MARKS: 75TIME: 2 hours

This exam paper consists of 12 pages.

EXEMPLAR EXAMINATION PAPERMEMORANDUM

GRADE 10

DANCE STUDIESJUNE 2011

WCED Dance Studies Grade 10 2 June 2011

INSTRUCTIONS TO TEACHERS/MARKERS:

This paper has three sections: History and Theory/Music/Anatomy and Health Care.

Use professional judgment when marking the learners’ answers – they may differ from the memorandum but still be correct.

The paper has been designed so that learners can answer on the exam paper to assist with their reading and answering of the questions. This is their first major exam paper.

Examples have been given at the start of some questions to guide learners on how to give the required information and to build their confidence when answering exam questions.

Revisit this paper with your learners after marking them and learners should correct their mistakes to consolidate their understanding and to prepare for the November examinations.

Re-teach sections that are weak/show lack of understanding.

Please use this memo as a guideline when teaching the components included in this exam paper.

Questions are ranked in the memo according to complexity levels – low/medium or high level questions, to allow for low academic achievers to pass the paper as well as to allow for competent academic achievers to gain top results. Not all learners will be able to answer all the questions competently – this is the differentiation between high and low level learners. There should be approximately a spread of 40 low marks/30 medium marks/30 high marks across the paper.

Please use these guidelines when setting your own exam papers.

WCED Dance Studies Grade 10 3 June 2011

SECTION A: DANCE HISTORY AND THEORY

QUESTION 1

There are many reasons why people dance. Name and analyse THREE reasons why people dance. [6]

The first answer has been given as an example.

Therapy: (1) Dance can be used to heal people with physical, emotional or even learning problems. (1)

MEMO:FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marks

LO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGHFunctions of dance in society √Naming a function 3Analising the function 3

ANY OF THE FOLLOWING THREE ANSWERS/OR ANY OTHER ACCEPTABLE ANSWERS:

Fitness: (1)Dance is used as a means to keep the body fit and flexible – a means of releasing energy. (1)

Entertainment/recreation: (1)People dance to entertain others – professional dancers. People also dance for their own entertainment – parties/special occasions etc. (1)

Celebration: (1)People dance to celebrate births/weddings/coming of age/change of seasons, etc. (1)

Inner fulfillment: (1)Many people love to dance as to helps them to express their inner emotions/feelings/ desires/ideas. It satisfies an emotional or spiritual need. People can learn a lot about themselves through dancing and can benefit from it by gaining self confidence and improved self awareness/esteem which contributes to their feeling of self realisation. (1)

Education: (1)In some cultures the histories and traditions are passed from generation to generation through dance. Dance can also be used to educate people on important issues such as AIDS/abuse/ making political statements etc. (1)

Career: (1)Many people dance as their career – professional dancers/choreographers/teachers etc. (1)

Competition: (1)Many people dance competitively such as in Ballroom/Latin American/Gumboot competitions/Eisteddfods. (1)

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WCED Dance Studies Grade 10 4 June 2011

QUESTION 2

2.1 Give FOUR reasons why you chose Dance Studies as a subject in FET (4)2.2 Provide the name of your Dance Major (the dance style/form you learn in class) and name FOUR of the main principles used in your dance major. (4)

[8]

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Principles of dance major - technique √ √Reasons 4Naming the principles 4

2.1 Accept any relevant answers.

2.2 Note to teachers: Learners must name their dance major.

ANY OF THE FOLLOWING FOUR ANSWERS/OR ANY OTHER ACCEPTABLE ANSWERS RELEVANT TO THE DANCE MAJOR:

Contemporary Dance Ballet African DanceCentering Alignment Gravity Contraction and releaseFall and recovery Off balance Opposition Spiral Swings and momentum

StanceDefying gravityTurn outPlacing and alignmentLaws of balanceTransference of weight

Use of natural bends of the bodyComplimenting gravityRhythmic patterningImitating of the natural worldUse of themes

QUESTION 3

Name TWO different dance styles/forms you have learnt about and identify TWO particular characteristics of each [4]

The first answer has been given as an example. Tap dancing: (1)The dancers make rhythmical sounds with their feet wearing shoes that have special metal disks attached to the toes and heels of the shoes. (1)

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Dance Styles / forms √ √Naming a style 2Describing the style 2

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WCED Dance Studies Grade 10 5 June 2011

ANY OF THE FOLLOWING ANSWERS/OR ANY OTHER ACCEPTABLE ANSWERS:

Two examples have been given. Please adapt your memo accordingly as your learners might answer on a very wide variety of dance styles/forms, as taught in class.

1. Ballet: (1)This is a dance style that has a codified set of movements – each movement has a specific name. One of the main principles of this dance form is the use of a very developed turn out of the legs from the hips. This style also creates a feel of defying gravity. Candidates may provide many different examples. (1)

2. African dance: (1)This dance form uses the natural curves of the body. They style works towards the ground complimenting gravity. Many complex dance rhythms are used. Candidates may provide many different examples. (1)

QUESTION 4

You have learnt about a South African OR an International Choreographer. Provide the following information. [5]

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Dance choreographers – prescribed list √Naming a choreographer 2Country/style/s used 1Describing the contributions of the choreographer / importance

2

Note to teachers: Learners should only be answering from the prescribed list below.

SOUTH AFRICAN CHOREOGRAPHERS DANCE WORKVeronica Paeper Orpheus in the UnderworldVincent Mantsoe Gula MatariAlfred Hinkel Last Dance (Bolero)Sylvia Glasser TranceformationsGary Gordon Bessie’s HeadMavis Becker Flamenco de AfricaHazel Acosta Blood WeddingCarolyn Holden Imagenes / Blood WeddingINTERNATIONAL CHOREOGRAPHERS DANCE WORKSGeorge Balanchine Apollo or AgonAlvin Ailey RevelationsMartha Graham Appalachian Spring or LamentationChristopher Bruce Ghost Dancers or RoosterMarius Petipa and Lev Ivanov Swan LakeVaslav Nijinsky Le Sacre du PrintempsPaul Taylor Esplanade

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WCED Dance Studies Grade 10 6 June 2011

PLEASE ADJUST YOUR MEMO ACCORDING TO THE CHOREOGRAPHER/S YOU HAVE TAUGHT IN CLASS. ONE EXAMPLE IS GIVEN BELOW.

1. Name the choreographer you have learnt about. (1)Martha Graham

2. Which country does the choreographer you have learnt about come from? (1)America/Pennsylvania

3. What style/s of dance does this choreographer use when he/she choreographs dance works? (1) Contemporary dance

4. Why do you think it is important to learn about this choreographer? (2)

Martha Graham was one of the pioneers of contemporary dance. She was one of the first to develop a contemporary dance technique (comparable to ballet) and as such her technique is now used throughout the world. She identified a new system of movement and choreography which would ultimately be known as the Graham Technique world wide. Graham is considered to be the one person who made the single greatest contribution to contemporary dance as we know it today. Learners could include a huge variety of other answers.

QUESTION 5

You have learnt about a South African OR an International Dance Work. Provide the following information. [5]

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Dance works – prescribed list √Naming a dance work - choreographer 1Style/s used in the dance work 1Describing the synopsis of the dance work 3

Note to teachers: Learners should only be answering from the prescribed list as in Question 4.

PLEASE ADJUST YOUR MEMO ACCORDING TO THE CHOREOGRAPHER/S AND THEIR DANCE WORKS THAT YOU HAVE TAUGHT IN CLASS. ONE EXAMPLE IS GIVEN BELOW.

1. Name the choreographer and dance work you have learnt about. (1)Alvin Ailey - Revelations. (Mark awarded for naming the work).

2. What style/s of dance does this choreographer use in this dance work? (1)Contemporary dance, jazz.

3. Describe what the main story/theme/synopsis was of the dance work? (3)Revelations reflects Ailey’s upbringing in Texas during the great depression and his black roots. It depicts southern churchgoing in both its title (the name of a book of the bible) and score which consists of spirituals and gospel music.There are three sections with three themes:1. The struggle of “black people wanting to get out”2. The ritual of baptism3. The social occasion of churchgoing on Sunday mornings, in their Sunday best

QUESTION 6Please turn over

WCED Dance Studies Grade 10 7 June 2011

You have learnt about a South African indigenous dance or cross cultural dance. Answer the following questions. [7]

MEMO:FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marks

LO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGHIndigenous / cross cultural dance √ √Naming a dance 1Origin of dance 1Describing the dance 5

PLEASE ADJUST YOUR MEMO ACCORDING TO THE INDIGENOUS/CROSS CULTURAL DANCE THAT YOU HAVE TAUGHT IN CLASS. ONE POSSIBLE EXAMPLE IS GIVEN BELOW.

1. Name the dance or steps you have learnt about. (1)Pantsula

2. Where does this dance/dance steps originate/come from? (1)This South African dance is adapted from break-dance and Venda dance.

3. Describe the dance: who would perform it/why it would be performed/costumes worn/ movements used/musical accompaniment. (5) Pantsula is performed by both men and women. Pantsula started emerging in South African townships in the early 50s. It encompassed more than just a dance-style. It was a life-style, dress-style, fast-talking ‘gangsta’-style which fermented in the richness of Sophiatown and Alexandria. It came to characterise a way of living which was hot, fast, and edgy with sex and violence. Live fast, die fast, was its credo. Expensive clothes were the ultimate status symbol worn by dancers who were making a statement about their position in the community.Over the decades Pantsula has evolved into various modern-day forms, each typified by dress items and dance moves. However, it’s always uniquely South African, always hot, sweaty, energetic, and always just that little bit dangerous. "The Zulu word Pantsula can be translated to mean to waddle like a duck or alternatively to walk with a protruded buttocks, a characteristic of this dance form.

TOTAL SECTION A: 35 MARKS

SECTION B: MUSIC THEORY

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WCED Dance Studies Grade 10 8 June 2011

QUESTION 7

Name the notes and explain the value/length of each note given below. [8]The first one has been done as an example.

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Notes and note values √Naming a note 4Value of a note 4

NOTE NAME VALUE

Example:Semi Breve note

Lasts as long as four crotchet notes/lasts as long as 4 beats.

Minim note. (1) Lasts as long as two crotchet notes/lasts as long as 2 beats. (1)

Crotchet note. (1) Lasts for 1 beat. (1)

Quaver note. (1) Two quavers lasts as long as one crotchet note/lasts as long as 1/2 a beat. (1)

Semi quaver note. (1) Four semi quavers lasts as long as one crotchet note/lasts as long as 1/4 a beat. (1)

QUESTION 8

At the beginning of a piece of music you will usually find two numbers.

For example [3]

MEMO:FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marks

LO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGHTime signatures √Naming a time signature 1Evaluating time signatures 2

1. What are these numbers called? (1) Time Signatures.

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WCED Dance Studies Grade 10 9 June 2011

2. What does the top number tell you? (1) How many beats in each bar.

3. What does the bottom number tell you? (1) The type of beat e.g. a crotchet/minim/quaver etc.

QUESTION 9

Explain what you understand the word ‘musicality’ to mean in dance. [4]

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Music appreciation – application practical √Evaluation of musicality in dance 4

POSSIBLE EXPLANATIONS GIVEN BELOW. PLEASE ADAPT YOUR MEMO ACCORDINGLY AS YOUR LEARNERS MIGHT GIVE A WIDE VARIETY OF DEFINITIONS ACCORDING TO WHAT YOU HAVE TAUGHT THEM.

Musicality in dance is more than just keeping time to the music. It is the ability of the dancer to understand the quality of the music and then interpret it through their movements.

Music has dynamics as does dance and the more a dancer understands about the dynamics in music, the more quality they can add to their dance performance.

Musicality is also being able to interpret the different timbres of instruments and their qualities. Musicality involves awareness of changing tempos in the music while dancing. Musicality can also relate to our inner rhythm that we hear and can follow with no musical

accompaniment. Musicality can refer to how we hear what is happening between the beats/rhythm of the music.

We can dance off beat or on the beat – syncopation. Musicality can mean making music visual through movement.

TOTAL SECTION B: 15 MARKS

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WCED Dance Studies Grade 10 10 June 2011

SECTION C: ANATOMY AND HEALTH CARE

QUESTION 10

10.1 The skeleton consists of two parts/units. Name them. (2)10.2. Give the correct anatomical name for the bones indicated by the arrows below. (13)

[15]

MEMO:FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marks

LO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGHSkeleton √Naming sections / units of the skeleton 2Anatomical naming of bones 13

Note to teachers: The correct anatomical name must be given in Question 2.

Question 10.2. (13)

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Question10.1 (2)A. Axial skeletonB. Appendicular skeleton

Cranium

Clavicle

Sternum

Pelvis

Humerus

Rib Cage

Femur

Tibia

Fibula

Radius

Ulna

Vertebral column/ Vertebrae

Scapula

WCED Dance Studies Grade 10 11 June 2011

QUESTION 11

Name FIVE main food groups and explain how each group contributes to good health by completing the table below. [5]

The first example has been done for you.

FOOD GROUP HOW IT AIDS GOOD HEALTH1. Unsaturated fats Protects the vital organs/insulates the body.

Accept other correct explanations.

MEMO:FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marks

LO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGHNutrition √Naming of food groups and identification of nutritional benefits

5

Any of the five answers below.FOOD GROUP HOW IT AIDS GOOD HEALTH2. Protein Main ingredient in building and maintaining muscle / tissue. (1)

Accept other correct explanations.3. Complex carbohydrates

Supply sustained energy to the body. (1)Accept other correct explanations.

4.Vitamins Help regulate metabolism and convert fat and carbohydrates to energy. Needed for growth, well being and vitality. (1)Accept other correct explanations.

5. Minerals Help in building healthy bones – CalciumHelp fight fatigue, anemia - iron/muscle cramps - potassium and magnesium, etc. (1)Accept other correct explanations

6. Water An essential nutrient in out daily lives. Our body is made up of about 60 % water which needs to be replaced daily. Without sufficient water we will feel tired, dizzy and put strain on various organs. (1)Accept other correct explanations.

7. Fiber Aids in the passage of food through the gut/the absorption of nutrients/excretion of waste products. (1)Accept other correct explanations.

QUESTION 12

Why it is important for a dancer to have a positive body image and not to believe the stereotypes associated with dance. [5]

MEMO:

FOCUS OF QUESTION LEARNING OUTCOMES ABILITY LEVELS - marksLO 1 LO 2 LO 3 LO 4 LOW MEDIUM HIGH

Stereotypes in dance √Evaluating the causes of peer pressure and stereotyping

5

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WCED Dance Studies Grade 10 12 June 2011

POSSIBLE EXPLANATIONS GIVEN BELOW. PLEASE ADAPT YOUR MEMO ACCORDINGLY AS YOUR LEARNERS MIGHT GIVE A WIDE VARIETY OF EXPLANATIONS ACCORDING TO WHAT YOU HAVE TAUGHT IN CLASS.

All dancers must be thin: This is a very common and destructive stereotype amongst dancers and the general public. The most important factor is that each dancer is different, has a different body structure and you need to work within your own body structure to develop a strong, flexible body that can perform the required work. Obviously any form of obesity is detrimental to your health as is any form of anorexia/bulimia.

All men who dance are gay: Dancing requires huge strength and many male dancers are often fitter and stronger than many sports men. One should never categorise people according to a profession. There are many gay men in every field of work – lawyers/doctors/politicians etc, and their sexual preferences should be their own private choice.

All dancers are not intellectual: This is one of the most disturbing stereotypes. As we all know that to dance you have to have an advanced memory, neuromuscular skills, and intellect as we study theory (anatomy/history/music). We also have to develop our creative and critical thinking abilities in order to compose and interpret choreography.

TOTAL SECTION C: 25 MARKS

GRAND TOTAL: 75 MARK

ANALYSIS OF ALL QUESTION LEVELS – A/B/C/

LOW MEDIUM HIGH

Question 1 3 3Question 2 4 4Question 3 2 2Question 4 2 1 2Question 5 1 1 3Question 6 2 5Question 7 4 4Question 8 1 2Question 9 4Question 10 15Question 11 5Question 12 5

TOTAL MARKS: 75 30 26 19