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Introduction to AQA GCSE Dance 2016
- 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.