Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 1 Dance students will learn to understand dance in context, develop practical knowledge and ideas and communication and interpretation.  They will compose dance sequences for given briefs and perform, demonstrate ensemble skills in dance, demonstrate understanding of the elements of dance, and also their understanding of a dance performance.  Students will learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week.

The by-products of learning dance include the instrumental benefits of physical health, emotional maturation, social awareness, cognitive development, and academic achievement. Students of artistic dance also develop and use creative higher-order thinking skills while inventing solutions to movement problems. Just like an artistic choreographer has to be an inventive problem solver, weaving aesthetic movement to find logical solutions to kinesthetic issues, students of artistic dance have to engage higher-order thinking skills when completing choreographic movement assignments and exercises that present kinesthetic and spatial problems.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Choreographer, Professional dancer, Dance teacher, cruise ship entertainer, theme park dancer, Work in arts administration for a dance company or theatre, Company or artist management, event or venue management, become a yoga or Pilates instructor, marketing for dancers, become a dance photographer or videographer, costume or clothing designer, Fitness instructor, become a physical therapist or dance medicine specialist. Transferable skills learnt in Dance (eg collaborative skills, problem solving, confidence) will be useful in a wide variety of non-dance careers.

Learning outcomes/Assessment links:

Note: Standards are subject to change with the review of course at the end of each year. Course is endorsable.

Progression: (What courses does this course lead to?)
This course leads to Level 2 Dance. Also to community engagement through performance. Dance can become a lifelong passion, creative outlet, stress management tool, a way to engage collaboratively with others and contributes to physical and mental well-being. To have a realistic chance of passing the course and gain entry into the next level, students MUST attend at least 90% of lessons.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Dance professionals will engage with the class for different workshops in a variety of Dance genres. Students will also have the opportunity to view professional Dance performances.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will prepare dances to perform in real-life situations both in school eg Arts Expo, and possibly outside of school, eg Te Ahu.

Teaching and Learning Approaches: (How will I learn in this course?)
This is a very physical course and students will be required to move most lessons. It is a great subject for students who like to learn through moving and wish to build their flexibility and core strength. There is a theory component of viewing and analysing dance performance for the external standards.

Resource requirements: (What resources will I need to have to learn in this course?)
Students must bring appropriate clothes to dance in every period. They will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended. 

Course Outline

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Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 2 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation.  They will choreograph a group dance to communicate an intention, perform repertoire of dance, perform an ethnic or social dance, perform in a theatre dance work, provide an interpretation of a dance performance, and demonstrate understanding of dance genres in context.

The by-products of learning dance include the instrumental benefits of physical health, emotional maturation, social awareness, cognitive development, and academic achievement. Students of artistic dance also develop and use creative higher-order thinking skills while inventing solutions to movement problems. Just like an artistic choreographer has to be an inventive problem solver, weaving aesthetic movement to find logical solutions to kinesthetic issues, students of artistic dance have to engage higher-order thinking skills when completing choreographic movement assignments and exercises that present kinesthetic and spatial problems.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Choreographer, Professional dancer, Dance teacher, cruise ship entertainer, theme park dancer, Work in arts administration for a dance company or theatre, Company or artist management, event or venue management, become a yoga or Pilates instructor, marketing for dancers, become a dance photographer or videographer, costume or clothing designer, Fitness instructor, become a physical therapist or dance medicine specialist. Transferable skills learnt in Dance (eg collaborative skills, problem solving, confidence) will be useful in a wide variety of non-dance careers.

Learning outcomes/Assessment links:

Note: Standards are subject to change with the review of course at the end of each year. Course IS endorsable.

Progression: (What courses does this course lead to?)
This course leads to Level 3 Dance. It also to community engagement through performance. Dance can become a lifelong passion, creative outlet, stress management tool, a way to engage collaboratively with others and contributes to physical and mental well-being. To have a realistic chance of passing the course and gain entry into the next level, students MUST attend at least 90% of lessons.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Dance professionals will engage with the class for different workshops in a variety of Dance genres. Students will also have the opportunity to view professional Dance performances.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will prepare dances to perform in real-life situations both in school eg Arts Expo, and possibly outside of school, eg Te Ahu.

Teaching and Learning Approaches: (How will I learn in this course?)
This is a very physical course and students will be required to move most lessons. It is a great subject for students who like to learn through moving and wish to build their flexibility and core strength. There is a theory component of viewing and analysing dance performance for the external standards.

Resource requirements: (What resources will I need to have to learn in this course?)
Students must bring appropriate clothes to dance in every period. They will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended.

Course Outline

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Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 3 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation. They will prepare a dance to a realised concept, choreograph a dance to develop and resolve ideas, perform a solo/duet dance sequence, perform a group dance and a repertoire of contrasting dances and analyse a dance performance.

The by-products of learning dance include the instrumental benefits of physical health, emotional maturation, social awareness, cognitive development, and academic achievement. Students of artistic dance also develop and use creative higher-order thinking skills while inventing solutions to movement problems. Just like an artistic choreographer has to be an inventive problem solver, weaving aesthetic movement to find logical solutions to kinesthetic issues, students of artistic dance have to engage higher-order thinking skills when completing choreographic movement assignments and exercises that present kinesthetic and spatial problems.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Choreographer, Professional dancer, Dance teacher, cruise ship entertainer, theme park dancer, Work in arts administration for a dance company or theatre, Company or artist management, event or venue management, become a yoga or Pilates instructor, marketing for dancers, become a dance photographer or videographer, costume or clothing designer, Fitness instructor, become a physical therapist or dance medicine specialist. Transferable skills learnt in Dance (eg collaborative skills, problem solving, confidence) will be useful in a wide variety of non-dance careers.

Learning outcomes/Assessment links:

Note: Standards are subject to change with the review of course at the end of each year. Course IS endorsable.

​​​​​​​Progression: (What courses does this course lead to?)
Level 3 Dance is a university-approved subject. This course leads to further study of Dance (check out https://danz.org.nz/dance-education-pathways). Also to community engagement through performance. Dance can become a lifelong passion, creative outlet, stress management tool, a way to engage collaboratively with others and contributes to physical and mental well-being. To have a realistic chance of passing the course and gain entry into the next level, students MUST attend at least 90% of lessons.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Dance professionals will engage with the class for different workshops in a variety of Dance genres. Students will also have the opportunity to view professional Dance performances.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?) 
Students will prepare dances to perform in real-life situations both in school eg Arts Expo, and possibly outside of school, eg Te Ahu.

Teaching and Learning Approaches: (How will I learn in this course?)
This is a very physical course and students will be required to move most lessons. It is a great subject for students who like to learn through moving and wish to build their flexibility and core strength. There is a theory component of viewing and analysing dance performance for the external standards.

Resource requirements: (What resources will I need to have to learn in this course?)
Students must bring appropriate clothes to dance in every period. They will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended.

Course Outline

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The Arts 2021
September 2020