Dance Studies PAT GR 12 2019 Eng

Downloaded from hlayiso.com DANCE STUDIES GUIDELINES FOR PERFORMANCE ASSESSMENT TASKS GRADE 12 2019 These guidelines consist of 32 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 2 DBE/PAT 2019 NSC TABLE OF CONTENTS 1. INTRODUCTION 3 2. PURPOSE/BENEFITS OF THE PATs – CONTENT/CONCEPTS/SKILLS 3 3. PAT IMPLEMENTATION 4 4. DISABILITY/ILLNESS/INJURIES 4 5. LIST OF RESOURCES 4 6. TEACHER GUIDELINES 5 6.1 TIME FRAME 5 6.2 GUIDING THE LEARNER PRACTICAL AND WRITTEN JOURNAL: BRIEF 5 6.3 ASSESSMENT, MODERATION AND MANAGEMENT OF THIS COMPONENT 6 6.4 PAT 1 AND 2 INTERVENTION FOR NON-COMPLIANCE 12 6.5 INSTRUCTIONS TO LEARNERS 13 PAT 1: CHOREOGRAHIC PERFORMANCE TASK 13 6.6 LEARNER BRIEF FOR PAT 1 (EXEMPLAR) 14 7. TEACHER GUIDELINES FOR PAT 2: GROUP DANCE 21 7.1 TIME FRAME 27 7.2 STRUCTURE OF THE GROUP DANCE 27 7.3 GUIDING THE LEARNER JOURNAL 28 7.4 WRITTEN CONTENT SHOULD INCLUDE 28 7.5 ASSESSMENT MODERATION 29 ACRONYMS CAPS Curriculum and Assessment Policy Statement FET Further Education and Training NCS National Curriculum Statement NSC National Senior Certificate PAT Practical Assessment Task POA Programme of Assessment SBA School-based Assessment Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 3 DBE/PAT 2019 NSC 1. INTRODUCTION The 17 Curriculum and Assessment Policy Statement subjects which contain a practical component all include a practical assessment task (PAT). These subjects are: • AGRICULTURE: Agricultural Management Practices, Agricultural Technology • ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts • SCIENCES: Computer Applications Technology, Information Technology, Technical Sciences • SERVICES: Consumer Studies, Hospitality Studies, Tourism • TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design A practical assessment task (PAT) mark is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end-of-year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make-up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. test or examination. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject. The subject Dance Studies has TWO performance assessment tasks (PATs). The TWO PATS = 100 MARKS and constitute a quarter of the end-of-year examination mark and should be given the time and attention they deserve. 2. PURPOSE/BENEFITS OF THE PATS – CONTENT/CONCEPTS/SKILLS • Dance as a performing art needs to be experienced not only in the classroom and examination room, but also in productions on stage, where possible. • Performance lifts the standard of dance technique and performance quality. • The PATs allow learners to develop skills such as: o Critical thinking – how to use music/accompaniment/production elements/ choreographic structures/performance spaces/technology/mixed-media, etc. to enhance a dance work. o Creative thinking – ability to develop an idea through research/ improvisation/exploration/abstraction/interpretation from a starting point into a complete dance work/make meaning of movement o Problem solving – managing themselves and others, finding creative resolutions to problems/implementing corrections for improvement/ managing time restrains and meeting deadlines. o Leadership and team work – life skills, such as commitment, focus, planning, preparation and time management are experienced in real-life situations. • The purpose of the written component of the PATs is to deepen content knowledge and understanding of the subject as a whole. To enhance the learner's understanding of how to analyse and interpret dance works and choreographic styles/structures/dance elements/performance quality and to apply their knowledge in specific scenarios in the final written Paper 1 examination. Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 4 DBE/PAT 2019 NSC 3. PAT IMPLEMENTATION • The TWO PATs should be implemented across the first two terms of the school year and can be done in any order. • It allows learners to be assessed on a regular basis and allows for the assessment of skills that cannot be assessed in a one off formal format, e.g. test or examination. • The two PATS are a compulsory component of the final FET promotion mark. • It is therefore important that schools ensure that all learners complete both PATs within the stipulated period. Failure to comply with any of the PATs will result in an incomplete/not resulted mark at the end of the year. TERM 1 TERM 2 TERM 3 PAT YEAR MARK PAT 1: PAT 2: Completion of any 100 MARKS 25 marks written 25 marks written outstanding PATS 25 marks practical 25 marks practical 4. DISABILITY/ILLNESS/INJURY • A disabled learner enrolled at the start of this FET subject will be examined within their performance abilities and will not be discriminated against in any way. • This could be extended to an able-bodied learner due to serious illness or injury in their Grade 12 year. • Application in this regard must then be made to provincial directorates for any changed status in performance ability with regard a learner with previous good health. • Medical evidence and testimony from a professional must be submitted. • This will not apply to the written or participation areas of the PAT requirements, only to the final performance mark. • Pregnancy is not regarded as an illness or injury. A pregnant learner will be given every opportunity to complete her PAT(s) before/after the birth of her child but within the school year. • The PAT components can be adapted to allow participation for injured learners in the final performance, e.g. performing on a chair/wheelchair/standing/minimal movement. 5. LIST OF RESOURCES • Learner's Grade 12 Excellent Dance Studies textbook – PAT content • Teacher's Grade 12 Excellent Dance Studies textbook – teaching methodologies • CDs, a collection of suitable music and musical instruments, music system • Literature/Articles/Textbooks on dance (books, magazines, internet) • Access to research information on topics to be addressed in the learner choreographies, e.g. books, magazines, newspapers, internet • Reference books such as Dance Studies: Teaching Improvisation, Choreography and Production (WCED 2009 – available from Edumedia) • Repertoire for the chosen dance genre in PAT 2 • Props, costumes, performance venue and other production elements, if available • Video camera/cellphone to record the group dances and the choreographies Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 5 DBE/PAT 2019 NSC 6. TEACHER GUIDELINES/LESSON PLANNING: PAT 1: CHOREOGRAPHY • This is a demanding section of the curriculum. Learners need sufficient time and guidance to successfully conceptualise choreographing a dance work from its initial stages to completion. • This PAT may not be given to learners to do unsupervised/on their own/outside of the school timetable. This includes both the practical and written components. Homework will also be expected in each component. • The teacher should provide an initial starting point/intent from which the learners then develop their own interpretation. An example of a learner brief has been included on page 14. 6.1 TIME FRAME • This PAT is done in term 1 or 2. It should take 8–10 weeks to complete. • Prior preparation could have started in Grade 11, term 4 (see page 29, CAPS document). • Each group's choreography must be 2 - 3 minutes in total length. • One lesson per week should be allocated to this PAT during the school timetable. This should include both practical and written sections. • Additional time during intervals and after school may be organised between the teacher and learners for feedback and individual attention. This will allow the teacher to help groups with any area/blocks they may encounter as well as provide advice for improvement. • Final assessment date must be provided in advance. 6.2 GUIDING THE LEARNER PRACTICAL AND WRITTEN JOURNAL • Inspire your learners. Provide visual stimuli which will instil creativity and provide a framework on how your learners may approach this PAT with enthusiasm and vigour. • When teaching this component, keep in mind that some learners will use technology to enhance their PAT. • In schools with a large Grade 12 enrolment, dance learners should be placed in groups of 3–6 learners, managed by the teacher. • Each group will produce one choreographic work that all members contribute to. • If there is only 1 Grade 12 learner, dancers from other grades should be used to dance in the choreography/dance work. • The dance work should not exceed 3 minutes because of time restraints at school. • Quality vs. quantity. The teacher should guide the learner to select the most relevant material developed over the planning/improvisation process for the final product. • A detailed learner brief must be provided in the first lesson outlining the theme/stimulus and how each lesson in the term should be planned. It must include reference pages to the textbook, performance dates and deadlines. • The brief must be pasted into the learner journal for moderation purposes as evidence of the process followed by learner for verification of marks. • Learners must receive the marking criteria and rubric before they start this PAT to guide their planning and preparation. • Teachers are responsible for ensuring each learner has a designated journal for the written content of the process and product of the PAT, programme note and production planning. This may not be done in the task book for general study purposes. Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 6 DBE/PAT 2019 NSC • The written work must be a personal account/own experiences in relation to the PAT and should not consist of pages rewritten from the textbook. • Teachers need to mark written work on a regular basis and provide feedback for improvement. This should be evident in remarks/dates/signature of the teacher in the learner journals. • Teachers should provide a selection of music for learners/groups to choose from if they are unable to find their own music. Many times, learners will not have access to a wide range of suitable music. Teachers should also assist in the final selection, fading, cutting and collection of music for final assessment and moderation. • Teachers are responsible for managing learners after school hours/sharing time for the use of venues/equipment, etc. and ensuring their safety. • The teacher will be responsible for collecting all learner journals/evidence of the process once the PAT is completed for submission for provincial/DBE moderation. • Should you use the learner exemplar of the brief included in this PAT, use your school Wi-Fi connectivity/overhead projectors connected to your laptop to access the relevant electronic examples of the content provided. Watch these YouTube clips which could help guide your learners' improvisation/creativity: https://www.youtube.com/watch?v=yHyrWyekRMc https://www.youtube.com/watch?v=H8JiB2Nv5Qo https://www.youtube.com/watch?v=mptyZmxaYvE 6.3 ASSESSMENT, MODERATION AND MANAGEMENT OF THIS COMPONENT • The mark sheet provided on page 8 must be used without changes made to it, in all provinces. All 5 sections must be completed. A copy of this mark sheet should be made for each group in your Grade 12 class, i.e. 3–6 learners per group depending on your numbers. • Insert the name and surname of each learner in the group. • The marking rubric on page 9 must be used in all provinces without alteration to guide the allocation of marks for each learner in SECTIONS 1, 2, 3 and 5. • The process mark sheet exemplar on page 10, or your own version of recording these marks, must be included to verify how you awarded marks for participation in the process over 8 weeks to each learner – SECTION 4. Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 7 DBE/PAT 2019 NSC • Each learner is marked individually reflecting his/her personal contribution and participation in the process and the final performance/outcome of the PAT. • The process is often more revealing of the true worth of a learner's participation/preparation/knowledge/experimentation/creativity gained in this PAT than the final product produced. Teachers should take notice of this in SECTIONS 1 to 4 and award marks accordingly. • This PAT can be done as a public performance/school performance/assembly or in the dance room. It could be performed in a conventional/non-conventional performance space. In some circumstances it could have been choreographed specifically for filming (if so all the requirements for completion remain the same). • The planning for the use of production elements by each learner should not be limited to their actual performance. Learners must be encouraged to design/create/conceptualise what they would use in a production if they had an unlimited budget. Creativity/originality is required in this component as per the clips provided. • The one-page programme note should be used when marking each group's final performance to verify relevance, meaning and understanding of a synopsis/intent/idea in this particular format. Often the programme note has no correlation to the final performance so the note becomes redundant. • A register of all lessons during and after school must be kept by the teacher for this PAT. • All interventions for a total non-completion of this PAT must be recorded and proof thereof must be available at moderation with regard the allocation of a zero mark awarded to a learner. • If only certain SECTIONS of 1 to 5 have been completed for this PAT, this mark per section will then be awarded as the final PAT mark and will not result in an incomplete result (even if it means the learner does not pass this PAT). • A letter of authenticity should be pasted in each learner's journal guaranteeing the work is the learners own and that the teacher has witnessed it being rehearsed. Any form of plagiarism will be awarded a zero mark. • Teachers are responsible for a DVD of each group's final performance. • Teachers must create a detailed lesson plan to include teaching methodology/ preparation/LTSM, etc. required for the teaching of this PAT. It should show: o A detailed breakdown of how you have prepared for each weekly lesson corresponding directly to your learner brief for the term o Progression of content/concepts and skills taught throughout the duration of the PAT as you have stipulated in your planning o Tasks set are adaptable so they can challenge a wide range of learning styles and abilities o How tasks/adjustments have been made for disabled/injured/ill learners and how they will be marked to meet PAT compliance standards/time frames as dictated per province Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 8 DBE/PAT 2019 NSC DBE PAT 1 MARKING INSTRUMENT SECTIONS 1 TO 5. Use rubrics to guide mark allocation. NAME OF SCHOOL: Learner Name Learner Name Learner Name Learner Name Learner Name Learner Name NAME OF EDUCATOR/S: MAX MARK DATE OF PAT 1 CHOREOGRAPHY PERFORMANCE: TEACHER SIGNATURE: GROUP NUMBER: TITLE OF THE CHOREOGRAPHY: SECTION 1: WRITTEN WORK IN JOURNAL • Research/investigation 5 • Use of improvisation 10 • Use of dance elements 5 • Selection and use of music/accompaniment 10 • Use of choreographic structures 10 • Reflection on how the group worked 10 • Self-reflection 10 SECTION 2: WRITTEN PRODUCTION PLANNING • Planning for production elements 10 • Analysis of how production elements enhanced the performance 10 SECTION 3: PROGRAMME NOTE • Synopsis/Intent/Idea/Theme 5 • Information: 5 • Layout on one page 10 Written SUBTOTAL 100 CONVERT TO 25 SECTION 4: PROCESS DURING CLASS – DEVELOPMENT OF PAT • Commitment 10 • Experimentation 10 • Creative input into the composition 10 • Teamwork 10 • Leadership 10 SECTION 5: FINAL DANCE WORK • Intent/Idea/Story 10 • Originality/Creativity 10 • Choreographic structures and dance elements 10 • Complexity of the movement vocabulary 10 • Performance quality, musicality/interpretation 10 Practical SUBTOTAL 100 CONVERT TO 25 TOTAL 50 COMMENTS/MODERATION: Copyright reserved Please turn over

Dance Studies Downloaded from hlayiso.com 9 DBE/PAT 2019 NSC DBE PAT 1: MARKING RUBRIC AND LEVEL DESCRIPTORS WRITTEN COMPONENT: SECTIONS 1 – 3 = 100 MARKS MAX MARK 9–10 marks 8–8½ marks 7–7½ marks 6–6½ marks 5–5½ marks 4–4½ marks 3–3½ marks 0–2½ marks Content/concepts/skills to be marked. SECTION 1: WRITTEN WORK A basic understanding/knowledge of content in most sections. Most written sections provide a detailed and thorough understanding of • Research/investigation into the chosen theme/ideas/story/intent for the dance work has An understanding shown in most written sections. Concepts and skills Most sections are incomplete/not submitted. Minimal engagement or 5 Many sections have not been completed. Minimal understanding of done and would assist in the conceptualisation of the dance work All written sections provide detailed/insightful and in-depth Most sections have been rewritten from the textbook. Little • A wide variety of improvisation has been used with clear understanding and explanations of how this assisted in developing new movement vocabulary/original ideas/experimentation 10 • The use of dance elements is understood and clearly reflected in the explanations of how The requirements as set out have not been met in any way. 5 they would be incorporated/used in the dance work/enhance the dance work • Insightful explanations of how music/accompaniment was selected – process/reasons/and 10 how this enhanced the dance work. Instrumentation/genre/composer/title, etc. included • Choreographic structures/technology/mixed media/conventional/non-conventional the content/concept/skills learnt in this PAT. Effort has been shown in performance spaces are clearly understood/justification of choices made is provided with 10 understanding of the content/concepts and skills learnt in this PAT. understanding of how to apply knowledge. There has not been full clear descriptions of how they were incorporated/used and how they added to the dance work. • Meaningful reflection on how the group worked – power relations/leadership 10 roles/teamwork/input/preparedness/attendance/commitment/improvement strategies, etc. not always fully understood. Effort has been shown in most areas. Struggles with concepts and skills. Effort has been made in most places. understanding of this PAT. • Self-reflection showing evaluation of personal development as a dancer/person. the content/concepts and skills. Little effort has been made. 10 Strengths/Weaknesses. SECTION 2: PRODUCTION PLANNING • Creative costume/lighting/stage/set design. Relevant to the work and show reason for 10 incorporation in the dance work Care/pride and effort shown. all areas. engagement with the PAT. • Use of technology/mixed media/special effect, etc. and reasons for incorporation in the dance work 10 • Selection of performance space for the final presentation – reasons. • Overall analysis for selections and how they will enhance the dance performance. SECTION 3: ONE PAGE PROGRAMME NOTE • Well written synopsis/intent/theme, etc. Relevant to the final performance 5 • Detailed information on the performers/participants/music 5 • Creative layout/presentation to include font/colour/focal point/image/pictures use of space, 10 etc. Copyright reserved Please turn over

Dance Studies Downloaded from hlayiso.com 10 DBE/PAT 2019 NSC MARKING OF SECTION 4: PROCESS DURING CLASS – DEVELOPMENT OF PAT 1 THROUGHOUT THE TERM Recommendation: Allocate 5 of the 8 weeks to be marked as indicated below for the completion of this PAT. Some week will overlap. Award a maximum of 2 marks per learner per week according to the criteria below MARKING CRITERIA: Commitment: Full Experimentation: Creative input into Teamwork: Able to Leadership: Can 2= full attendance/ attendance during Uses improvisation to the composition: follow instructions/ take responsibility/ participation/ contribution/ school hours. create Research/ focused/committed/ focused. commitment Additional time after new/original/innovativ investigation coming can resolve conflicts/ Develops strategies 1= inconsistent attendance/ school is organised. e movement up with new ideas. support fellow for improvement/ minimal contribution/ Comes prepared/ vocabulary/ contact Observation during members/show loyalty builds relationships some commitment ready for class work/risk taking. class and feedback to to the group/reliability and trust in the ½ /0 = absent /no commitment/ Punctual/enthusiastic Comes prepared with the group for 10 marks group/meets minimal/no contribution about the PAT's ideas to motivate improvement. deadlines and creative process improvisation Engagement with encourages group to CONVERT ED MARKS 10 marks activities. Involved in technologies/mixed do so as well. Takes MAXIMUM MARKS GROUP NUMBER: the selection of music/ media/performance initiatives. Pushes accompaniment and spaces. boundaries and Maximum of 3–6 learners. how to interpret it in 10 marks shows belief in own Indicated as such below. the dance work. initiatives. 10 marks 10 marks LEARNER NAME/SURNAME WEEKS: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 50 25 1. 2. 3. 4. 5. 6. GENERAL COMMENTS PER GROUP Copyright reserved Please turn over

SECTION 5: FINAL PERFORMANCE AND DVD FOR MODERATION PURPOSES • Dance Studies Ability to conceptualise and convey an Copyright reserved intent/idea/story/theme through movement MARKING RUBRIC AND LEVEL DESCRIPTORS vocabulary/mixed media/technology/production elements/performance spaces/other • Originality/creativity in the final choreography • Use of choreographic structures and dance elements in FINAL PRACTICAL PERFORMANCE: the dance work to enhance the intent Content/Concepts/Skills to be marked. • Complexity of the movement vocabulary developed and used in the choreography • 11 SECTION 5 = 50 MARKS Performance quality, musicality/interpretation of NSC movements in the final performance 10 10 10 10 10 MAX MARK Inspiring, imaginative, original, well-constructed dance work. Dance and production elements/choreographic structures enhance the intent of the dance work. Music/accompaniment has been well used to express the intent of the 9–10 marks work. Movement vocabulary creatively used. Clearly and creatively communicates the theme/intent. Dancers perform with confidence, energy, dynamics and enjoyment. Imaginative, well-constructed dance work. Dance and production elements/choreographic structures are well used in the dance work. Music/accompaniment has been well interpreted. Movement vocabulary 8–8½ marks creatively used. Clearly communicates the theme/intent. Dancers perform with confidence, energy, dynamics and enjoyment. Well-constructed dance work. Dance and production elements/choreographic Please turn over DBE/PAT 2019 structures are used with some thought to the theme/intent. Music/accompaniment has been interpreted. Movement vocabulary shows 7–7½ marks creatively in places. Communicates the theme/intent. Dancers perform with confidence. Dance and production elements/choreographic structures are used with some understanding. Music/accompaniment is used to match movements to music. 6–6½ marks Movement vocabulary shows some understanding of creatively. Communicates the theme/intent. Dancers perform with energy. Downloaded from hlayiso.com Dance and production elements/choreographic structures show limited understanding. Music/accompaniment is used to match movements to music. 5–5½ marks Movement vocabulary shows limited creatively. The theme/intent is not clear. Dancers perform accurately. Dance and production elements/choreographic structures show minimal/no understanding. Music/accompaniment has not been given much consideration. 4–4½ marks Movement vocabulary has not been explored. The theme/intent is un clear/vague. Dance is known. Minimal engagement with this PAT. Poorly choreographed and under 3–3½ marks rehearsed. No thought given to the process of creating an original dance work. The PAT choreography does not meet the minimum requirements. No 0–2½ marks engagement with the process or product.

Dance Studies Downloaded from hlayiso.com 12 DBE/PAT 2019 NSC 6.4 PAT 1 AND 2 INTERVENTION FOR NON-COMPLIANCE: ONE SHEET PER LEARNER REQUIRED WITH RELEVANT DETAILS INTERVENTIONS TO BE IN PLACE PER LEARNER FOR LACK OF PAT COMPLIANCE/COMPETION: • Learner has disregarded the fact that the completion of PAT 1 and 2 requirements are 25% of the final mark allocation for resulting in this subject with prior knowledge of this. • There is evidence from the school that the learner had understood that a lack of PAT compliance will result in an incomplete year mark. • There is evidence that constructive feedback has been provided on a regular basis for the duration of the PAT/S for improvement by the educator/school to the learner for completing and meeting due date requirements as stipulated in the learner brief provided by the educator. • Additional dates – a further three chances have been extended to the learner for submission of written tasks/final performance of outstanding PAT requirements before final submission of marks to the provincial districts as per their stipulated dates • The learner parent/s or guardian/s have been personally met with/contacted by the school in this regard and the consequences for noncompliance have been outlined. LEARNER DETAILS STIPULATE NON INTERVENTION REPORT OF OUTCOME OF NAME: WHICH PAT COMPLIANCE initiated by INTERVENTION SURNAME: educator EXAM NUMBER: Date of task not Date of intervention Include factual evidence of completed by with learner/HOD/ parent/guardian meeting – PARENT/GUARDIAN DETAILS learner as per principal/parent/ attendance/plans put in place/support, NAME: brief guardian etc. CONTACT NUMBER: OTHER DETAILS THATARE RELEVANT: Copyright reserved Please turn over

Downloaded from hlayiso.com Dance Studies 13 DBE/PAT 2019 NSC 6.5 INSTRUCTIONS TO LEARNERS PAT 1: CHOREOGRAPHIC PERFORMANCE TASK • The PATS are worth 25% of your final Grade 12 mark and should be taken seriously. • PAT 1 consists of 25 marks written content and 25 marks practical content. • This PAT must be completed in either term 1 or term 2. • Failure to complete this PAT will result in an incomplete year mark. You will then have to redo this section as a supplementary before the end of March in 2019. • You will have 1 lesson per week during school time. • You need to make additional time each week in order to present a meaningful PAT choreography. • You are required to supply a journal separate to your task book for the PATS. • You will work in groups of 3–6 in your dance class to complete 2–3 minute group choreography. • This PAT will also test your ability to work in a team and show leadership qualities. • You should have a signed letter of authenticity pasted in your journal as proof that this is your own work. Plagiarism will not be accepted and will result in a zero mark. • A copy of your PAT brief must be pasted in your book. • You need to have a copy of the final marking requirements in order to complete the PAT successfully. • Most importantly take this opportunity to develop your creativity with regards your innovativeness and originality. Individuality is something to be celebrated. SUMMARY OF CONTENT TO BE COVERED FOR PAT 1: • Ability to put a thought process into a concrete concept for evaluation using: o Research/investigation/experimentation/debate/collaboration of ideas o Improvisation/exploration/abstraction/symbolism used in dance performance o Own individual interpretation/creativity of a given idea/theme/story o Ability to justify own concepts in the process of the final product • Writing about the PAT process to include: o Research/investigation o Improvisation o Movement vocabulary/fusion of dance forms/own dance form o Dance elements o Choice of music for dance o Choreographic structures o Reflection on working as a group o Self-reflection o Designing production elements for your dance work o Designing a one-page programme note • You will be marked on the process/development of your choreography with regard: o Commitment: regular attendance and participation during/outside school hours o Experimentation: the use of improvisation to create new/original innovative movement vocabulary/selection of music o Creative input into the composition: coming up with new ideas/ preparedness/research/risk taking/contact work, etc. o Teamwork: able to follow instructions/focussed/committed/resolve conflicts o Leadership: preparedness/responsibility/focus/developing strategies for improvement Copyright reserved

Downloaded from hlayiso.com Dance Studies 14 DBE/PAT 2019 NSC 6.6 LEARNER BRIEF FOR PAT 1 (EXEMPLAR) Maxime Taccardi THEME/STARTING POINT FOR YOUR GRADE 12 CHOREOGRAPHY 1. PASSAGES FROM MY NAME IS RED BY ORHAN PAMUK I'm so fortunate to be red! I'm fiery. I'm strong. I know men take notice of me and that I cannot be resisted. I do not conceal myself: For me, delicacy manifests itself neither in weakness nor in subtlety, but through determination and will. So, I draw attention to myself. I'm not afraid of other colours, shadows, crowds or even of loneliness. How wonderful it is to cover a surface that awaits me with my own victorious being! Wherever I'm spread, I see eyes shine, passions increase, eyebrows rise and heartbeats quicken. Behold how wonderful it is to live! Behold how wonderful to see. I am everywhere. Life begins with and returns to me. Have faith in what I tell you.' 'My dear master, explain red to somebody who has never known red.' 'If we touched it with the tip of a finger, it would feel like something between iron and copper. If we took it into our palm, it would burn. If we tasted it, it would be full-bodied, like salted meat. If we took it between our lips, it would fill our mouths. If we smelled it, it'd have the scent of a horse. If it were a flower, it would smell like a daisy, not a red rose.' Copyright reserved

Downloaded from hlayiso.com Dance Studies 15 DBE/PAT 2019 NSC 2. RED IS THE COLOUR OF EXTREMES It's the colour of passionate love, seduction, violence, danger, anger and adventure. Our prehistoric ancestors saw red as the colour of fire and blood – energy and primal life forces – and most of red's symbolism today arises from its powerful associations in the past. In the 20th century, red became the colour of revolution, communism and workers. In nature, the red colour of blood comes from haemoglobin, the iron-containing protein found in the red blood cells of all vertebrates. Since red is the colour of blood, it has historically been associated with sacrifice, danger and courage. Like most colours, red, has both opposing meanings: • Positive meanings/symbolism includes passion, love, independence, action, energy, courage, vitality, etc. • Negative meanings/symbolism includes danger, evil, aggression, anger, violence, blood, martyrdom, war, revolution, etc. Copyright reserved

Downloaded from hlayiso.com Dance Studies 16 DBE/PAT 2019 NSC Jim Dine/below Andrew Atroshenko – red dress The dancers of MOMAX create a fantastical caterpillar through dance. RED could be used to identify with nature. Copyright reserved

Downloaded from hlayiso.com Dance Studies 17 DBE/PAT 2019 NSC 3. A BIT OF BLING IN YOUR TEETH NEVER HURT ANYONE. But shoes with human teeth as soles? That's some crazy stuff if someone starts kicking. The question is, are you supposed to wear these? Well not quite, as they are conceptual sculptures part of the 'Apex Predator' art collection by Fantich & Young. This East London studio is responsible for revamping Mary Jane and Oxford shoes with implanted synthetic teeth into the soles; Their concept based on overthrowing Darwin's theory of evolution and natural selection with the existence of a supernatural world. As well as addressing 'parallels between social evolution and evolution in the natural world: Nature as model, or nature as threat'. Copyright reserved

Downloaded from hlayiso.com Dance Studies 18 DBE/PAT 2019 NSC To view the YouTube clips included double click on the mp4 icon then press open. You do NOT have to be connected to the internet to view these clips. WEEK 1 PLANNING/BRAINSTORMING: Focus: whole lesson • You will be divided into groups of 3–6 learners. • The theme RED is open to a wide range of interpretations. • In your groups discuss how you want to interpret the theme RED. • Remember there is no right or wrong in this PAT. Push the boundaries/break rules/take chances/believe in your own creative ideas. • The final interpretation of this theme must be made by all the members of your group. • Do further research/investigation as homework before making a final decision in lesson 2. • Your input is essential if a successful and harmonious decision is to be made on how to interpret this theme. • FIND YOUR RED VOICE. CLASS ACTIVITY: 1. Watch this YouTube clip to inspire you on how to develop your creativity from Nickel Yudat. https://www.youtube.com/watch?v=H82nYNxXiIA 2. In your journals make a mind map on RED considering the following (along with discussions in your group): • Personal associations • Feelings • Symbolism • Meaning • Objects • Quotes such as 'Caught red handed/Seeing red', etc. • Compare and brainstorm ideas. RESEARCH/INVESTIGATION WRITTEN WORK IN YOUR JOURNAL – 5 MARKS • Choose ONE of the themes/ideas provided in this brief and do further research/investigation on how this could be interpreted in your group choreography. • Write down ALL your ideas on how this could be translated into a dance work. • Analyse why your group made selections for the final theme of the dance work in class discussions. RED homework: Complete the research section above and come prepared for lesson 2 – final consolidation of ideas and selection of chosen theme. NOTE: Make additional time during interval/after school to explore further the selection of a theme (at least 1 hour). Copyright reserved

Downloaded from hlayiso.com Dance Studies 19 DBE/PAT 2019 NSC Inspiration for research ideas: Watch this YouTube clip with a RED as the central idea/theme. Remember you can plan for the use of technology in your production elements (even if you can't actually use them in your final performance). https://www.youtube.com/watch?v=u280HBGMSQU WEEK 2 Practical focus: 1. Watch this YouTube clip for inspiration on how to take every day movements/gestures/ ideas/props/contact work, etc. and turn them into exciting movements through exploration in the improvisation sessions allocated to you. https://www.youtube.com/watch?v=1Y38bUumNak 2. Start to improvise around your selected idea/intent/theme on RED. Take risks. Experiment. Be bold. • Develop new movement vocabulary through the use of gestures/motifs/every day movements, etc. which you could then abstract and turn into movement phrases. • Experiment with known movements and steps learned in class and think of how you could change them to make them your own during this lesson e.g. changing the speed/level/dynamics of the movements. IMPROVISATION WRITTEN WORK IN YOUR JOURNAL – 10 MARKS (10–15 minutes in class) • Explain how your group used improvisation during class to develop new/original movement vocabulary for the dance work. • Analyse how you developed your movement vocabulary for your intent. • Refer to page 31 in your textbook to guide you. RED homework: Complete your written work above and listen to different types of music/accompaniment that would suit your chosen theme in preparation for week 3. Remember to bring your music/accompaniment ideas to class next week. Watch this YouTube clip on accompaniment – sound effects. https://www.youtube.com/watch?v=KDjDKwgoyUc NOTE: Make additional time during intervals/after school to explore improvisational ideas further with your group. Listen to and select music. Ask for help (your teacher) if you have not been successful in selecting/finding suitable music/accompaniment (at least 1 hour). Copyright reserved

Downloaded from hlayiso.com Dance Studies 20 DBE/PAT 2019 NSC WEEK 3 • Exchange ideas and select final music/accompaniment that will suit your chosen theme and how it will enhance your dance work. • Improvise further to develop suitable movement vocabulary for your theme. You could st working with your music/accompaniment as well if you have made a final selection. • Decide how to incorporate dance elements into your work, for e.g. o Time – are your movements fast or slow/how long does each movement phrase last/is the rhythm you are using even or uneven. o Force – what amount of energy are you using for the different movements/are your movements smooth, jerky, light, heavy, strong or weak. How will this relay the message you are trying to impart? o Space – consider which performance space will suit your dance work - conventional or non-conventional and how you will use your dance movement within this space. This will include the levels, direction and design in space that your group is using for the dance work. MUSIC/ACCOMPANIMENT AND DANCE ELEMENTS WRITTEN WORK – 15 MARKS (10–15 minutes in class) • Explain why your music was selected to include the style/genre/instrumentation/composer and how the music enhanced your dance work – 10 marks. • Describe how and why dance elements were incorporated into your dance work – 5 marks. • Refer to pages 32–34, 46–47, 254–257 in your textbook to guide you. RED homework: Complete your written work above. Watch these YouTube clips. They could inspire further ideas on dance elements/ choreographic structures/performance spaces/music both traditional and electronic: Left: https://www.youtube.com/watch?v=LocohsJRiRU Right: https://www.youtube.com/watch?v=Ag9Mhc9vHls NOTE: Make additional time during intervals/after school to explore improvisational ideas and the use of dance elements further with your group (at least 1 hour). Copyright reserved

Downloaded from hlayiso.com Dance Studies 21 DBE/PAT 2019 NSC WEEK 4: Practical Focus: • Start to consolidate your improvisational ideas/make selections of what you will use/discard. • Incorporate at least FOUR choreographic structures for example, e.g. symmetry/ asymmetry/unison/canon/climax or any other of the choreographic structures that will enhance your dance work. Reflect on all the content you have viewed in this regard. • Consider incorporating ideas using technology, mixed media (words/sculpture/ projections/special effects, etc. if this could enhance your performance. • Watch this YouTube clip for inspiration on use of dance elements/choreographic structures. https://www.youtube.com/watch?v=6AdhwskH4Jw CHOREOGRAPHIC STRUCTURES WRITTEN WORK – 10 MARKS (10–15 minutes in class) • Describe which choreographic structures you incorporated into your choreography. • Explain why your group made these selections for your dance. • Explain how your group incorporated the different choreographic structures, performance space technology/multimedia, etc. into the dance work. Refer to pages 40–43; 44–45; 258–259 in your textbook to guide you. RED homework: Complete your written work above. NOTE: Make additional time during intervals/after school to explore your compositional structures further, i.e. beginning and endings (at least 1 hour). WEEK 5: Practical focus: • Develop the compositional structures of your dance, experimenting with beginnings and endings, sequencing, transitions and climax that will enhance your dance. • Take into consideration how all this will happen in the performance space that you have chosen, for example when using a conventional space: o How will you make use of the wings for the dancers to get on and off the stage? o How will you use the lighting/special effects to enhance your dance? o Does your dance need props/sets/cyclorama? o Which costume will be suitable to wear to enhance the movement quality of your dance? JEWELS: George Balanchine's evocation of the sparkle of emeralds, rubies and diamonds is a ballet gem in its own right. [Source: http://www.roh.org.uk/productions/jewels-by-george-balanchine] Copyright reserved

Downloaded from hlayiso.com Dance Studies 22 DBE/PAT 2019 NSC PRODUCTION PLANNING WRITTEN WORK – 20 MARKS: (10–15 minutes in class) Write about/draw/design the following production elements that you would use in your dance choreography. Remember to explain why you have included these elements and how they would enhance/add meaning/symbolism to the dance work. Be creative/original and bold in your designs. Don't limit yourself to the actual performance space you will be working on. • Stage space – conventional/non-conventional spaces - describe/draw it and explain why you want to use this space and how you will use it. • Lighting/technology/special effects – describe/draw and explain how this will enhance and add atmosphere to your dance work. • Sets/props/statues/cyclorama – if you are including any of these why? How are they important to the intent of your work? • Costumes – describe/draw and explain how they are important in adding to the intent/symbolism/other in your dance work. • Are you using mixed-media in your work and if so how is it going to be combined with your movement vocabulary. How will this add to the intent of the work? • Any other exciting areas you wish to include. • Refer to page 55 in your textbook to guide you. RED homework: Complete your written work and designs above. NOTE: If you are performing in a specific place, e.g. on the steps or on the stage make additional time during breaks/after school to rehearse in this space (at least 1 hour). Copyright reserved

Downloaded from hlayiso.com Dance Studies 23 DBE/PAT 2019 NSC Dancers rehearsing Alexander Whitley's 8 Minutes. (Photo: Johan Persson) (Eight minutes is the time it takes for light to reach the Earth from the Sun.) Sources: http://www.cornish.edu/dance https://ums.org/performance/layla-and-majnun/ http://www.hccs.edu/centers/visual--performing-arts/ http://www.imagineer-productions.co.uk/ http://writingaboutdance.com/ Watch these YouTube clips from 8 Minutes for inspiration: Trailer: https://www.youtube.com/watch?v=645dw9qGcfE Creating movement from science: https://www.youtube.com/watch?v=qEX9cKMb2V8 Creating visuals: https://www.youtube.com/watch?v=YEp-pIjGyzg Copyright reserved

Downloaded from hlayiso.com Dance Studies 24 DBE/PAT 2019 NSC WEEK 6 • Polish/rehearse your group dance. Take turns to step out, view the work and provide comments for how the dance could be improved – strengths and weaknesses. • Perfect timing/spacing/transitions between movements/ dynamics/energy in the performance. • Are your movements still making meaning of your intent/idea/theme? • Is the beginning and ending of the dance powerful/ make a statement/relevant to the intent. • You could ask another group to watch and provide an outside opinion on your choreography. Copyright reserved

Downloaded from hlayiso.com Dance Studies 25 DBE/PAT 2019 NSC PROGRAMME NOTE WRITTEN WORK – 20 MARKS: (10–15 minutes in class) Design a one-page programme note and include: o The synopsis/intent/note of your choreography o The title of your dance work o The choreographer = you/the dancers = the others in your group o Composer/artist and title of the music – this is often a good title for a dance work as well o Create a programme note that is really original/ Innovative/uses interesting fonts or writing/includes images that relate directly to your intent or could be of the group performing o Think of colour and symbolism/focal point, etc. o Have fun doing this. It can be done by hand or designed on the computer and then printed out. It must be pasted in your journal. o Refer to pages 59–60 in your textbook to guide you. RED homework: Complete your programme note. NOTE: Make additional time to practise in costume/with props if you are using them. Make final adjustments to your choreography (about 1 hour). WEEK 7 • Rehearse and polish the dance in the performance space where you will be assessed. Make time for each group to rehearse alone in this space. Be supportive of each other and offer constructive feedback. • Check all your music is cut/loaded on the computer/DVD /other devices and will not present problems on the day of your final performance. TEAMWORK/SELF REFLECTION WRITTEN WORK – 20 MARKS Focus: 10–15 minutes in class Teamwork • Explain how your group has worked as a team. Analyse the strengths/weakness within the group and how you grew over the 8 - week period. • Evaluate who in the group took leadership roles/did the group all manage to follow others idea, include them in the preparations/ how did the group come up with original ideas/who came prepared/committed and bursting with creativity. • Comment on the overall attendance/commitment/willingness to go the extra mile. • Were there any conflicts within the group and how did you resolve them. • What improvement strategies did you put in place for working successfully as a team? • Discuss your role in the success of the choreography .10 marks Self-reflection • What have you gained from this experience while working on this PAT? • How has this process influenced you as a dancer and as a person? • What have you learnt about yourself? • What were your strengths and weaknesses? 10 marks. RED homework: Complete your written work above. Make plans for your final performance – extra rehearsal before the final performance/everything that you will need like props/sets/equipment, etc. Copyright reserved

Downloaded from hlayiso.com Dance Studies 26 DBE/PAT 2019 NSC WEEK 8 The final performance of your practical choreography group dance – 50 marks. You will be assessed INDIVIDUALLY on your ability to demonstrate: • Ability to conceptualise and convey intent/idea/story • Originality/creativity in the dance work • Use of choreographic structures and dance elements in the dance work • Complexity of the movement vocabulary used in the choreography • Performance quality, musicality/interpretation WRITTEN WORK • You will hand in your journal on the day of the examination to be used as part of the practical assessment. • The journal will be kept for moderation purposes. Copyright reserved

Downloaded from hlayiso.com Dance Studies 27 DBE/PAT 2019 NSC 7. TEACHER GUIDELINES FOR PAT 2: GROUP DANCE • This PAT must be choreographed by the teacher/professional choreographer or repertoire can be used from a professional dance work. • Learners may not choreograph any part of this PAT. • The focus is to develop and expand the learners technical and performance qualities. • This PAT may be done as a public performance or in a classroom environment. • It is recommended that the PAT group dance is converted into the solo for the final practical examination. This will assist in the limited time available in the Grade 12 year. It will also allow learners time to master their solo both technically and in performance quality as they have already learnt the dance during the PAT. 7.1 TIME FRAME • This PAT can be done in term 1 or 2. • It should take 8–10 weeks to complete. Small sections should be taught weekly to allow learners time to learn and perform technical movements correctly. • One lesson per week should be allocated to this PAT during the school timetable and should include both practical and written sections. • Additional time during intervals and after school may be organised between the teacher and learners for feedback and individual attention. • The final assessment date must be provided in advance. 7.2 STRUCTURE OF THE GROUP DANCE • The group dance must be set in the dance major that will be performed in the final practical examination. No mix of styles is permitted. • Each group dance should be approximately 3 minutes with 3–6 learners per group. • It should be set at the highest level of complexity that the learners can manage and challenge their ability. This will strengthen and develop their technique and enhance their performance quality. • The learners should be made aware of: o Spatial awareness/working with others in space o Transitions o Patterning and timing o Sensitive/expressive interaction with other dancers/ partnering o Eye contact/focus/projection/presence o Variations in dynamics and building an atmosphere/energy o Musicality Copyright reserved

Downloaded from hlayiso.com Dance Studies 28 DBE/PAT 2019 NSC 7.3 GUIDING THE LEARNER JOURNAL • A detailed learner brief must be provided in the first lesson outlining how each lesson in the term will be used. It must include reference pages to the text book/performance dates/deadlines. • Use the exemplar of a learner brief included in PAT 1 to guide you in your planning and preparation for inspiration and sources that learners can reference/view to guide this PAT. There are many available on the internet. • The brief must be pasted in the learner journal. • Learners must receive the marking criteria and rubric when they start this PAT. • Teachers are responsible for making sure each learner has a designated journal for the written content of the PAT and the design of a marketing strategy. • The written work must be a personal account/own experiences in relation to the PAT and should not consist of pages rewritten from the text book. • Teachers need to mark written work on a regular basis and provide feedback for improvement. This should not be left until the last minute/final assessment. • The teacher will be responsible for collecting all learner journals once the PAT is completed for provincial moderation. 7.4 WRITTEN CONTENT SHOULD INCLUDE • Naming and explaining the main principles used in their dance major. • Describing the recognisable characteristics of their dance major. • Analysing performance quality in dance, how it can be achieved and how it enhances dance technique. This could include well explained areas such as: o Musicality o Eye contact/focus/presence o Agility o Reactivity o Making meaning of movement o Dynamics o Fluidity o Transitions o Fluency o Well-developed neuromuscular skills, etc. • Reflecting on how good dance technique can be achieved. This could include well explained areas such as: o Flexibility o Strength o Core stability o Endurance o Neuromuscular skills o Practice/repetition o Attendance o Safe dance practice – jumps/turns, etc. o Commitment o Application of corrections, etc. Copyright reserved

Downloaded from hlayiso.com Dance Studies 29 DBE/PAT 2019 NSC • Production/community dance project planning: Each learner will choose or be allocated a production organisational role. They will be required to work as a team to ensure their various tasks could contribute to a successful production/community dance project. Each learner must produce a one-page written report documenting the type of production/community dance project, his/her task and involvement in the process and reflecting on how successful the outcome would be depending on the groups planning. o Fund raiser o Financial planner o Marketing manager o Public relations manager o Booking of venue and technical equipment o Front of house management o Any other • Each learner will design marketing materials for the production/community dance project (a copy must be in the journal) choosing one from the list below: o Poster o Flyer o Press release o Radio/television interview o Website page o Any other 7.5 ASSESSMENT AND MODERATION • The mark sheet page 30 must be used. • All THREE sections must be completed. • The marking rubric on page 31 must be used to guide the allocation of marks allocated to each learner. • Each learner is marked individually as to their contribution and participation in class and the final performance. • A register of all lessons during and after school must be kept by the teacher. • Teachers must be responsible for a DVD of each group's final PAT performance. • Identify learners with a colour/costume, etc. Copyright reserved

Downloaded from hlayiso.com Dance Studies 30 DBE/PAT 2019 NSC PAT 2: GROUP DANCE ASSESSMENT – GRADE 12 NAME OF SCHOOL: NAME OF EDUCATOR(S): MAX MARK DATE OF PAT 2 PERFORMANCE: TEACHER SIGNATURE: GROUP NUMBER: SECTION 1: WRITTEN WORK IN JOURNAL • Principles and characteristics of the dance major 10 • Performance quality 10 • Good technique 10 SECTION 2: PRODUCTION/COMMUNITY DANCE PROJECT WRITTEN PLANNING • A one-page written report on role/planning/outcome 10 • Marketing strategy 10 SUBTOTAL 50 CONVERT TO 25 SECTION 3: FINAL PERFORMANCE OF GROUP DANCE • Working with others in space, expressive interaction with other dancers, partnering/patterning and timing 10 • Complexity of the movement vocabulary 10 • Level of technical ability 10 • Performance quality, musicality/interpretation 10 • Contribution to the success of the group dance/attendance/ participation/focus/commitment 10 SUBTOTAL 50 CONVERTED TO 25 TOTAL 50 COMMENTS: Copyright reserved

Dance Studies Downloaded from hlayiso.com 31 DBE/PAT 2019 NSC DBE PAT 2 MARKING RUBRIC AND LEVEL DESCRIPTORS PAT 2 WRITTEN COMPONENT SECTION 1 - 2 = 50 MARKS MAX MARK 9–10 marks 8– 8½ marks 7–7½ marks 6– 6½ marks 5– 5½ marks 4–4½ marks 3–3½ marks 0–2½ marks Content/concepts/skills to be marked. SECTION 1: WRITTEN WORK Most written sections provide a detailed and thorough understanding of the An understanding shown in most written sections. Concepts and skills not All written sections provide detailed/insightful and in-depth understanding A basic understanding/knowledge of content in most sections. Struggles • Principles of the dance major are clearly explained (not listed) and show in depth Many sections have not been completed. Minimal understanding of the Most sections are incomplete/not submitted. Minimal engagement or understanding of the practical work done in class. Recognisable characteristics of the dance major are clearly described. 10 Most sections have been rewritten from the text book. Little • Can analyse performance quality in dance and provides in depth explanations of how it can be achieved with a variety of examples included. Can analyse how performance quality enhances dance technique. 10 The requirements as set out have not been met in any way. • Reflection on how good dance technique can be achieved. Can apply wide range strategies to include components of fitness/safe dance practice/commitment/ practice, etc. 10 of the content/concepts and skills learnt in this PAT. Care/pride and effort understanding of how to apply knowledge. There has not been full SECTION 2: PRODUCTION/COMMUNITY DANCE PROJECT WRITTEN PLANNING content/concept/skills learnt in this PAT. Effort has been shown in all areas. always fully understood. Effort has been shown in most areas. with concepts and skills. Effort has been made in most places. • The type of production/community dance project is clearly outlined and its needs content/concepts and skills. Little effort has been made. understanding of this PAT. planned for by the group members. Realistic scenarios used. 10 • The role chosen/allocated is clearly outlined. The purpose of the organisational role is well understood with the context of the whole planning process. • Clear evidence the group has worked as a planning team to ensure their various tasks shown. could contribute to a successful production/community dance project. engagement with the PAT. • Reflection on involvement in the process and how successful the outcome would be depending on the groups planning. • Design of a marketing strategy to promote the production/community dance project 10 shows: o Clear indication of a theme o Eye catching/visual impact/impact on the listener if for radio o Communicates necessary information o Creative strategy Copyright reserved

SECTION 3: FINAL PERFORMANCE OF THE GROUP DANCE AND PERFORMANCE • Works well with others in space, expressive interaction with Dance Studies Copyright reserved other dancers, partnering/patterning and timing has been well developed through constant attendance/participation/effort and focus in each lesson. • High levels of complexity achieved in the dance through MARKING RUBRIC AND LEVEL DESCRIPTORS regular practice and repetition. • Technical ability shows well established components of fitness as well as a deep understanding of the principles of Content/concepts/skills to be marked. the dance major applied throughout the dance. Applies safe dance practices. • Performance quality, musicality/interpretation are highly PAT 2 PRACTICAL COMPONENT = 50 MARKS developed showing dynamics/transitions/making meaning of 32 movement/fluidity/fluency, etc. NSC • Contribution to the success of the group dance/attendance/participation/focus/commitment 10 10 10 10 10 MAX MARK Teamwork: full attendance/positive attitude/leadership role. Technique: high complexity levels/excellent technical ability/high levels of fitness. Performance: Very confident/excellent dynamics/ 9–10 marks highly expressive/highly developed awareness of others. Musicality: expressive/sensitive interpretation. Teamwork: full attendance/positive attitude. Technique: some levels of complexity/ well established technical ability/well developed levels of fitness. Performance: confident/ 8–8½ marks dynamics used in places/ expressive/well developed awareness of others. Musicality: expressive. Teamwork: attendance at most lessons. DBE/PAT 2019 Technique: well established technical ability/well developed levels of 7–7½ marks fitness. Performance: confident/ expressive/aware of others. Musicality: expressive. Teamwork: attendance at most lessons. Technique: established technical ability/ levels of fitness 6–6½ marks established. Performance: confident/some awareness of others. Musicality: expressive. Teamwork: irregular attendance. Technique: established in places/ limited levels of fitness. 5–5½ marks Downloaded from hlayiso.com Performance: work know/limited awareness of others. Musicality: able to match movements to music Teamwork: irregular attendance. Technique: limited levels of technique and fitness. Performance: 4–4½ marks unsure of work /limited awareness of others. Teamwork: irregular attendance. Technique: minimal technique and fitness. Performance: unsure of 3–3½ marks work /minimal awareness of others. Musicality: unmusical in most places. The requirements as set out have not been met in any way. 0–2½ marks