns
Combining travelling steps such as four triples, four
runs then two step leaps
Combinations
Motifs/dance
rehearsal
Cool down
Combining centre and floor: pliés into contraction to
high release, sink to floor, hip roll into balance into
sitting curve forward into spiral
This part of the class allows learners to practise work
they have done earlier or in a previous class
It also allows time for rehearsal
Before leaving class, learners should be given time to
slow down and stretch the main muscle groups
Practitioners will find it useful to observe examples of good practice in
dance. There is a wealth of material available on You Tube that provides
examples of both techniques and dances using these techniques. Practitioners
should be mindful, however, of the local, college or school authority
procedures relating to e-safety.
A list of resources is available in the National 5 Dance Course Support Notes ,
which are available to download from the SQA website (www.sqa.org.uk).
This material provides guidance for practitioners on the teaching of the
discrete skills shown in the videos. There is also some exemplification of
combined techniques.
INTRODUCTION
Initial presentation of dance techniques will use direct interactive teaching,
providing the learner with the opportunity to develop technical expertise and
knowledge of good practice. Later on in the course, as the leaner progresses
and develops techniques, it is sometimes useful for the practitioner to
withdraw this and allow the learner to develop kinaesthetic awareness of the
quality of their work.
This strategy is particularly helpful when preparing for final assessment.
Practice at performing solo is essential in order to gain the re quired
confidence for effective and successful performance in the final assessment.
National 5 Dance Assessment: summary
Full details of both unit and course assessments are available in the
documents National 5 Dance Course Support Notes and National 5 Dance
Course Assessment Specification, which are both available to download from
the SQA’s website (www.sqa.org.uk).
Assessment in National 5 Dance takes the form of unit assessment and course
assessment. The summary information below provides practitioners with a
clear statement of the assessment demands of National 5 Dance.
Unit assessment will gather evidence of the learner’s knowledge and
understanding of a specific dance genre, and the social and cultural
influences on that dance genre. Progress on the development of technical
skills, the use of safe dance practice and the ability to apply techniques to
perform a sequence in two dance styles will also be internally assessed.
When delivering this course practitioners should endeavour to develop
approaches that will allow learners to fulfil the required elemen ts for
assessment, whether written, oral or practical.
Final course assessment involves the performance of a solo in one dance
genre. This solo is created by the centre, must last a minimum of 1.5 minutes
and be within SQA guidelines. It is assessed using visiting assessors
appointed by SQA.
Having developed technical expertise, in conjunction with the good practice
demonstrated in this resource, centres should create a dance for final
assessment that encompasses the strengths of their learners. Care should be
taken to provide ample opportunity for leaners to memorise and practise the
dance, and to gain confidence in performing solo.
INTRODUCTION
On the day of assessment learners will perfor m solo in front of their
practitioner and the visiting assessor, who together mark each learner.
Discussion after each performance determines the final mark out of a possible
35 marks. The solo performance is only one part of the final assessment. The
performance of a choreography for two dancers (35 marks) and a support log
for that choreography (30 marks) provide the remaining elements of
assessment.
GLOSSARY
Glossary
Term
Definition
Adagio
Slow and sustained movement
Alignment
A balanced position creating a plumb line through
the body
Arabesque
A balance on one foot, other leg extended off the
ground
Asymmetry
Body shape differs on either side of the body
Balance
A position of stillness
Barre
A horizontal wooden fixture around a dance studio
Body ripple
Upwards or downwards sequential movement in
upper body
Body wave
A whole body movement starting from the knees
Chassé
Three step pattern: step, together, step
Centre
Denotes centre of gravity, just below the navel
Combination
Movements performed together, one after the other
Contraction
A pulling of the body centre towards the spine
Core
The torso area of the body
Demi-plié
A small bending of the knee
Demi-point
Moving onto the ball of the foot
Devant
In front
Développé
A smooth bend of one leg, often prior to extension
Derrière
To the back
Dynamic quality
The force or intensity of a movement
Extension
A stretch
Flexed
Bent upwards at a joint as in flexed foot
Grand plié
A full bend of the knees
Genre
A style
Gesture
A movement conveying meaning
High release
An arch of the upper back, head and sternum lifted
GLOSSARY
Isolation
One part or area of the body moving
Kick-ball change
Jazz technique where lower leg flicks
Leap
A jump from one foot to the other, legs extended
Motif
A combination of movements that can be developed
Neutral position
Standing feet together, arms at the sides of the body
Opposition
Opposite arm is used to foot placed forward
Pas de bourrée
Three steps: behind, side, in front
Personal space
The reaching space around a dancer
Phrase
A complete combination of movements
Pirouette
A 360 degree turn performed on one foot
Plié
A bend of the knees
Posture
The position of the body in good alignment
Relevé
Movement onto the balls of the feet
Retire
The free leg bends up, with the foot placed against
the knee of the supporting leg
Rise
Move upwards
Rotation
A movement that turns around
Sequence
Movements performed one after the other
Spiral
A twisting movement around the spine
Stimulus
The factor initiating an idea
Succession
One after the other
Swing
A relaxed movement using the arms and body
Symmetry
Both sides in a shape or movement are equal
Tendu
Movement of the leg into a pointed foot
Transition
A link between one part or movement and another
Triple
A three-step travelling movement: down, up, up
Turn-out
Stand with the heels together, toes turned outwards
Warm-up
Exercises which prepare the body for movement
RESOURCES
Resources
Practitioners can further develop their knowledge of dance through reading,
watching professional dance companies, attending classes and accessing
relevant video clips on YouTube. Care should be taken when sourcing
material on YouTube. It is the responsibility of the practitioner to identify
procedures for e-safety within their own establishment and authority. It will
also be important for the practitioner to filter the material into appropriate
footage that will support and develop their knowledge.
The lists below provide information that will help the practitioner to source
and identify knowledge, good practice and exemplification of both techniques
and dance.
SQA documents
The following documents provide course arrangements, support notes and
details of assessment. The practitioner will also find information on
techniques, websites, dance companies, choreographers and dance teacher’s
associations. These documents are all are available to download from the
SQA website (www.sqa.org.uk).
National 5 Dance Course Support Notes
National 5 Dance Course Assessment Specification
National Progression Award in Dance Level 5 – Arrangements
National Progression Award in Dance Level 5 – Assessment Support Pack
Higher Dance Course Support Notes
The Higher Dance course involves internal assessment by centres through the
use of technical studies created for this purpose. These studies are available
on DVD to centres delivering the Higher Dance course.
RESOURCES
Websites
www.dancebooks.com
www.humankinetics.co.uk
Books
Dance Composition Basics
Pamela Anderson Sofras, Human Kinetics, 2006
Alvin Ailey Dance Moves
Lise Friedman and Chris Callis, Stewart, Tabori & Chang Inc., 2003
(available from www.dancebooks)
Psychology of Dance
Jim Taylor and Ceci Taylor, Human Kinetics, 1995
Photographic images of dance can also be sourced to provide visual images of
technique and inspiration, particularly in choreography .
YouTube
There is a wealth of useful and appropriate exemplificati on of dance on
YouTube. Access to this material is obtained by applying the right
terminology. This can be achieved by generating a search using a specific
technique, genre, choreographer’s name or name of a dance company.
Some suggestions
Lester Horton, Martha Graham, Richard Alston, Alvin Ailey, Christopher
Bruce
Robert North, Ballet Rambert, Scottish Dance Theatre
The following page shows a comparison of the current dance courses and the
new courses.
RESOURCES
Summary comparison of dance course
Course
Technical skills
Contemporary example
Jazz example
Choreography
Techniques, internal
Techniques, internal
assessments, technical
assessments, technical
studies
studies
Final study
Final study
Units: Develop knowledge and understanding of
one dance genre, Analyse social and cultural
influences
Apply techniques in two dance genres
Course: Solo performance in two contrasting
dance genres
Theory, internal
assessment, choreography
Final choreography
NPA level 5
Technique/short phrases
Recreate repertoire
Written work
Practical learning of
choreographic skills,
application and use of
stimulus, music and design
National 5
Unit: Develop knowledge and understanding of
one dance genre, Analyse social and cultural
influences
Apply techniques in two dance genres
Original
Higher
New Higher
Technique/short
phrases/practitionerled study
Written work
Course: Solo performance in one dance genre
Create two group pieces of
choreography/one as
internal assessment, one as
final assessment
Develop knowledge and
understanding of
choreographic principles:
create two pieces, one as
internal assessment, one as
final assessment
Written work
Assessment
Written plan of action:
choreography and
personal improvement
Evaluation essay
Technical skills:
Evidence of learning
outcomes
Choreography: support
log
Internal assessment
Final assessment: technical
and choreography by
visiting assessment
Units – internal
assessment, final
assessment: technical and
choreography by visiting
assessment
Evidence of learning
outcomes
Contemporary, jazz
choreography/dance
analysis
Technical skills:
evidence of learning
outcomes
Choreography: support
log
Learning
outcomes
evidence across all areas
Units – internal
assessment, final
assessment: technical and
choreography by visiting
assessment