VCE Dance 2014 - 2018
Frequently Asked Questions
The VCE Dance Study Design includes a new section entitled ‘Terms used in this
study’. Does this section replace the Glossary in the 2007 study design?
The definitions in the ‘Terms used in this study’ section apply across Units 1-4 and
associated assessments. The Glossary in the previous study design was advisory only. The
definitions in the revised study are required to be used in teaching, learning and assessment
activities.
In the ‘Terms used in this study’ section of the Study Design, the definition of a
unified composition refers to ‘middle’ rather than ‘development’ which was the term
used in the 2007 study. Can students still use the term ‘development’?
The possible scope of a ‘unified composition’ in the 2014 VCE Dance study design is the
same across units 1-4. This was not the case in the 2007 study where the scope narrowed
between Unit 2 and Unit 4. Students now have the option of using a wider range of formal
structures when they choreograph their Unit 4 solo, however all of the formal structures will
have an over-arching structure of a beginning section, a middle section and a resolution or
‘ending’ section. As in the 2007 study, students are required to develop the dance ideas that
communicate their expressive intention within their dance; generally this will occur in the
middle section but it may also be evident in the other sections. Students may refer to a
section of the work as the ‘development’ section.
The terminology used in VCE Dance is not style specific. Should students also use
style specific terminology?
The study design provides a framework for teachers to develop a course that is appropriate
for their students. Within the study, the terminology used for analysis involving
choreographic principles such as elements of movement, choreographic devices, dance
design, spatial organisation and group structures is generic and not style specific. These
terms allow all students and teachers to discuss aspects of choreography in a generic way.
It is expected that within this course teachers will combine language from the study design
with terminology relevant to specific dance styles. When students are describing or
analysing movement vocabulary they may use terminology which is style specific such as
terms used in street dance styles or the ‘French technical terms’ commonly used in classical
ballet.
How is artistry defined in VCE Dance?
Artistry is a broad term that refers to the effective qualities of a performance. Artistic practice
involves a synthesis of technical and expressive elements. Demonstrating artistry requires
the dancer to present evidence in their performance of artistic practice – the combination of
technical skills and expressive qualities along with the use of performance skills to create an
effect or mood and to communicate ideas (expressive intention) to the audience.
Performances that demonstrate artistry are practised and polished.
How can students develop and enhance artistry in their performances?
As students create, learn, rehearse and perform dance they are using a range of processes
and practices and through these they will develop and enhance their artistry. This might
relate to the use of improvisation and refinement to create and develop movement to
emphasise an aspect of the expressive intention through use of expressive and performance
skills. Developing and enhancing artistry involves ongoing attention in the same way that
dance technique is built and enhanced.
What is the difference between the terms ‘form’ and ‘formal structure’ in VCE Dance?
Form is the over-arching term. Formal structures are components that contribute to the
overall form of a work. The terms can be used independently, that is one can be discussed
without reference to the other. The terms are not interchangeable. For example, in
discussing a work using a binary formal structure, the overall structure will be described as
binary. Each section is formed through the arrangement and manipulation of movement
vocabulary into related phrases. Choreographic devices can be discussed in terms of their
contribution to overall form or structure. Another way of approaching this is to invert the term
‘formal structure’ and consider ‘structure of the form’ which is a way of connecting to key
knowledge such as ordering and linking of sections to create form in selected solo dance
works.
What is the relationship between processes and practices?
Processes are actions that are used as part of practice. For example, the practice of dancemaking involves use of the dance making process and each of the components (movement
creation etc) listed on page 11 of the study design within the definition of the dance-making
process is itself a process. In relation to movement creation, this approach extends to the
sub-sections: improvisation, selection, arrangement, refinement and evaluation (ISARE),
each of which are processes. Within VCE Dance the main practices are those of dancemaking, performing and analysing/documenting.
Different aspects of these processes and practices are referred to throughout the study
design so that students engage with relevant content but do not have to continually revisit
learning.
What is the difference between the terms ‘choreography’ and ‘movement creation’
These terms are defined in the study design as:
Choreography: The creation and composition of a dance by selecting and arranging
movements and patterns of movement to convey expressive intention.
Movement creation: To create movements for motifs, phrases and sections.
Movement creation and choreography are connected – movement creation is one
component of choreography and both are part of the overall dance-making process. As the
explanations above indicate, movement creation involves creating movement that is then
used in choreography.
At times, the study design refers to ‘expressive intention’ but sometimes the
reference is to ‘intention’. Are these terms interchangeable?
Yes; for example, the key knowledge point on page 21of the study design: ‘the expressive
use of the elements of movement to communicate intention’ is referring to expressive
intention. The decision to only use ‘expressive’ once in the point is an editorial decision to
increase the readability of the dot point.
In Unit 2, the term ‘pre-performance’ is not part of the key knowledge and skills. Can
these processes be introduced in Unit 2?
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At Unit 2 level the knowledge and skills do not include all of the content that students will
engage with in Units 3-4. For this unit, pre and post performance processes can be covered
in ‘processes used in learning, rehearsing and performing movement sequences’.
What is the focus of Unit 3 Outcome 1?
Dance design is the over-arching consideration in this Area of study and Outcome. Dance
design is the structure and form of the dance. This includes the relationship between
expressive intention, form and movement vocabulary.
There are different ways to approach this outcome – either by observing the movement
vocabulary (phrasing, body actions and so on) and then considering expressive intention
and form. Alternatively, consideration could be given to expressive intention initially, then to
form and movement vocabulary. Consideration of form in this area of study also requires
consideration of how formal structures are used to create the overall form.
For Unit 3 Outcome 3 are there specific performance practices that students should
learn?
For this and other outcomes, students should learn performance practices appropriate to
their level of skill and the works they are performing. Most teachers use a set of processes
as a scaffold for the practices of preparing to perform, performing and post-performance.
Through deliberate and repeated use of these processes to enhance their practice as
dancers, students will also be developing their sense of artistry.
In Area of study 2 the focus is on formal structures as these are the components that
students are working with as they create their solo work.
Should teachers consider issues relating to performance practices in their dancemaking analysis?
Dance-making analysis is used throughout VCE Dance to support students’ choreographic
and dance making-practice. In Units 3 and 4 Area of study 2 students are also required to
make and perform a dance work so there are separate references to performance practice in
the key knowledge and skills. The dot points for each Outcome are not a checklist so
teachers can consider performance as both part of the dance-making process and a practice
in its own right or they might consider the range of matters that need to be considered
relating to performance together.
What is the relationship between rehearsal practices and skills in rehearsing?
Rehearsal practices involve use of a range of processes, for example processes for
ensuring that spatial organisation is established and maintained throughout a dance. For
each process there are specific skills students can learn, develop and apply.
Are the terms groupings and formations interchangeable?
These terms are interchangeable with each generally being used in different dance styles.
Students can refer to either or both in referencing examples from the work they are studying.
For example, the dancers are grouped in pairs and then form a circle or the dancers formed
pairs and then a circle or the dancers were grouped in pairs and then in a circle.
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