2. THE COURSE
A Linha Curva (Itzik Galili, 2005)
The work is filled with rhythmic pulses and
blends samba, capoeira, and contemporary
dance technique.
2 components:
Component 1: Performance and
choreography (60%)
Component 2: Dance Appreciation
(40%)
3. Component 1: Performance and
choreography (60%)
Artificial Things (Lucy Bennett, 2014)
Inclusive contemporary dance
Performance (30%)
• Solo Performance (2 x 30 secs)
• Performance in duet/trio (3 to 5
mins)
Choreography (30%)
• Solo/Group Choreography
4. Component 2: Dance Appreciation (40%)
Emancipation of Expressionism (Kenrick H2O Sandy,
2013)
Hip hop, including krumping, popping, locking,
animation, breaking and waacking techniques.
• Written examination (1½ hrs) 3 sections:
• Section A: knowledge and understanding
of choreographic processes. Questions
will relate to a given stimulus or starting
point.
• Section B: critical appreciation of own
work. Questions will relate to your own
experience of performance, or
choreography or both within the course.
• Section C: critical appreciation of
professional works. You will answer
questions relating to the GCSE Dance
anthology.
5. GCSE Dance Anthology
Infra (Wayne McGregor, 2008)
Contemporary ballet.
McGregor’s dance style is distinctive for its speed
and energy and for the dynamic, angular, sinuous
and hyperextended movements that push dancers
to physical extremes.
The GCSE Dance Anthology underpins learning across each of
the three core areas.
The anthology's mix of artistic, cultural and aesthetically
diverse works, has been selected to broaden your knowledge
and understanding of the wide range of dance choreographed
and performed in the United Kingdom today.
The anthology consists of six short professional dance works
each between 12 and 30 minutes duration. You will study all
six works.
Together the six works include:
• different dance styles and fusions of style
• a selection of established and emerging choreographers
• different numbers and combinations of dancers
• a variety of choreographic approaches
• different choreographic structures
• a variety of types of performance environment
• a variety of aural settings
• inclusive dance
• dance influenced by other cultures.
6. GCSE Dance Anthology
Shadows (Christopher Bruce, 2014)
Stemming from his own training, Christopher Bruce’s
signature movement style is grounded in modern
dance techniques with a combination of classical
and contemporary dance language termed “neo-
classical”.
7. The next two years…
Within her eyes (James Cousins, 2016)
Contemporary / contact work.
• Study hard
• Play hard
• Fight hard
• Laugh hard
• Have patience
• Never give up
Editor's Notes
Solo Performance: In conjunction with the student, the teacher must select two set phrases for each
student to perform as a soloist, from the choice of four set by AQA.
Performance in a duet/trio: The remaining two set phrases from the choice of four set by AQA must be used to develop dance content for the duet/trio
performance.
The duet/trio dance must have an identified choreographic intent, opportunities for students to demonstrate physical relationships and sensitivity to
other dancer(s), opportunities for students to demonstrate safe practice at a
challenging level, and an appropriate aural setting.
Solo (2 - 2½ mins)
or
Group (3 - 3½ mins) (2-5 dancers)
The stimulus must be chosen from an externally set task list published on the 15th September the year of certification. Students must choreograph their own complete dance which includes a chosen
aural setting, can be in any style or style fusion (as long as it meets the assessment
criteria) and communicates their own chosen choreographic intention.
Solo Performance: In conjunction with the student, the teacher must select two set phrases for each
student to perform as a soloist, from the choice of four set by AQA.
Performance in a duet/trio: The remaining two set phrases from the choice of four set by AQA must be used to develop dance content for the duet/trio
performance.
The duet/trio dance must have an identified choreographic intent, opportunities for students to demonstrate physical relationships and sensitivity to
other dancer(s), opportunities for students to demonstrate safe practice at a
challenging level, and an appropriate aural setting.
Solo (2 - 2½ mins)
or
Group (3 - 3½ mins) (2-5 dancers)
The stimulus must be chosen from an externally set task list published on the 15th September the year of certification. Students must choreograph their own complete dance which includes a chosen
aural setting, can be in any style or style fusion (as long as it meets the assessment
criteria) and communicates their own chosen choreographic intention.
Solo Performance: In conjunction with the student, the teacher must select two set phrases for each
student to perform as a soloist, from the choice of four set by AQA.
Performance in a duet/trio: The remaining two set phrases from the choice of four set by AQA must be used to develop dance content for the duet/trio
performance.
The duet/trio dance must have an identified choreographic intent, opportunities for students to demonstrate physical relationships and sensitivity to
other dancer(s), opportunities for students to demonstrate safe practice at a
challenging level, and an appropriate aural setting.
Solo (2 - 2½ mins)
or
Group (3 - 3½ mins) (2-5 dancers)
The stimulus must be chosen from an externally set task list published on the 15th September the year of certification. Students must choreograph their own complete dance which includes a chosen
aural setting, can be in any style or style fusion (as long as it meets the assessment
criteria) and communicates their own chosen choreographic intention.
Solo Performance: In conjunction with the student, the teacher must select two set phrases for each
student to perform as a soloist, from the choice of four set by AQA.
Performance in a duet/trio: The remaining two set phrases from the choice of four set by AQA must be used to develop dance content for the duet/trio
performance.
The duet/trio dance must have an identified choreographic intent, opportunities for students to demonstrate physical relationships and sensitivity to
other dancer(s), opportunities for students to demonstrate safe practice at a
challenging level, and an appropriate aural setting.
Solo (2 - 2½ mins)
or
Group (3 - 3½ mins) (2-5 dancers)
The stimulus must be chosen from an externally set task list published on the 15th September the year of certification. Students must choreograph their own complete dance which includes a chosen
aural setting, can be in any style or style fusion (as long as it meets the assessment
criteria) and communicates their own chosen choreographic intention.
Solo Performance: In conjunction with the student, the teacher must select two set phrases for each
student to perform as a soloist, from the choice of four set by AQA.
Performance in a duet/trio: The remaining two set phrases from the choice of four set by AQA must be used to develop dance content for the duet/trio
performance.
The duet/trio dance must have an identified choreographic intent, opportunities for students to demonstrate physical relationships and sensitivity to
other dancer(s), opportunities for students to demonstrate safe practice at a
challenging level, and an appropriate aural setting.
Solo (2 - 2½ mins)
or
Group (3 - 3½ mins) (2-5 dancers)
The stimulus must be chosen from an externally set task list published on the 15th September the year of certification. Students must choreograph their own complete dance which includes a chosen
aural setting, can be in any style or style fusion (as long as it meets the assessment
criteria) and communicates their own chosen choreographic intention.
