Assignment Brief 1 of 2

American Broadway Tap

Assessment EvidenceP1, M1, D1P2, M2, D2P3, M3, D3P4, M4, D4

Date Set:Friday 6th September

2013Completion Date:

Wednesday 18th

December 2013

Assessor

Miss McEwen

ASSIGNMENT DESCRIPTION:

In this unit learners will gain an understanding of dance genres from around the globe. The emphasis is on practical work underpinned by theoretical knowledge regarding history and context.

APPLIED LEARNING SCENARIO:

You have been commissioned to learn and develop an international group dance in the American Broadway Tap style. You will perform for a paying audience at The Ravensbourne School’s Annual Christmas Concert. This opportunity will allow you to acquire the appropriate technical skills dependent on the key features of this style. You will learn to consider the kind of movement typical to this genre and how this movement is patterned in time and space in order to produce a distinctive style.In order to understand the background and context of this genre, you will also give a PowerPoint presentation to your peers about American Broadway Tap. This will enable you to consider the sociological and cultural reasons for the emergence of this genre and allow you to appreciate the wider significance of the dance style. This unit will help you to gain more enjoyment from the performance of different international dance genres and help you to understand what it means to dance in its broadest sense.

As a responsible and autonomous learner, you will keep a Rehearsal Log in order to record your rehearsal process and identifying your strengths, weaknesses and areas for improvement. This will be completed alongside your persistent efforts in learning, developing and rehearsing the repertoire in order to provide a refined and perfect performance for an audience.

LEARNING OUTCOMES

On completion of this unit a learner should:

1 Understand the history and context of different genres of international dance

2 Be able to reproduce key features of different genres of international dance

3 Be able to perform combinations within the international dance genre

1

BTEC Level 3 Subsidiary Diploma in Performing Arts (DANCE)

Unit 51: International Dance

TASK SHEET

TASK 1 – PowerPoint Presentation ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT FOCUS

Undertake detailed research into the American Broadway Tap genre in order to complete an information powerpoint which you will present to your peers.

Your PowerPoint should outline:- Where, when and how the

genre originated and developed

- Explain the developments whilst adding personal opinion

- make informed judgements about the style based on your research

- include information on the political, cultural, environmental and social conditions

- Refer to key practitioners of the genre

A detailed PowerPoint presentation on the origins and development of American Broadway Tap

DVD recording of your live presentation in front of your peers

GRADING CRITERION: P1, M1, D1

PLTS:Independent Enquirers:Researching the origin and development of international dance genresSelf Managers:Taking responsibility for managing time effectively during the research stages

FUNCTIONAL SKILLS:ICT: Presenting information in ways that are fit for purpose and audience. Using word processing and powerpoint to display historical research

English: Giving powerpoint presentations and having verbal discussions about international dance stylesReading:Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions. Researching international dance stylesWriting:Communicating information, ideas and opinions effectively and persuasively. Writing pieces about historical context of international dance styles.

Key Terminology

2

Unit 51: International Dance

History: Origin and development of international dance genres eg dances from Africa, China, India, Japan, Thailand, Europe, South America, Indonesia, Korea, South Pacific, AustraliaContext: Social/Cultural traditions; types of dance; values of dance; environmental and social conditions; geographical location; climate; political groupings; external contacts

TASK 2 – Learning the Repertoire ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT FOCUS

Participate in all lessons to learn the ‘American Broadway Tap’ repertoire. You must take on the stylistic qualities of the piece and learn all the key features with detail. You must pay close attention to the dance and music relationship.

DVD recordings of your participation, rehearsals and performances of the ‘American Broadway Tap’ genre

Peer Observations of progress

Teacher observations of your participation, rehearsals and performances

GRADING CRITERION: P2, M2, D2P3, M3, D3P4, M4, D4

PLTS:Independent Enquirers:Ask pertinent questions in order to consolidate learning and clarify key movementTeam Workers:Engaging in group work during the rehearsal processReflective Learners:Reviewing and reflecting on the learning process. Setting actions for future improvementSelf Managers:Coping with the pressure of learning dance material in time for a scheduled mini performances. Responding positively to challenges, seeking advice and support when neededEffective Participators:Being persistent and consistent in learning the dance material.

FUNCTIONAL SKILLS:English: Speaking and listening: making a range of contributions to discussions and make effective presentations in a wide range of contexts. Reading:Compare, select, read and understand research and texts and use them to gather information, ideas,

3

arguments and opinionsWriting:Writing effective rehearsal notes.

Key TerminologyKey Features: Appropriate posture; alignment; balance; co-ordination; elevation; stamina; strength; flexibility; use of torso/individual body parts; musicality; timing; relationship between performers; use of space; dynamic range; facial expressionRehearsal Process: self-discipline; appropriate presentation; commitment; concentration; time management; application of direction/correctionsMovement memory training: practice; discipline; repetition and recallAccurate performance combinations: content of movement actions; alignment of limbs; spatial awareness; shape; rhythmic accuracyPerformance skills: Appropriate use of dynamics; projection; focus; interpretation of style; communication to the audience; expression

TASK 3 – Rehearsing ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT FOCUS

a) Take part in effective rehearsals to refine and perfect the repertoire ready for performance. Attend lunchtime and after school rehearsals and complete a rehearsal log, evidencing your improvements and areas of focus

b) Participate in a Pre performance discussion with your group from watching a clip of a rehearsal to identify areas to target for final rehearsals before performance.

A rehearsal log, evidencing the improvements of the performer at each rehearsal session and their area of focus

Teacher rehearsal register, evidencing attendance and commitment to rehearsals

Detailed notes taken throughout the discussion of yours and other peoples’ opinions and thoughts on target areas for rehearsals before final performance.

GRADING CRITERION: P3, M3, D3

PLTS:Team Worker:Collaborate with others to review your rehearsals, make notes for improvements and rehearse for final performance.Effective Participator:Persist with rehearsals to ensure a polished performance which is refined and perfect.Reflective LearnerReviewing and reflect on your rehearsal process to identify strengths and areas for improvement.

FUNCTIONAL SKILLS:ICT:Watching back your rehearsals. English: Speaking and listening: making a range of contributions to discussions.Reading:Compare notes to gather information, ideas,

4

arguments and opinions for rehearsalsWriting:Write notes from detailed analysis of rehearsals.

Rehearsal Process: self-discipline; appropriate presentation; commitment; concentration; time management; application of direction/corrections

TASK 4 – Performing ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT FOCUS

Perform for an audience at The Ravensbourne School Christmas Concert. Ensure you demonstrate:

- The rhythm and time structures

- Display the stylistic qualities of the American Broadway Tap genre

- Reproduce the Key Features- Apply expression,

interpretation and sense of style

DVD recording of final performanceTeacher observation record.

GRADING CRITERION: P2, M2, D2P4, M4, D4

PLTS:Team Worker:Collaborate with others to give a confident performance for assessment.Effective Participator:Give a consistent and refined performance maintaining energy and enthusiasm.Reflective LearnerEnsure you are prepared for assessment and manage your time and resources (costume) well.

Accurate performance combinations: content of movement actions; alignment of limbs; spatial awareness; shape; rhythmic accuracyPerformance skills: Appropriate use of dynamics; projection; focus; interpretation of style; communication to the audience; expression

5

Sources of Information Useful WebsitesTextbooks:Schonberg, B – World Ballet and Dance: An International Yearbook (Dance Books, 2008)

Dance Perspectives Foundation – International Encyclopedia of Dance: 5 (Oxford University Press, 1998)

Websites: www.datw.org.uk

6

Unit 51: International Dance

Assessing Your Work

In order to pass this unit, the evidence that learners present for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describes the level of achievement required to pass this unit.

You can meet all of the learning outcomes for the unit You achieve a minimum of a Pass grade for each Grading Criterion The assessment criterion for the PASS grade describes the minimum level of achievement required to pass this unit.

UNIT 51: International DanceGrading Criteria

To achieve a Pass grade the evidence must show that the learner is able to:

To achieve a Merit grade the evidence must show that the learner is able to:

To achieve a Distinction grade the evidence must show that the learner is able to:

P1 Discuss the origin and development of international dance genres[IE]

M1 Explain the origin and development of international dance genres

D1 Critically comment on the origin and development of international dance genres

P2 Demonstrate the key features of specified traditional dance genres with some level of skill[EP]

M2 Demonstrate the key features of specified traditional dance genres with aptitude

D2 Demonstrate the key features of specified traditional dance genres demonstrating high levels of skill and accomplishment

P3 Utilise the rehearsal process, working with a sense of self-discipline[SM, TW, EP]

M3 Utilise the rehearsal process, working with self-discipline

D3 Work with dedication during the rehearsal process demonstrating self-discipline throughout

P4 Execute international dance performances with evidence of accuracy, expression, interpretation and sense of style[EP]

M4 Execute international dance performances accurately with appropriate use of expression, interpretation and sense of style

D4 Execute international dance performances accurately with highly effective use of expression, interpretation and sense of style

7