dance syllabus - free zimsec & cambridge revision notes ... · dance syllabus forms 1 - 4 1.0...
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ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
FORMS 1 - 4
2015 - 2022
DANCE SYLLABUS
Curriculum Development Unit and Technical ServicesP.O. Box MP 133Mount Pleasant
Harare© All Rights Reserved
2015
Dance Syllabus Forms 1 - 4
ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education would like to acknowledge the following for their valued contribution in the production of this syllabus:
• The National Dance Syllabus Panel• National Arts Council of Zimbabwe (NACZ) • Zimbabwe School Examinations Council (ZIMSEC)• University Representatives • Kwabatsha Dance Company• Cerea Performing Arts • UnitedNationsEducationalScientificandCulturalOrganisation(UNESCO)• United Nations Children’s Fund (UNICEF)
i
Dance Syllabus Forms 1 - 4
ii
CONTENTSACKNOWLEDGEMENTS.................................................................................................................. i
CONTENTS........................................................................................................................................ii
1.0 PREAMBLE................................................................................................................................. 1
2.0 PRESENTATION OF SYLLABUS.............................................................................................. 2
3.0 AIMS............................................................................................................................................ 2
4.0 SYLLABUS OBJECTIVE............................................................................................................ 2
5.0 METHODOLOGY AND TIME ALLOCATION.............................................................................. 2
6.0 TOPICS........................................................................................................................................ 3
7.0 SCOPE AND SEQUENCE.......................................................................................................... 4
8.1 FORM 1........................................................................................................................................ 7
8.2 FORM 2...................................................................................................................................... 14
8.3 FORM 3...................................................................................................................................... 19
8.4 FORM 4..................................................................................................................................... 27
9.0 ASSESSMENT........................................................................................................................... 34
1
Dance Syllabus Forms 1 - 4
1.0 PREAMBLE1.1 Introduction
This Dance Syllabus is for Forms 1 – 4. Dance is a learning area that stimulates creativity, innovation and originality through practical composition and performance which leads to entrepreneurship. It enables learners to understand and appreciate the historical, socio-eco-nomic, political and cultural aspects of aesthetics in the context of Zimbabwean society and that of other cul-tures. Learners from diverse backgrounds and abilities channel their energies into inspiring artistic endeavors through Dance activities that foster creative expression, discipline, collaboration, self-awareness and personal transformation. Learners engaged in Dance, learn to value the literary, oral and cultural traditions of societies, through understanding universal themes such as family, love, religion, struggles and marriage. The study of Dance equips learners with the means to express their own visions and ideas for them to be able to participate actively in their education, community, professional and social lives. The syllabus intends to equip learners with knowledge towards protection of creative works through an understanding and appreciation of Intellectual PropertyRights.Thespecificationsofthissyllabusaimto motivate learners to become independent problem solvers within or without their communities.
1.2 Rationale
Dance is one of the most effective forms of communi-cation which contributes to economic, religious, political and social development of the learner. Dance education provides an opportunity for active participation of learners to explore and express their feelings, tolerance and kinesthetic. Their creative imagination will develop competencies essential for employment creation, entrepreneurship, problem solving, critical thinking and self-discipline. Indigenous Zimbabwean dance equips the learner with a cultural heritage necessary for the continuity of the nation’s values, beliefs, practices. The appreciation of the aesthetic values of dance enables learners to become custodians of their heritage and a more productive citizens
1.3 Summary of Content
The learning area details the knowledge, understanding and competencies that learners are expected to develop throughout the learning cycle in the following areas;
History of Zimbabwean, African, African-Diasporan and Contemporary Dance and Cultural Dimensions; Dance Techniques; Creative Composition and Intellectual Property Law; Artistic Anatomy, Nutrition and Identity; Aesthetic Values and Performance Appreciation; Technology in Dance and Arts Management (Enterprise Skills). This enables learners to be exposed to a wide diversity of Dance programmes which develops excel-lence,originality,confidence,self-identity.
1.4 Assumptions
The Dance syllabus assumes that learners have ac-quired practical dance skills from community activities and the Primary cycle to:
•usetheirbodies,voices,gesturesandsignlan-guage to artistically express themselves
•fuseandcoordinatemovementintoholisticex-pression
•explorethefoundationalelementsandprinciplesof design in dance
•interpretandrespondtodifferentstimuli.•appreciate,compareandassessdanceperfor-
mances•manipulateavailableresourcesintheenvironment
for dance performances
1.5 Cross- Cutting Themes
The Dance learning area will encompass the following cross cutting themes:
•Children’srightsandresponsibilities-Insongtext,dance styles, performance spaces, censorship.
•HumanRights-Insongtext,dancestyles,censor-ship.
•DisasterRiskManagement–DanceHealthandSafety Policy
•FinancialLiteracy–ArtsManagement•Gender,Sexuality,HIVandAIDS-Insongtext,
dance styles, performance spaces, censorship, religious ceremonies.
•CulturalHeritage–HistoryofZimbabweanDance,Intellectual Property Law, Beliefs, Norms and Values.
•Collaboration–Creativecomposition,Exchangeprogrammes
•EnvironmentalIssues–Instrumentproduction,Song text, Costumes and Props making
•ICT–Filming,Recording,Researching,Perform-ing, Networking, Marketing
2
Dance Syllabus Forms 1 - 4
2.0 PRESENTATION OF SYLLABUSThe syllabus is presented as a single document catering for Forms 1 – 4 Secondary Cycle
3.0 AIMSThe syllabus aims to enable learners to:
3.1 develop a range of competencies, knowledge and understanding in Zimbabwean, African, African-Diasporan and Contemporary Dance, embracing historical, cultural, creative, inter-pretative, and analytical aspects of the learn-ing area.
3.2 foster an appreciation of Dance, promoting work ethics, self discipline, Unhu/ Ubuntu, as well as socio - cultural and environmental awareness.
3.3 foster responsible safe ethical use of facilities, materials, methods and technologies.
3.4 develop a sound application of appropriate nutrition and body care.
3.5 establish competencies in Dance technology systems.
3.6 apply knowledge of Intellectual Property Rights.
3.7 demonstrate enterprise skills in the Dance industry
3.8 develop specialization in Dance. 4.0 SYLLABUS OBJECTIVEBy the end of the course, learners should be able to:
4.1 appreciate the nature of Dance as a historical, social, cultural, indigenous and ritualistic art;
4.2 recognize social, environmental, cultural and historicalinfluencesinDance;
4.3 understand the relationship between self and others through Dance;
4.4 use appropriate Dance vocabulary to evaluate performances;
4.5 demonstrate sound knowledge of nutrition, hygiene and grooming in dance;
4.6 acquire enterprise skills in Arts management;
4.7 display competencies in the use of Dance technology;
4.8 attain skills of creating and protecting Dance performance;
4.9 demonstrate an ability to work independently and collaboratively in research and Dance production;
4.10 display competencies and creative skills in communication, time management, critical thinking and problem solving that contribute to lifelong learning through Dance;
4.11 appreciate the relationship between Dance andotherfieldsofknowledge.
5.0 METHODOLOGY AND TIME ALLOCATIONSome of the Learner centered methods and approaches that can be used to learn Dance at Forms 1 – 4 are as follows;
5.1 Methodology
• Experimentation• Research• Music• Storytelling• Groupwork• InteractiveGames• Integratedlearning• Simulation• Resourcemethod• Educationaltrips• Danceexchangeprogrammes• Discussion• Practicaldemonstration• PoemsandRhymes• Puppetry• Roleplay• Animation• Workshops• Improvisation
5.2 Time Allocation
In order to cover the content adequately, Forms 1 - 4 Dance should be allocated 6 forty minute lessons per week.
NB: Time should be allocated for festivals, performances, exchanges and fundraising activities. Each school should set aside 2 by 8 hours for competitions, 2 by 8 hours for festivals per year. Combined community fundraising
3
Dance Syllabus Forms 1 - 4
performance for Form 4 in the second term. Two weeks are allocated for Cultural Exchange and Excursions once per year.
6.0 TOPICSThe syllabus topics are as follows:
6.1 History of Zimbabwean, African, African-Dias-poran and Contemporary Dance
6.2 Dance Techniques6.3 Creative Composition and Intellectual Proper-
ty Law6.4 Anatomy, Nutrition and Identity6.5 Aesthetic Values and Performance Apprecia-
tion6.6 Technology in Dance6.7 Dance Management (Enterprise Skills)
4
Dance Syllabus Forms 1 - 47.
0 S
CO
PE A
ND
SEQ
UEN
CE
7.2
TO
PIC
: 2
DA
NC
E TE
CH
NIQ
UES
7.1
TO
PIC
: 1
HIS
TORY
OF
ZIM
BA
BW
EAN
, AFR
ICA
N, A
FRIC
AN
-DIA
SPO
RA
N A
ND
CO
NTE
M-
POR
ARY
DA
NC
E
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•HistoryofD
anceinZimbabw
e•
Dancegenres
•HistoryofD
anceportfolio
•HistoryofD
anceinSouthernAfrica
•Dancegenres
•HistoryofD
anceportfolio
•HistoryofAfricanandAfrican-Dias-
pora
n D
ance
•Dancegenres
•HistoryofD
anceportfolio
•HistoryofC
ontemporary
Dan
ce: Z
imba
bwe
and
the
Wor
ld.
•Dancegenres
•HistoryofD
anceportfolio
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•IndigenousdancesinZimbabw
e•
Dancetechniqueportfolio
•IndigenousdancesinS
outhernAfrica
•Dancetechniqueportfolio
•DancesinAfricaandtheAfri-
can-
Dia
spor
a •
Dancetechniqueportfolio
•Dancehybridity
•Dancetechniqueportfolio
5
Dance Syllabus Forms 1 - 47.
3 TO
PIC
: 3
CR
EATI
VE C
OM
POSI
TIO
N A
ND
INTE
LLEC
TUA
L PR
OPE
RTY
LAW
7.4
TOPI
C: 4
A
NAT
OM
Y, N
UTR
ITIO
N A
ND
IDEN
TITY
7.5
TO
PIC
: 5
AES
THET
IC V
ALU
ES A
ND
PER
FOR
MA
NC
E A
PPR
ECIA
TIO
N
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•MusicalAccom
paniment:
- M
usic
ele
men
ts-
Inst
rum
enta
tion
•Scripting:
- Th
emes
•
CreativePo
rtfolio:
- Fo
lklo
re s
ongs
com
posi
tions
•MusicalAccom
paniment:
- In
stru
men
tatio
n •
MusicalNotation
•Choreography
•CreativePo
rtfolio:
- So
ng a
nd d
ance
•MusicalAccom
paniment:
- Pe
rcus
sive
inst
rum
ent
- C
ostu
me
desi
gn•
Scripting:
- Ad
apta
tion
•Choreography
•CreativePo
rtfolio:
- Pe
rcus
sive
inst
rum
ent m
akin
g
•MusicalAccom
paniment:
- In
stru
men
tal v
aria
tions
-
soun
d e
quip
men
t•
Choreography
•IntellectualPropertyLaw
•IntellectualPropertyLaw
Po
rtfol
io
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•TheBo
dy:
- Sk
elet
al S
truct
ure
- R
espi
rato
ry S
yste
m•
Identity
•Hygiene
•An
atom
y,nutritionandidentityportfolio
•Ph
ysiotherapyandrehabilitation
•Hygieneandgroom
ing
•An
atom
y,nutritionandportfolio
•NutritionandDiet
•Exerciseregimes
•Identity
•An
atom
y,nutritionandidentityportfo-
lio
•HealthandS
afety
•EtiquetteinD
ance
•An
atom
y,nutritionandportfo-
lio
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•Pe
rformanceappreciation
- At
tach
men
t of m
eani
ng
•Pe
rformanceappreciationportfolio
•Pe
rformanceappreciation
- C
hara
cter
izat
ion
and
dial
ogue
•Pe
rformanceappreciationportfolio
•Pe
rformanceandaestheticapprecia-
tion
- Sy
mbo
lic im
pres
sion
s•
Performanceappreciationportfolio
•Pe
rformanceandaesthetic
appr
ecia
tion
- El
emen
ts o
f pro
duct
ion
•Pe
rformanceappreciation
portf
olio
6
Dance Syllabus Forms 1 - 47.
6
TOPI
C: 6
T
ECH
NO
LOG
Y IN
DA
NC
E
7.7
TO
PIC
: 7
DA
NC
E M
AN
AG
EMEN
T (E
NTE
RPR
ISE
SKIL
LS)
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•TechnologyinDance:
- S
ketc
hes
•Productiondesignportfolio
•TechnologyinDance:
- St
age
prop
s•
Stagepropsportfolio
•Technicalstagedesign
•Technicalstagedesignportfolio
•TechnicaldesignProject:
-
Perfo
rman
ce•
Technicalstagedesignport-
folio
FOR
M 1
FOR
M 2
FOR
M 3
FOR
M 4
•DanceAdm
inistration
•StructuresandstylesofManagem
ent
•En
terpriseskills
•DanceManagem
entportfolio
•DanceProjectPlanningandManage-
men
t:-
Stra
tegy
layo
ut p
lan
•En
terpriseskills
•DanceManagem
entportfolio
•DanceProjectPlanningandManage-
men
t:-
Leg
al A
dmin
istra
tion
- M
arke
ting
•En
terpriseskills
•ArtsManagem
entportfolio
•DanceProjectPlanningand
Man
agem
ent:
- Pr
oduc
tion
Logi
stic
s•
Enterpriseskills
•DanceManagem
entportfolio
7
Dance Syllabus Forms 1 - 48.
0 C
OM
PETE
NC
Y M
ATR
IX
8.1
FOR
M 1
8.1.
1. H
ISTO
RY O
F ZI
MB
AB
WEA
N, A
FRIC
AN
, AFR
ICA
N-D
IASP
OR
AN
AN
D C
ON
TEM
POR
ARY
DA
NC
E
TOPI
CLE
AR
NIN
G O
BJE
CTI
VES:
lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
A
ND
NO
TES
RES
OU
RC
ES
His
tory
of
Dan
ce in
Zi
mba
bwe
Dan
ce g
enre
s
His
tory
of
Dan
ce p
ort-
folio
•identifyZimbabw
eanDances
•classifyZimbabw
eanDancesaccord
-in
g to
pur
pose
•tracethedevelopm
entofDance
genr
es i
n Zi
mba
bwe
•compileanIndigenousZimbabw
ean
danc
e R
esea
rch
Por
tfolio
on
a da
nce
form
of i
nter
est o
utsi
de th
eir l
ocal
com
-m
unity
.
•IndigenousZimbabw
ean
danc
es-
Origin
- Fu
nctio
n-
Form
atio
n -
Seas
on-
mus
ic•
Sacredandnonsacred
danc
e fo
rms
•Influencesonindigenous
danc
e fo
rms
•ResearchPo
rtfolio
•Listingindigenousgroupsandtheir
danc
e fo
rms
•CategorisingIndigenousdanceforms
acco
rdin
g to
pur
pose
•Dem
onstratingthedancegenres
•Exhibitingrelatedcomponentswithin
the
dan
ce fo
rms
•ResearchingonIndigenousDance
form
s
•Resourcepersons
•Referencebooks
•Nationalarchives
•VideoclipswithCap
-tio
ns
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbook
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
•HistoricalW
ebsites
8
Dance Syllabus Forms 1 - 48.
1.2.
DA
NC
E TE
CH
NIQ
UES
TOPI
CLE
AR
NIN
G O
BJE
CTI
VES:
lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
A
ND
NO
TES
RES
OU
RC
ES
Indi
geno
us
Dan
ces
in
Zim
ba-
bwe
•identifydifferentindigenousethnic
grou
ps in
ord
er to
det
erm
ine
the
ethn
ic
char
acte
ristic
s an
d rh
ythm
.•
comparesacredandnonsacred
danc
e fo
rms
•demonstratenormsandvaluesof
indi
geno
us d
ance
s in
Zim
babw
e
•RelevantIndigenousethnic
grou
ps s
uch
as:
- Ko
reko
re-
Zezu
ru-
Man
yika
- N
debe
le-
Kara
nga
- Ka
lang
a-
Nam
bya
- To
nga
- Ve
nda
- So
tho
•
EthicCharacteristics
•Gender,Se
xuality,H
IV&
AID
S in
dan
ces
•MusicandR
hythm
•TechniquesofSa
credand
Non
-sac
red
Dan
ce s
tyle
s•
Sacr
ed D
ance
sN
debe
le –
Isits
hiki
tsha
, Am
ant-
shom
ane
Kalanga–Am
ajukwa,Ihosana
Tong
a –
Mpa
nde,
Bun
tibe
Kara
nga
– M
hand
e, B
iraZe
zuru
– H
umbe
kum
be, D
an-
dand
aKo
reko
re –
Chi
nyam
usas
ure,
Ka
tekw
eM
anyi
ka –
Chi
dzim
baBu
dya
– Ts
otsa
•Playinginstrumentsandrhythmfor
specificdance
•Pe
rformingdancesequencesshow
-in
g di
ffere
nces
bet
wee
n sa
cred
and
no
n-sa
cred
dan
ce fo
rms
•Pe
rformingDancestyles
•Resourcepersons
•Liveshows/performances
•VideoClips
•Referencebooks
•Nationalarchives
•VideoclipswithCaptions
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbook
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
•HistoricalW
ebsites
•Flashcards
9
Dance Syllabus Forms 1 - 48.
1.2.
DA
NC
E TE
CH
NIQ
UES
8.1.
3 C
REA
TIVE
CO
MPO
SITI
ON
S A
ND
INTE
LLEC
TUA
L PR
OPE
RTY
LAW
TOPI
CLE
AR
NIN
G O
BJE
CTI
VES:
lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
A
ND
NO
TES
RES
OU
RC
ES
Indi
geno
us
Dan
ces
in
Zim
babw
e
•Non-SacredDances
Nde
bele
– U
kum
ekez
a, In
dlam
uKa
lang
a –
Amab
hiza
Nam
bya
– N
sum
bule
Tong
a –
Bunt
ibe
Kara
nga
– C
hiny
ambe
ra, M
ba-
kum
baSh
anga
ni –
Muc
hong
oyo
Zezu
ru –
Mbe
nde,
Cho
koto
Kore
kore
– D
inhe
Man
yika
– S
hang
ara
Budy
a –
Ngo
roro
mbe
•Recordingadancestylefortheport-
folio
Dan
ce
Tech
niqu
e Po
rtfol
io
•compileaDanceTechniqueportfolio
on a
Dan
ce s
tyle
of
thei
r cho
ice
Dan
ce T
echn
ique
Por
tfolio
- D
ance
sty
les
•Recordingadancestylefortheport-
folio
TOPI
CLE
AR
NIN
G O
BJE
CTI
VES:
lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
A
ND
NO
TES
RES
OU
RC
ES
Mus
ical
•
applybasicmusicelementstothe
mak
ing
and
per
form
ance
of d
ance
•Instrumentation
- vo
cals
- vo
cabl
e-
clap
ping
- pe
rcus
sive
inst
rum
ents
•Com
posinginstrumentalm
usicpiec-
es fo
r dan
ce s
tyle
s to
cre
ate
desi
red
supp
ort.
•Electronicmedia
•Recordingequipment
•Instruments
10
Dance Syllabus Forms 1 - 4
TOPI
CLE
AR
NIN
G O
BJE
CTI
VES:
lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
A
ND
NO
TES
RES
OU
RC
ES
•createdancestylesusingim
provisa-
tion
•presentarepertoireofdancemove-
men
t voc
abul
ary
Basi
c m
usic
ele
men
ts-
rhyt
hm-
mét
er-
acce
nts
- tim
e-
pitc
h -
tone
•Methodsofimprovisation
•Improvisingdancestylesandinstru
-m
enta
tion
•Dem
onstratingartisticexpressionsin
crea
ted
danc
es
•Drawings
•Graphs
•DanceNotations
•ElectronicMedia
•Internet
Scrip
ting
•recordpersonalm
ovem
entpatterns
and
phra
ses
usin
g a
varie
ty o
f met
h-od
s.
•Developmentofthem
e-
them
eidentification
- st
oryl
ine
- co
stum
ing
and
pro
ps-
inst
rum
enta
tion
- dy
nam
ics
- fo
rms
- m
ovem
ent p
atte
rns
such
as
draw
ings
, gra
phs
- vo
cabu
lary
•Developingthem
esforselected
danc
e st
yles
.•
Creatingstorylinesbasedon
them
es.
•Presentingrepertoiresofdance
mov
emen
t voc
abul
ary.
•Recordingmovem
entpatternsusing
a va
riety
of m
etho
ds.
•Designingcostumesandpropsfor
crea
ted
wor
ks
Cre
ativ
e Po
rtfol
io•
createafolkloresongcom
position
portf
olio
•Creativeportfolio
•Creatingaportfolioforfolkloresong
com
posi
tion
8.1.
3 C
REA
TIVE
CO
MPO
SITI
ON
S A
ND
INTE
LLEC
TUA
L PR
OPE
RTY
LAW
11
Dance Syllabus Forms 1 - 4
TOPI
CLE
AR
NIN
G O
BJE
CTI
VES:
lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
SUG
GES
TED
AC
TIVI
TIES
A
ND
NO
TES
RES
OU
RC
ES
The
Bod
y - Sk
elet
al
Stru
ctur
e an
d M
uscl
e
Groups
•Describehumananatomyinrelationto
danc
e•
TheBody
- Sk
elet
al s
truct
ure
- Sk
elet
al m
uscl
es a
nd o
ther
m
uscl
e g
roup
s
•Identifyingm
usclegroupsfrom
de
taile
d d
iagr
ams
on
ana
tom
ic
stru
ctur
e•
Nam
ingmainbonesofactivelim
bs•
demonstratingmotorandsensory
co-o
rdin
atio
n o
f the
hum
an b
ody
•ReferenceB
ooks
•Internet
•Videofootage
•Resourceperson
•BrailleBooks
•Com
puterandP
rojector
Res
pira
tory
Sy
stem
•outlinetherespiratorystructure
•BreathingM
echanism
•VocalMechanism
•Drawingtherespiratorysystem
stru
ctur
e•
Breathingexercises
•Practisingvocalexercises
Zim
babw
ean
Iden
tity
in
Dan
ce
•defineselfidentityinDance
•describeindigenousculturalidentityin
Dan
ce•
comparethem
ultipledimensionsof
a Zi
mba
bwea
n co
mm
unity
•Pe
rsonalidentity(conceptof
self)
•Groupidentity
•Historyofculturalimageof
Zim
babw
ean
indi
geno
us
grou
ps
•Drawingpicturesofoneselfinrela
-tio
n to
fam
ily a
nd s
ocia
l stru
ctur
es•
Com
paringdifferentaspectsof
indi
geno
us Z
imba
bwea
n s
ocia
l gr
oups
Hyg
iene
•identifyhygienepracticesforadancer
•explainhygienepractices
•Hygiene
•Listinghygienepracticesforadancer
•Discussingtheimportanceofthe
danc
er’s
hyg
iene
Anat
omy,
N
utrit
ion
and
Iden
tify
Portf
olio
•createananatom
yandnutritionPo
rtfo-
lio•
Anatom
y,NutritionandIdenti-
ty P
ortfo
lio-
im
ages
; ske
tche
s-
re
sear
ch n
otes
•Com
pilinganatom
yandHealthPort-
folio
8.1.
4 A
NAT
OM
Y, N
UTR
ITIO
N A
ND
IDEN
TITY
12
Dance Syllabus Forms 1 - 48.
1.5
AES
THET
IC V
ALU
ES A
ND
PER
FOR
MA
NC
E A
PPR
ECIA
TIO
N
8.1.
6 T
ECH
NO
LOG
Y IN
DA
NC
E
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Perfo
rman
ce
appr
ecia
-tio
n-
Atta
ch-
men
t of
mea
ning
•identifytheelem
entsofdanceperfor-
man
ce•
describeelem
entsofdance
•attachmeaningtodanceelem
ents
•Elem
entsofdanceproduc-
tion
- co
stum
es-
light
ing
- pr
ops
- ve
nue
- m
ovem
ent
•An
alysingelementsofdancepro-
duct
ion
•discussingelementsofdanceper
-fo
rman
ce•
Describingmeaningsofdanceele
-m
ents
•Videowithcaptions
•Referencebooks
•Magazines
•Internet
•Film
•Resourceperson
•Props
•Costume
•TalkingBo
oks
Perfo
rman
ce
appr
e-ci
atio
n po
rtfol
io
•createappreciationportfolio
•Pe
rformanceAppreciation
Portf
olio
-
Imag
es a
nd re
ports
•Developingappreciationportfolio
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Tech
nolo
gy
in D
ance
; -
Con
-ce
ptua
l de
sign
: Sk
etch
es
•Definestage,lighting,costumeand
soun
d te
chno
logy
•
describestage,lightingandsound
tech
nolo
gy•
dem
onstratetheconceptualdesign
proc
ess
for d
ance
•designaproductionusingDancetech
-no
logy
.
•Dancespace
•Pe
rformances
•DigitalTechnology
•Stageequipm
ent
•ConceptualD
esignProcess
•Cultureandcostumedesign
- Tr
aditi
onal
con
stum
e/ li
very
-Ba
tik,Java,Tieanddye
•WatchinglivePe
rformances
•Makingem
ergencyprofilekits
•VisitingDanceresourcecentres
•Ap
plyingConceptualD
esign
•Drawingdesignsketches
•Undertakinggallerywalk
•Com
pilingaTechnology
•DanceSpace
•Costumes
•Make-upKits
•CD/DVD
players
•Projectorandscreen
•ReferenceBooks
•ResourcePe
rsons
•DesignStudios
13
Dance Syllabus Forms 1 - 48.
1.7
DA
NC
E M
AN
AG
EMEN
T (E
NTE
RPR
ISE
SKIL
LS)
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
- D
ance
Ad
min
is-
tratio
n-
Stru
c-tu
res
and
styl
es o
f m
anag
e-m
ent
- E
nter
-pr
ise
skills
•statedifferentrolesandfunctionsof
pers
onne
l in
Dan
ce c
ompa
nies
.•
IllustrateDancecom
panyorgano-
gram
s.•
setupaDancecom
panywithinthe
scho
ol.
•RolesandFunctionsofD
ance
pers
onne
l-
Cho
reog
raph
er/D
irect
or
- Pr
oduc
tion
desi
gner
- Pr
oduc
tion
writ
er-
Cos
tum
e de
sign
er-
Ligh
t eng
inee
r-
Set d
esig
ner
- So
und
engi
neer
•Managem
entstructureofa
Dan
ce c
ompa
ny
•Identifyingdifferentrolesplayedby
man
agem
ent p
erso
nnel
in D
ance
co
mpa
nies
•Discussinghowdifferentrolesrelate
and
com
plem
ent e
ach
othe
r.•
DrawingaDancecom
panyorgano-
gram
•FormingaDancecom
pany
•Relevantreferencebooks
•Internet
•Videoclipswithcaption
•CD/DVD
Player
•Resourcepersons
•Artsmanagem
enttoolkit
•Electronicmedia
•Cam
eras
•Recorders
•Cam
corders
Mar
ketin
g•
definemarketing
•marketaDanceperformance
•Dancecom
panystructure
•Com
panysetup
•Definingmarketing
•Writingmarketingplanfortheperfor-
man
ce•
Carryingoutm
arketingresearchfor
the
perfo
rman
ce•
Designingposters,tickets,videoand
audi
o cl
ips
for a
dver
tisin
g•
Sellin
gticketsfortheperformance
- D
ance
M
an-
agem
ent
Portf
olio
•createD
anceM
anagem
entP
ortfolio
•Marketingplan
•Marketingresearch
•Ad
vertising
- Vi
deo
clip
s-
Tick
ets
,Pos
ters
-Fliers,Jingles
•DanceManagem
entP
ortfolio
deve
lopm
ent
•DevelopingDanceManagem
ent
Portf
olio
s fo
r the
ir D
ance
com
pany
14
Dance Syllabus Forms 1 - 48.
2 FO
RM
2
8.2.
1 H
ISTO
RY O
F ZI
MB
AB
WEA
N, A
FRIC
AN
, AFR
ICA
N-D
IASP
OR
AN
AN
D C
ON
TEM
POR
ARY
DA
NC
E
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
His
tory
of
Dan
ce in
So
uthe
rn
Afric
a
•identifysongs,rhythmsanddancesin
Sout
hern
Afri
ca•
classifySouthernAfricandancesac
-co
rdin
g to
pu
rpos
e
•Developmentofdancetrends
and
patte
rns
in S
outh
ern
Afric
a fro
m p
re-c
olon
ial t
o th
e pr
esen
t per
iod
- m
usic
al i
nstru
men
ts-
Mas
quer
ades
- H
isto
rical
eve
nts
- Sa
tires
- Pr
aise
per
form
ance
s -
Ritu
alis
tic d
ance
per
form
anc-
es
•So
ciohistoricalevents
•ResearchingonDanceformsindif-
fere
nt h
isto
rical
and
cul
tura
l con
text
s in
Sou
ther
n Af
rica
•ListingSo
uthernAfricansocieties
and
thei
r dan
ce fo
rms
•CategorisingSo
uthernAfricadance
form
s ac
cord
ing
to p
urpo
se•
Illustratingthedancegenresfrom
Sout
hern
Afri
ca•
Performingoneofthevariousforms
of D
ance
in S
outh
ern
Afric
a
•Resourcepersons
•Referencebooks
•Nationalarchives
•VideoclipswithCaptions
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbooks
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
•Dancewebsites
Dan
ce
genr
es•
tracethedevelopm
entofDance
genr
es i
n So
uthe
rn A
frica
•HistoryofdanceP
ortfolio
-
rese
arch
not
es-
pi
ctur
es-
vi
deo
clip
s
•ResearchingonSo
uthernAfrica
Dan
ce fo
rms
•UndertakingEducationaltrips
His
tory
of
dan
ce
portf
olio
•compileaSouthernAfricandance
Res
earc
h P
ortfo
lio o
n da
nce
form
s of
in
tere
st.
•Com
pilingahistoryforD
ance
Portf
olio
15
Dance Syllabus Forms 1 - 48.
2.2
DA
NC
E TE
CH
NIQ
UES
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Indi
geno
us
danc
es in
So
uthe
rn
Afric
a
•identifyindigenousgroupsinSouthern
Afric
an c
ount
ries
•illu
strateknowledgeoftheethnicchar-
acte
r rol
es in
indi
geno
us d
ance
and
re
late
d in
dige
nous
son
gs•
exhibitthedifferencebetweenrelated
Zim
babw
ean
and
Sout
hern
Afri
can
Dan
ces
•OriginofindigenousSo
uthern
Afric
an d
ance
s•
Characterrolesinindigenous
danc
e•
Indigenoussongsandmusi-
cal a
ccom
pani
men
t•
Sacred,non-scaredandcom
-m
unity
dan
ce fo
rms
foun
d in
Zim
babw
e an
d So
uthe
rn
Afric
a su
ch a
s:-
Moz
ambi
que
Nyu
ngw
e - M
afuw
e
Ya
o -
Mak
way
ela
Xits
hang
ana-
Muc
hong
oyo
- B
otsw
ana
Sets
wan
a –
Seta
pa-
Zam
bia
Che
wa
- Chi
mut
ali
- Af
rican
trad
ition
al c
erem
o-ni
es s
uch
as:
- M
arria
ge c
erem
onie
s-
Rite
of p
assa
ge(g
ende
r, se
xu-
ality
and
HIV
/AID
S
•Dem
onstratingSouthernAfrican
indi
geno
us d
ance
sty
les
•Playingrhythm
sandinstrumentals
•PresentingAu
diovisualcaptionsof
danc
es•
Discussingthesimilaritiesanddif-
fere
nces
bet
wee
n Zi
mba
bwea
n an
d So
uthe
rn A
frica
n sa
cred
and
non
- sc
ared
, soc
ial a
nd c
omm
unity
dan
ce
form
s•
MergingSouthernAfricanindigenous
mus
ic a
nd d
ance
tech
niqu
es
•Pe
rformingdifferentindigenousdanc-
es in
Zim
babw
e an
d So
uth
Afric
a
•DanceSpace
•Lights
•So
undandAu
dioInstru
-m
ents
•Videofootage
•Resourcepersons
•Liveperformance
•Referencematerial
•Internet
•Cam
eras
•Voicerecorder
•MP4
recorder
Perfo
rman
ce
portf
olio
•compileaperformance
Por
tfolio
on
a
pre
ferre
d So
uthe
rn
Afri
can
danc
e
G
enre
•Pe
rformanceportfolio
-
Audi
o an
d vi
deo
foot
age
and
othe
r rel
evan
t mat
eria
l
•Docum
entingaSo
uthernAfrican
Dan
ce g
enre
16
Dance Syllabus Forms 1 - 48.
2.3
C
REA
TIVE
CO
MPO
SITI
ON
S A
ND
INTE
LLEC
TUA
L PR
OPE
RTY
LAW
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Mus
ical
•
Createmusicthroughimprovisation
•Ap
plybasicmusicelementstothe
mak
ing
and
perfo
rman
ce o
f dan
ce
•Instrumentation
- Vo
cals
- Vo
cabl
es
- C
lapp
ing
- pe
rcus
sive
•composingmusicaccom
panimentfor
crea
ted
danc
es•
improvisingdancestylesandinstru
-m
enta
tion
•demonstratingartistic
•relevantbooks
•resourcepersons
•internet
•recordingequipm
ent
Mus
ical
N
otat
ion
•writerhythm
sforpercussiveinstru
-m
ents
•interpretrhythm
throughclapping,
stam
ping
•composesongstoaccom
panycreated
danc
es•
performdifferentdancegenres
•rhythm
icnotation
- cr
otch
ets
- qu
aver
s-
sem
iqua
vers
- do
tted
not
es-
mel
ody
nota
tion
- vo
ice
and
inst
rum
ents
•Writingrhythm
sforpercussiveinstru
-m
ents
•
Notatingrhythm
sofknowndance
styl
es
•Interpretingnotatedrhythm
sforper-
form
ance
•Com
posingsongsfordanceaccom
-pa
nim
ent
•Recordingcreateddanceworks
•Electronicmedia
chor
eogr
a-ph
y•
applychoreographicprinciplestocre
-at
e da
nces
•relatecreatedim
provisedworksto
exis
ting
danc
e st
yles
•choreography
- D
imen
sion
s of
spa
ce
- Se
quen
ce
- Fo
rmat
ion
- C
oord
inat
ed rh
ythm
ic m
ove-
men
ts
•Choreographingdancestylestocre
-at
e de
sire
d m
eani
ng.
•Dem
onstratingdifferentchoreo-
grap
hed
danc
e g
enre
s•
Creatingworksthroughimprovisation
•Designingdancesequencesthat
use
esta
blis
hed
danc
e s
tyle
s or
ge
nres
•Instructingthemovem
entandphras
-es
of c
reat
ed w
orks
to p
eers
Cre
ativ
e Po
rtfol
io•
compileasonganddancecom
posi
-tio
n po
rtfol
io•
SongCom
position
•Arrangem
ent
•Improvisation
•Com
posingsongsforthecreative
portf
olio
. Cho
reog
raph
ing
dan
ces
•Improvisingdancesfordistinctper
-so
nal i
nten
t
17
Dance Syllabus Forms 1 - 48.
2.4
AN
ATO
MY
AN
D N
UTR
ITIO
N
8.2.
5 A
ESTH
ETIC
VA
LUES
AN
D P
ERFO
RM
AN
CE
APP
REC
IATI
ON
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Nut
ritio
n
and
Die
t•
identifyfoodgroups
•outlineim
portanceoffoodgroups
•explainnutritionalvalue
•planadietforadancer
•NutritionandD
iet
•Foodgroupssuchas:
- Pr
otei
ns ,v
itam
ins
•Ba
lanceddiet
•Statingfoodgroups
•Describingnutritionalvaluesof
diffe
rent
foo
d g
roup
s•
Discussingnutritionalvalues
•Se
ttingupexhibitiononfoodgroups
•Discussingeatinghabitsforadancer
•Planningamealforadancer
•Videoswithcaptions
•Internet
•TalkingBooks,R
esource
pers
ons
•Ram
ps.M
P4Recorders
•Internet’R
elevantm
aga-
zine
s
Exer
cise
re
gim
e•
identifydifferentexercisesfordanc-
ers
•describethebenefitsofthedifferent
exer
cise
s •
demonstratethedifferentexercises
for
danc
ers
•Ph
ysicalconditioning
- Vo
cal a
ccom
pani
men
t -
Con
cent
ratio
n e
xerc
ises
- W
arm
up
-Ph
ysicalfitness
•Statingdifferentexercisesfordanc
-er
s•
Discussingbenefitsofexercisesto
danc
ers
•Pe
rformingdifferentexercises
•Openspace
•ReferenceB
ooks
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Perfo
rman
ce
appr
ecia
tion
- cha
ract
eri-
zatio
n- d
ialo
gue
•describecharacterizationanddialogue
in a
dan
ce d
ram
a•
attachmeaningtocharacterization
and
dia
logu
e in
a d
ance
•Danceinterpretation,C
harac-
ter r
epre
sent
atio
n in
a d
ance
-Characterportrayal,profile
- D
ialo
gue,
Voc
abul
ary
-Pu
nctuation,Interjections
- co
nver
satio
ns
•Describecharactersinperformance
•Assessingtheappropriatenessof
dial
ogue
and
cha
ract
eriz
atio
n in
a
danc
e pe
rform
ance
•Dem
onstratingcharactersanddia
-lo
gue
in a
dan
ce p
erfo
rman
ce
•Videowithcaption
•ReferenceB
ooks
•Magazines,Internet
•Films,Resourceperson
•Props.Costumes
•TalkingBo
oks,Ram
ps
Perfo
rman
ce
appr
ecia
tion
portf
olio
•compileaperformanceappreciation
portf
olio
•Pe
rformanceappreciation
portf
olio
Dev
elop
ing
a p
erfo
rman
ce a
ppre
ciat
ion
portf
olio
18
Dance Syllabus Forms 1 - 48.
2.6
TEC
HN
OLO
GY
IN D
AN
CE
8.2.
7 D
AN
CE
MA
NA
GEM
ENT
(EN
TER
PRIS
E SK
ILLS
)
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Tech
nolo
gy
in D
ance
•interpretascriptintoatechnicalsketch
•Script
•DanceSpace/S
tage
•LightingTechnology
•Make-upapplication
•Costumeproduction
•So
undTechnology
•New
Media
•Readingscripts
•An
alyzingscripts
•WatchinglivePe
rformances
•VisitingDanceresourcecentres
•Recording,editingpackagingvideos,
phot
ogra
phy
•DanceSpace
•Lights
•So
undandAu
dioInstru
-m
ents
•Cam
eras/S
martphones/
ipad
•CD/DVD
players
•Projectorandscreen
Tech
nolo
gy
Des
ign
portf
olio
•developaPo
rtfolioonTtechnology
Des
ign
Portf
olio
on
Mod
el D
esig
n-v
ideo
clip
s-s
crip
ts-d
esig
n sk
etch
es
•DevelopingaTechnologyDesign
Portf
olio
•VideoClipswithcaptions
•Graphics
•Com
puters
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce
project
plan
ning
and
m
anag
e-m
ent:
stra
tegy
pla
n la
yout
•defineDanceprojectplanningand
man
agem
ent
•prepareaDanceProjectPlan
•compileaneventschedulesheet
•outlinethestepstobedonetoim
ple-
menttheproject
•DanceProjectPlanning
•Tasklist
•Eventtimelinechecklist
•Programmingandcoordina
-tio
n
•ExplainingDanceprojectplanning
•ResearchingonDanceprojects
•OutliningaDanceprojectplanning
proc
ess
•Financialresources
•CD/DVD
Player,
•Relevantreferencebooks
•Braillemachine
•Au
diotaperecorders
•Talkingcalculator
•Largeprintbooks
•JAWSsoftw
are
•Resourceperson
•Dancemanagem
enttool
kit
19
Dance Syllabus Forms 1 - 48.
2.7
DA
NC
E M
AN
AG
EMEN
T (E
NTE
RPR
ISE
SKIL
LS)
8.3
FOR
M 3
8.3.
1 H
ISTO
RY O
F ZI
MB
AB
WEA
N, A
FRIC
AN
, AFR
ICA
N-D
IASP
OR
AN
AN
D C
ON
TEM
POR
ARY
DA
NC
E
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Cyc
les
of
project
plan
ning
and
m
anag
emen
t
•identifypotentialcostandincomeof
theproject
•useprojectimplem
entationstrategies
•Bu
dgeting
•Ap
plyingprojectim
plem
entation
stra
tegi
es
Ente
rpris
e sk
ills-
Mar
ket
rese
arch
, Bu
dget
ing
•exam
inebasicmarketingskillsofsup
-pl
y, d
eman
d an
d pr
icin
g•
EnterpriseSkills
•Marketresearch
•Bu
dgeting,Adm
inistration
•Planningandproduction
•Discussingmarketingskills
•Drawingupabudget
Dan
ce
man
agem
ent
portf
olio
•developaDanceM
anagem
entP
ortfo
-lio
•DanceManagem
entP
ortfoli-
os•
DevelopingaDanceManagem
ent
Portf
olio
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
His
tory
of
Afric
an
Dan
ce
•identifyAfricanDancepatterns
•AfricanDancetrends
•Pre-colonialdanceforms(ritu
-al
, cel
ebra
tion,
pro
test
dan
ce)
such
as:
- M
bend
e-
Isits
hiki
tsha
- m
hand
e
•ResearchingonAfricanDanceforms
•Resourcepersons
•Referencebooks
•Journals
20
Dance Syllabus Forms 1 - 48.
3.1
HIS
TORY
OF
ZIM
BA
BW
EAN
, AFR
ICA
N, A
FRIC
AN
-DIA
SPO
RA
N A
ND
CO
NTE
MPO
RA
RY D
AN
CE
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
•Colonialdanceforms(chimurenga/um
-vu
kela
) pro
test
dan
ces
such
as:
-
Kong
onya
- In
gquz
u-
Gum
bootdance
- Ka
lela
/Ben
arin
oti
-Jerusarema
•Nationalarchives
•Videoclips
•VideoclipswithCaptions
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbook
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
•Dancewebsites
His
tory
of
Afric
an –
di
aspo
ran
danc
e
•identifyAfricandiasporandanceforms
•Po
st-colonialdanceforms
such
as:
•So
uthAfricaPa
ntsula
•USA
- Br
eak
danc
e,-Jitterbug
•Cuba/brazil
- R
hum
ba,
- M
ambo
- C
ha c
ha c
ha-
Sam
ba,
- M
eren
gue
•Watchingvideosandrelatedmaterial
on A
frica
n-D
iasp
oran
Dan
ce•
DevelopingaResearchPo
rtfolio
His
tory
of
Afric
an a
nd
Afric
an
Dia
spor
an
danc
e po
rtfol
io
•compileahistoryofdanceresearch
portf
olio
•Researchportfolio
- D
ocum
enta
tion
- Fi
lling
•Developingaresearchportfolioon
hist
ory
of A
frica
n an
d Af
rican
dia
spo-
ran
danc
e
21
Dance Syllabus Forms 1 - 48.
3.2
DA
NC
E TE
CH
NIQ
UES
8.3.
3
CR
EATI
VE C
OM
POSI
TIO
NS
AN
D IN
TELL
ECTU
AL
PRO
PER
TY L
AW
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce s
tyle
s in
Afri
ca
and
Afric
an
Dia
spor
a
•Practicedanceformationsfrom
Africa
and
Afric
an d
iasp
oran
•NorthAfricanDancestyles
such
as:
- E
gypt
– B
elly
Dan
ce•
WestAfricanDances
-
Nig
eria
– Ig
bu
danc
es-
Yo
ruba
dan
ces
•AfricanDiasporanDance
such
as:
-O
rishadances
-U
SA–BreakdanceJitterbug
- C
uba/
Braz
il-
R
umba
, Mam
bo, C
ha c
ha
cha
S
amba
, Mer
engu
e•
Traditionalinstrumentsand
mod
ern
inst
rum
ents
•Collectingandwatchingvideofoot
-ag
e of
Afri
can
and
Afric
an-D
iasp
oran
D
ance
sty
les
•Pe
rformingdanceformationsfrom
Af
rica
and
Afric
an d
iasp
oran
dan
ce
styl
es•
Masteringsongsandrhythm
sofvar
-io
us A
frica
n an
d Af
rican
-Dia
spor
an
danc
e st
yles
•Videocamera
•Recordedmusic
•Internet
•LivePerformance
•Resourcepersons
•Archivedfootages
•Com
puter
•Sm
artphone/Tablet
•Mem
oryCards/Flashstick
Perfo
rman
ce
Portf
olio
•compileaPerformancePortfolio
•CollatedPe
rformanceMateri-
al•
Researchingandcom
pilingadance
perfo
rman
ce p
ortfo
lio
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
mus
ical
ac
com
pani
-m
ents
•Createadanceproductionaccompa
-ni
ed b
y m
usic
•Instrumentation:
- Vo
cals
•Creatingdanceproductionreflecting
cultu
ral d
iver
sity
, soc
io-e
cono
mic
•Notations
•Relevantbooks
22
Dance Syllabus Forms 1 - 48.
3.3
C
REA
TIVE
CO
MPO
SITI
ON
S A
ND
INTE
LLEC
TUA
L PR
OPE
RTY
LAW
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
mus
ical
ac
com
pani
-m
ents
•Usedanceformationstocreateoriginal
wor
ks o
f mus
ic•
Formulateadanceproductionaccom
-pa
nied
by
perc
ussi
ve in
stru
men
ts•
Designandmakeappropriatecos
-tu
mes
and
pro
ps
- C
lapp
ing
- Be
at b
oxin
g-
Perc
ussi
ve in
stru
men
ts-
Impr
ovis
atio
n-
Interjections
•Costumedesign
•Se
lectingavarietyofsongsand
danc
es
to c
reat
e a
danc
e pr
oduc
-tio
n •
Usingpercussiveinstrumentsthat
are
appr
opria
te fo
r the
cre
ated
w
orks
.•
Designingandmakingcostum
es
and
pro
ps fo
r cr
eate
d da
nce
sty
les
•Electronicmedia
•Internet
•Costumes
•Instruments
•MP4
Recorders
•Bo
ttles,Tins,Com
puters
•Plants,R
elevantbooks
chor
eogr
a-ph
y•
Performdifferentdancegenres
•Ap
plychoreographicprinciplesincre
-at
ing
a da
nce
prod
uctio
n•
Derivemeaningofdancestylesfrom
impr
ovis
ed d
ance
form
s
•Sp
ace
•Se
quence
•Formation
•Coordinatedrhythm
icmove-
men
t•
Songcom
position
•Improvisation
•Choreographingdances
•Dem
onstratingdifferentchoreograph
-ic
sty
les
from
diff
eren
t dan
ce g
enre
s•
Creatingdanceproductionthrough
impr
ovis
atio
n•
Designingdancemovem
entusing
esta
blis
hed
danc
e st
yles
and
gen
res
Scrip
ting
•Interpretscriptsfordance
•Ad
aptscriptsintoperformance
•Ad
aptation
- Pe
rform
ance
- D
irect
ions
- M
ood,
Dyn
amic
s-
Cos
tum
es-
Inst
rum
enta
tion,
Pur
pose
•Decodingscriptsfordance
•Pe
rformingdancesadaptedfrom
sc
ripts
•Scripts
•Notations
•Relevantbooks
•Internet
•Multimedia
•Musicsoftware
•JAWSsoftw
are
Cre
ativ
e po
rtfol
io•
Createaportfolioonpercussioninstru
-m
ent m
akin
g•
Percussioninstruments
•En
vironm
entalawareness
(pla
nts
and
anim
als)
•Identifyingpercussioninstruments
and
thei
r dan
ce s
tyle
s•
Improvisingpercussioninstruments
to p
reve
nt d
amag
e to
the
envi
ron-
men
t•
Discussingonrenewablesourcesof
perc
ussi
on in
stru
men
ts
23
Dance Syllabus Forms 1 - 48.
3.4
A
NAT
OM
Y, N
UTR
ITIO
N A
ND
IDEN
TITY
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
phys
ioth
er-
apy
and
reha
bilit
atio
n
•identifycom
montraumasandinjuries
in d
ance
•
discussrelevantsafetymeasuresin
danc
e
•Injuriesandtraum
as•
Treatmentandremedies
- re
habi
litat
ion
regi
mes
•Workingw
ithinteractivemassage
diag
ram
s•
Listingcom
moninjuriesandtrau-
mas
in
dan
ce•
Administeringfirstaidinm
ockinjury
sess
ions
•
Exercisingforperformance
•FirstkitsAid
•Massagekits
Hyg
iene
an
d
Nut
ritio
n
•explaintheimportanceofcleanliness
in D
ance
•statetheadvantagesofabalanced
diet
in D
ance
•Pe
rsonalhygiene
-Groom
ing
- D
ress
ing
- Ba
lanc
ed d
iet
- dr
ugs
•Discussingadvantagesofgood
pers
onal
hyg
iene
•Explainingtheadvantagesofabal
-an
ced
die
t an
d d
isad
vant
ages
of a
po
or d
iet
and
dru
gs
Zim
babw
ean
Iden
tity
in
danc
e
•identifytypesofidentity
•describeidentityaspectsrelevantin
danc
e•
explaintheimportanceofidentityin
danc
e
•Identitytypes
- C
ultu
ral
-Gender
- La
ngua
ge-
Origin
- Et
hnic
gro
up-
Cos
tum
e
•Statingaspectsofidentity
•Discussingaspectsofidentityin
danc
e•
Researchingontherelevanceof
iden
tity
in d
ance
•Presentingandassessingre
-se
arch
ed in
form
atio
n on
dan
ce
24
Dance Syllabus Forms 1 - 48.
3.5
AES
THET
IC V
ALU
ES A
ND
PER
FOR
MA
NC
E A
PPR
ECIA
TIO
N
8.3.
6 TE
CH
NO
LOG
Y IN
DA
NC
E
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Perfo
rman
ce
and
ae
sthe
tic
appr
ecia
tion
- Sym
bolic
Im
pres
sion
s
•identifysym
bolsusedinadanceper
-fo
rman
ce•
describeimpressioncreatedbysym
-bo
ls in
a d
ance
per
form
ance
•analyseimpressioncreatedbysymbols
in a
dan
ce p
erfo
rman
ce
•SymbolicIm
pressions
- M
ovem
ent
- C
olou
r-
Ligh
t-
Form
- Pr
ops
•Statingsymbolsinadanceperfor-
man
ce•
Describingsymbolsinadance
perfo
rman
ce•
Analyzingimpressionscreatedby
sym
bols
in
a d
ance
per
form
ance
•Videowithcaptions
•ReferenceB
ooks
•Magazines
•Internet
•Resourcepersons
•Props
•Costumes
•TalkingBo
oks
•Sm
artphones
•Ram
ps
Perfo
rman
ce
Appr
ecia
tion
portf
olio
•createaPerformanceappreciation
Portf
olio
•Pe
rformanceappreciation
Portf
olio
:-
Doc
umen
tatio
n-
Filin
g re
view
s
•Developingaperformanceapprecia-
tion
portf
olio
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Tech
nica
l st
age
desi
gn•
Createstageandlightingplansfora
live
danc
e pe
rform
ance
•Stagefloorplans:
•Au
dio-visualplans
•Drawingstagedesignplans
•DesignStudio
•Com
puterhardw
areand
softw
are
25
Dance Syllabus Forms 1 - 48.
3.6
TEC
HN
OLO
GY
IN D
AN
CE
8.3.
7 D
AN
CE
MA
NA
GEM
ENT
(EN
TER
PRIS
E SK
ILLS
)
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Tech
nica
l st
age
desi
gn •
designappropriateaudio–visualplans
•CostumeSketchesand
Mak
e-up
: Fig
ure
Dra
win
gs,
Mak
e up
Ske
tche
s,
•Au
dio-visual:
-Rec
ordi
ng, e
ditin
g an
d pa
ckag
-in
g Vi
sual
effe
cts.
•DevelopingStagedesignPlans
•Designingaudio-visualeffectsfor
danc
e pe
rform
ance
s•
Recordingsoundeffectsfordance
perfo
rman
ces
•Cam
eras/Smartphones/
ipad
•CD/DVD
players
•Projectorandscreen
•Relevantbraille
sources
•JAWSSo
ftware
•Ed
itingsoftware
Mul
ti-m
edia
eq
uipm
ent
•demonstratecom
petencyinusageof
Dan
ce te
chno
logy
sys
tem
s•
Equipm
entsetup
•Se
ttingupaudio-visualequipment
Dan
ce
Des
ign
Portf
olio
•developaDanceDesignPo
rtfolio
•DanceDesignPo
rtfolio:
- D
ocum
enta
tion
- Fi
ling
sket
ches
-
desi
gn p
lans
•Com
pilingaDanceDesignPo
rtfolio
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce
Project
Plan
ning
•Describeactivitiesofatimelineina
danc
e pe
rform
ance
•TimeManagem
ent
•Drawingupprojectactivitiesandtime
fram
es•
DVD
’s,C
D/DVD
Player
•Relevantreferencebooks
•Braillemachine
•Au
diotaperecorders
•Talkingcalculator
•Bo
oksofAccounts
26
Dance Syllabus Forms 1 - 48.
3.7
DA
NC
E M
AN
AG
EMEN
T (E
NTE
RPR
ISE
SKIL
LS)
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce
man
agem
ent•
stateelem
entsofabusinessplan
•demonstrateenterpriseskills
•developaprojectproposal
•Elem
entsofabusinessplan
- R
epor
t writ
ing
- M
arke
ting
- C
ostin
g-
Acco
untin
g-
Fina
ncia
l lite
racy
•Dem
onstratingenterpriseskills
thro
ugh
role
pla
y•
JAWSsoftw
are
•Resourceperson
•Dancemanagem
enttool
kit
•Calculators
•Bo
oksofAccounts
Lega
l adm
in-
istra
tion
•developaprojectproposalforadance
perfo
rman
ce•
Enterpriseskills
- C
onst
itutio
n-
Con
tract
s-
Neg
otia
tion
- M
emor
andu
m o
f und
erst
and-
ing
- In
sura
nce
•Draftinglegaladm
inistrationdocu
-m
ents
danc
e m
anag
emnt
po
rtfol
io
•createaDanceManagem
entP
ortfolio
•DanceManagem
entP
ortfolio:
- D
ocum
enta
tion
- Fi
ling
•DevelopingaDanceManagem
ent
Portf
olio
27
Dance Syllabus Forms 1 - 48.
4 F
OR
M 4
8.4.
1 H
ISTO
RY O
F ZI
MB
AB
WEA
N, A
FRIC
AN
, AFR
ICA
N-D
IASP
OR
AN
AN
D C
ON
TEM
POR
ARY
DA
NC
E 8.
4.1
HIS
TORY
OF
ZIM
BA
BW
EAN
, AFR
ICA
N, A
FRIC
AN
-DIA
SPO
RA
N A
ND
CO
NTE
MPO
RA
RY D
AN
CE
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
His
tory
of
cont
empo
-ra
ry d
ance
: ZI
mba
bwe
and
the
Wor
ld
•identifycontem
porarydancesinZim
-ba
bwe
•tracethedevelopm
entofContempo
-ra
ry D
ance
in Z
imba
bwe
and
Afric
a•
relateW
orldDancestylesto
•Zimbabw
eanContemporary
Dan
ces
such
as:
- Ko
ngon
ya-
Cla
rks
- Pa
ntsu
la-
Sung
ura
- In
gquz
u-
Hip
Hop
- Im
bube
•ResearchingonZimbabw
eanCon
-te
mpo
rary
dan
ces
•IdentifyingaContemporarydancefor
perfo
rman
ce•
Nam
ingworlddancetypes
•Resourcepersons
•Referencebooks
•Nationalarchives
•VideoclipswithCaptions
Dan
ce
genr
esZi
mba
bwea
n an
d Af
rican
Dan
ce c
onte
xt.
•ContemporaryW
orldDance
Styl
es s
uch
as:
- Ba
llet
- Ta
p -
Ballr
oom
-
Sals
a -
Line
-
Belly
•
Culturalheritage
•Children’sRights
•Gender,Se
xuality&HIV/AIDS
•Com
paringworldDancestyleswith
Zim
babw
ean
cont
empo
rary
dan
ces
•Pe
rformingadancestyle
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbook
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
His
tory
of
dan
ce
portf
olio
•createaportfoliofortheH
istoryof
danc
e•
Historyofdanceportfolio
- D
ocum
enta
tion
- Fi
ling
•DevelopingaportfolioforH
istoryof
danc
e
28
Dance Syllabus Forms 1 - 48.
4.2
DA
NC
E TE
CH
NIQ
UES
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce
Hyb
ridity
•identifyZimbabw
eanContemporary
danc
es•
tracetheevolutionofZimbabw
ean
cont
empo
rary
dan
ce in
pre
-col
onia
l ,
colo
nial
and
pos
t-col
onia
l era
s•
demonstraterolesofZimbabw
ean
cont
empo
rary
dan
ce in
pre
-col
onia
l ,
colo
nial
and
pos
t- co
loni
al e
ras
•relateworldcontemporarydancestyles
to Z
imba
bwea
n co
ntem
pora
ry d
ance
st
yles
•TypesofZimbabw
eancon-
tem
pora
ry d
ance
s su
ch a
s:-
Kong
onya
- C
lark
s -
Pant
sula
- M
usev
e-
Ingq
uzu
- Is
ikok
otsh
a•
Historicaldevelopmentofthe
Zim
babw
ean
cont
empo
rary
da
nce
•Contemporarydancesfrom:-
- Am
eric
a -
Asia
- E
urop
e -
Afri
ca•
Wardances
•So
cialdances
•Com
munitydancessuchas:
-Jiti
-Jitterbug
- In
gquz
u-
Tap
danc
e-
Pant
sula
- Br
eak
danc
e
•Consultingresourcepersonsin
danc
e•
Researchingoncontem
poraryZim
-ba
bwea
n an
d w
orld
dan
ce•
Dem
onstratingcontem
porarydance
•Exploringsimilarm
ovem
entsfoundin
the
rele
vant
com
pare
d da
nces
•Pe
rformingfestivals,galas,live
show
s a
nd c
ompe
titio
ns•
Collaboratingwithotherdance
grou
ps
•Resourcepersons
•Referencebooks
•Nationalarchives
•Videos
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbooks
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
29
Dance Syllabus Forms 1 - 48.
4.3
CR
EATI
VE C
OM
POSI
TIO
NS
AN
D IN
TELL
ECTU
AL
PRO
PER
TY L
AW
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Mus
ical
ac
com
pani
-m
ent
•useinstrumentalvariationsincom
posi
-tio
ns•
setupsoundequipm
ent
•Instrumentalvariations
•So
undequipm
entsuchas
-
DVD
, ins
trum
ents
-
Mus
ic s
oftw
are
•Scripting
-
Editi
ng s
oftw
are
•Creatingindigenousdanceworks
usin
g in
stru
men
tal v
aria
tions
•
Performingdancesaccom
paniedby
mus
ic
•Referencebooks
•Resourcepersons
•Nationalarchives
•Videos
•Electronicmedia
•Braillemachine
•Au
diotaperecorder
•Talkingbooks
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
chor
eogr
a-ph
y•
applychoreographicprinciplestocre
-at
e da
nces
•Fusion
•Variations
•Experim
entationinspace
•Uncoordinatedinterjections
•Musicelementssuchas:
- R
hyth
m-
Met
er-
Acce
nts
- Pi
tch
- To
ne
•Creatingdancesusingchoreographic
prin
cipl
es•
Recordingmovem
entpatternsand
phra
ses
•Usingdrawing,graphicsandwords
to c
reat
e da
nce
spac
e•
Experim
entingwithvariationsto
crea
te fu
sion
s a
nd u
ncoo
rdin
ated
interjectionsindance
•Usingvariationstoexpressideas
thro
ugh
danc
e
Inte
llect
ual
prop
erty
Law
•protectcreatedworksfrom
unautho
-riz
ed u
se•
recordcreatedworksforthemarket
•maintainpropertyrecords
•collectroyaltiesforpublishedworks
•registercreatedworkswithresponsible
auth
oriti
es
•Com
positionandlegalprotec-
tion
•Docum
entaryrecordings
•Monitoringroyalties
- Fi
nanc
ial l
itera
cy
•Registration
•Recordingcreatedworksforsale
•Discussingonwaysofprotecting
crea
ted
wor
ks fr
om p
iracy
•Monitoringandmaintainingdistribu
-tio
n re
cord
s •
Registeringcreatedworkstomake
them
ille
gibl
e fo
r roy
altie
s
Inte
llect
ual
Prop
erty
La
w p
ortfo
lio
•developanIntellectualPropertyLaw
Po
rtfol
io•
CreativePo
rtfolio
- R
egis
tratio
n-
Pro
perty
trac
king
- R
oyal
ties,
Bra
ndin
g•
Protectedcompositions
•Com
pilinganintellectualProperty
Law
Por
tfolio
30
Dance Syllabus Forms 1 - 48.
4.4
AN
ATO
MY,
NU
TRIT
ION
AN
D ID
ENTI
TY
8.4.
5 A
ESTH
ETIC
VA
LUES
AN
D P
ERFO
RM
AN
CE
APP
REC
I-
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Hea
lth a
nd
Safe
ty•
Identifyhealthandsafetymeasures
appl
icab
le to
dan
ce•
createaw
orkingenvironm
entfree
from
haz
ards
and
hea
lth r
isks
•complywithhealthandsafetypractic
-es
and
pro
cedu
res
•HealthandS
afetypolicy
- D
isas
ter r
isk
man
agem
ent
•DisasterR
iskManagem
ent
•En
vironm
entalissues
•StudyingH
ealthandS
afetyPo
li-ci
es•
ObservingH
ealthandS
afetypro-
cedu
res
in d
ance
•Clearingdancespaceofhazards
•Healthandsafetypolicy
docu
men
t•
Talkingbooks
•Largeprintbooks
•JAWSsoftw
are
•Braillebooks
•FirstAidKit
Etiq
uette
in
Dan
ce•
selectappropriatedancecostumes
•practicesocialdynamicsofdancing
Dan
ce e
tique
tte•
Dressinginappropriatedancecos
-tu
mes
•Discussingsocialdynamicsof
danc
e et
ique
tte•
Performingdancesshowingdifferent
danc
e et
ique
tte
Hea
lth
Portf
olio
•developaHealthPortfoliofordance
•HealthPortfoliofordance
•Com
pilingaHealthPortfolio
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Perfo
rman
ce
and
ae
sthe
tic
appr
ecia
tion
•describeelementsofadancepro
-du
ctio
n•
demonstrateskillsofdancethrough
appr
ecia
tion
•Elem
entsofproduction:
- Sh
ape
- R
hyth
m
•Describingelementsofdancepro
-du
ctio
n•
Writingcommentaryreportsonele-
men
ts o
f dan
ce p
rodu
ctio
n
•Videos
•Videocameras
•ReferenceB
ooks
31
Dance Syllabus Forms 1 - 48.
4.5
AES
THET
IC V
ALU
ES A
ND
PER
FOR
MA
NC
E A
PPR
ECIA
TIO
N
8.4.
6 TE
CH
NO
LOG
Y IN
DA
NC
E
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Elem
ents
of
prod
uctio
n
•demonstrateskillsofdancethrough
appr
ecia
tion
•comparedifferentartisticsocialand
cultu
ral c
onte
xts
of d
ance
.•
evaluatedanceasanartform.
-Pa
thways/floorpatterns
- D
ance
func
tions
and
pre
sen-
tatio
ns-
Spat
ial r
elat
ion
- Va
riatio
n of
dyn
amic
s-
Kine
sthe
tic a
war
enes
s-
Coo
rdin
atio
n-
Ligh
ting
- co
stum
e
•Writingcommentaryreportsonele-
men
ts o
f dan
ce p
rodu
ctio
n•
Recordingadanceproductions
•Attendingdancefunctionsandpre
-se
ntat
ions
•
Conductinginterviewsonvisited
danc
e gr
oups
•Com
pilingaPe
rformanceApprecia-
tion
Portf
olio
•ReferenceB
ooks
•DVD
s•
Magazines
•Film
•Resourceperson
•Costumes
•TalkingBooks
•Ram
p•
JAWSsoftw
are
•MP4
recorders
Perfo
rman
ce
Appr
ecia
tion
Portf
olio
•compileaP
erformanceA
ppreciation
Portf
olio
•Pe
rformanceAppreciation
Portf
olio
:-
Rep
orts
- D
VDs/
vide
os-
Pres
enta
tion
note
s
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Tech
nica
l D
esig
n in
Dan
ce
Project
•Createatechnicaldesignprojectfora
live
perfo
rman
ce•
applyprinciplesandelementsofdesign
inprojects
•justifydesignchoiceforthelivedance
perfo
rman
ce
•elem
entsofdesign
- St
age
- pr
ops
- so
und
- lig
ht-
cost
ume
- M
ake
up
•Constructingstagesets
•Generatingsound
•Recordingsound
•Riggingandpitchinglights
•Operatingmulti-mediaequipment.
•DanceSpace
•StageDesignWorkshop
•CostumeDesignStudio
•Lightingequipm
ent
•So
undSystem
•Ipads
32
Dance Syllabus Forms 1 - 48.
4.6
TEC
HN
OLO
GY
IN D
AN
CE
8.4.
7 D
AN
CE
MA
NA
GEM
ENT
(EN
TER
PRIS
E SK
ILLS
)
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Des
ign
Portf
olio
•compileatechnicaldesignportfoliofor
danc
e•
PortfolioPresentation:
- Sc
ript
-Projectplans
- M
odel
s-
Mul
ti-m
edia
pla
ns-
Rec
ords
-
Rev
iew
s-
Prod
uctio
n re
ports
- As
sess
men
t rep
orts
•DevelopingatechnicalD
esignPo
rt-fo
lio fo
r dan
ce•
CD/DVD
players
•Projectorandscreen
•JAWSsoftw
are
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce
project
plan
ning
an
d m
an-
agem
ent:
perfo
rman
ce
logi
stic
s
•implem
entprojectplans
•applyenterpriseskillsinadancepro
-du
ctio
n•
monitorprojectprogress
•evaluatetheproject
•Projectplans
- bu
dget
ing
- co
stin
g-
stag
e de
sign
- lo
gist
ics
- en
terp
risin
g sk
ills•
Enterpriseskills:
- M
arke
ting
- C
ostin
g -
Acco
untin
g so
ftwar
e-
Rec
ord
keep
ing
- N
egot
iatio
n
•Implem
entingprojectactivities
•Managingandancebusinessproject
appl
ying
ent
erpr
isin
g sk
ills•
Keepingfinancialrecords
•Monitoringprojectactivities
•Evaluatingtheproject
•DVD
’s,C
D/DVD
Player
•Relevantreferencebooks
•Braillemachine
•Au
diotaperecorders
•Talkingcalculator
•Largeprint
•JAWSsoftw
are
•Resourceperson
•Dancem
anagem
enttool
kit
•New
spapers.Calculators
•Bo
oksofaccounts.Files
33
Dance Syllabus Forms 1 - 48.
4.7
DA
NC
E M
AN
AG
EMEN
T (E
NTE
RPR
ISE
SKIL
LS)
TOPIC
LEAR
NINGOBJEC
TIVE
S:le
arne
rs s
houl
d be
abl
e to
:CONTE
NT
SUGGES
TEDACTIVITIES
AND
NOTE
SRES
OURCES
Dan
ce
man
agem
ent
portf
olio
•developadanceManagem
entPo
rtfo-
lio•
DanceManagem
entP
ortfolio
Pres
enta
tion:
-Projectplans
- M
ulti
– m
edia
pla
ns-
Rec
ords
-
Min
utes
-Gantchart
- C
ontra
cts
- Ad
verti
sing
mat
eria
l-
New
spap
er c
uttin
gs-
Fina
ncia
l rev
iew
s-
Rep
orts
-
Prod
uctio
n-
Mon
itorin
g an
d ev
alua
tion
- As
sess
men
t
•Com
pilingdancemanagem
entport-
folio
•DVD
’s,C
D/DVD
Player
•Relevantreferencebooks
•Braillemachine
•Au
diotaperecorders
•Talkingcalculator
•Largeprint
•JAWSsoftw
are
•Resourceperson
•Dancem
anagem
enttool
kit
•New
spapers
•Calculators
•Bo
oksofaccounts
•Files
34
Dance Syllabus Forms 1 - 4
9.0 ASSESSMENT 9.1 a) ASSESSMENT OBJECTIVES
By the end of the Form 1 - 4 Secondary Level Cycle, learners should be able to:
9.1.1 demonstrate an understanding of indigenous dances within the context of history and culture in Zimbabwe and the World;
9.1.2 display the role of dance as a vehicle of human experiences;9.1.3 apply knowledge of the elements of dance production and management;9.1.4 demonstrate competencies in dance;9.1.5 compile portfolios in dance;9.1.6 apply choreography, designing and script writing skills in dance;9.1.7 comment on style, characterization, tone, mood and themes in a dance;9.1.8 perform to a live audience;9.1.9 produce technical design plans;9.1.10 demonstrate the dexterity in the application of Dance technology;9.1.11 identify career roles in Dance production;9.1.12 interpret symbols in a Dance production;9.1.13 Critique Dance productions;9.1.14 demonstratecompetenciesinfinancialmanagement,marketing,legaladministrationandprojectplanning;9.1.15 adapt different forms of literature into dance performance scripts
9.2 SCHEME OF ASSESSMENT
Dance will be assessed continuously from Forms 1 - 4 through coursework and examination. Learners will be as-sessed in the following areas:
9.2.1 Course work
9.2.2 Practical
9.2.2.1 Dancing, singing, choreographing, instrumentation, stage design, properties and costume design.9.2.2.2 Sound production, script writing, directing, adaptation, lighting, planning and portfolios.9.2.2.3 Evaluation, appreciation, leadership and communication skills.9.2.2.4Originality,creativityandcollaborationcompetencies.9.2.2.5 Dance management, enterprise and research skills.
9.2.3 Theory
9.2.3.1 Assignments9.2.3.2 Tests
35
Dance Syllabus Forms 1 - 4
9.2.5 SPECIFICATION GRID
Theguidebelowillustratestherelationshipbetweentheassessmentobjectivesandcomponentsoftheschemeofassessment
ASSESSMENT OBJECTIVESComponents History of Dance
in Zimbabwe, Africa and Afri-can-Diasporan
1. Dance Tech-niques
2. Creative Com-positions and Performance
1. Anatomy, Nutrition and Identity
2. Aesthetic values and Performance appreciation
Technology in Dance
Dance Manage-ment
Paper 1 2% 2% 2% 2% 2%Paper 2 5% 5% 5% 5% 5%Paper 3 Perfor-manceProficien-cy
Knowledege and Understanding
Application Synthesis
15% 10% 5%
Paper Description
Paper 1- 10%
This component consists of 40 multiple choice questions which are sampled from the seven topics of the syllabus. There should be a fair distribution of questions from each of the topics. Each question carries 1 mark. Total marks for this paper is 40.
Paper 2-25%
This component has two sections.• SectionA-Structured(40marks)consistsoffivestructuredquestions.Eachquestioncarries8marks.Candidates
are expected to answer all questions in this section writing their responses on the question paper. • SectionB-Essays(60marks).Thispaperconsistsof5essayquestions.Candidatesareexpectedtochooseany
3 questions. Each question in this section carries 20 marks. Candidates are expected to write their responses on separate paper provided.
Paper 3 – 35%
• PracticalPaper-(100marks).Thiscomponentconsistsof5practicaltaskswhicharebasedonthe5syllabustopics with emphasis on Dance Techniques and Creative Compositions. Candidates are expected to choose any 1 task which they are expected to practically demonstrate within 8-10 minutes. Examiners are expected to assess the candidate using a checklist.
36
Dance Syllabus Forms 1 - 4
The dance learning area will be assessed using Continuous and Summative Assessment
Continuous assessment
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment of tasks.
Form of assessment WeightContinuos 30%Summative 70%Total 100%
Level Assessment Frequency WeightingForm 1 Practical Assignment
Theory TestProject
1 per term1 per term1 per year
5%
Form 2 Practical AssignmentTheory TestProject
1 per term1 per term1 per year
5%
Form 3 Practical AssignmentTheory TestProject
1 per term1 per term1 per year
10%
Form 4 Practical AssignmentTheory TestProject
1 per term1 per term1 per year
10%
Total 30%
37
Dance Syllabus Forms 1 - 4
Dance Performance Check List
Activity Comment5Very Good
4Good
3Satisfactory
2Below Average
1Unsatisfactory
ENTRANCEINTRODUCTIONCHOREOGRAPHY:-Body movement-Gestures- Facial ExpressionCOSTUME AND PROPSENSEMBLE:-Concentration- Focus to CollaborateTIME MANAGEMENTSTORYLINE- Orginality- Exposition- Rising Action- Tension Development- Falling Action- Denouement
MUSICAL ACCOMPANI-MENT-Percussion-Musical Instruments- RhythmCHARACTERIZATIONVOICE PROJECTION- Pitch- Tone- VolumeDESIGNDIRECTINGSPECIAL EFFECTSSTAGE MANAGEMENTEXITTOTAL