Dance studies Memo 1 (English)

Feb-March 2014 — Grade 12 / Matric — Dance studies

Memo 2014 Grade 12 English

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🎯 150 marks 📄 19 pages 📝 33 items found 📚 2 topics

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Q1— Section header —

Q2— Section header —

2.3The name of the choreographer no mark allocated. The country of origin Early dance training/experience: The people that influenced his/her training. Places/institutes where he/she trained. The early experience

2.6Professional dance and choreographic career: Professional experience as a dancer. Where he/she performed. rks he/she appeared in. Companies he/she is associated with. Works he/she choreographed. People who have collaborated with or influenced his/her choreographic

Q3— Section header —

3.2Name the dance and place of origin. Purpose e.g. fertility/coming of age/weddings, etc. Significance of the ceremony to the community e.g. unity/ communication/ education /instruction etc. Participants in the ceremony

3.4Costumes/ Out fits e.g. The design of the outfits, i.e. short pleated skirts, ibeshu made of animal skin. etc. The colour of the costume(s\ its significance. Accessories: beads, flywhisk, shield and spear, headgear, etc.

Q4— Section header —

4.6Motivation as to the wide choices within the dance industry name various career options av ailable to Dance Studies learners. Name the dance career being presented e.g. ance teacher Patience/loves working with children/good at planning and time

4.1ance careers

4.2Analysis 10

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5.2Marketing plan may include any or all of the following: Design and print 20 posters to put up in the school corridors and local shops, community centre Design and distribute 500 flyers to all learners, teachers and members of

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6.5(1\ (1\ (1\ (1\ (1\ [5]5

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7.4No mark allocation for naming the dance work. Depending on the music used Learners name the composer or musicians or group. Style or gen re of the music e.g. classical/

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8.5Two counts One count Four counts A quarter of a count A half count (1\ (1\ (1\ (1\

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10.2All clothes should be well fitt so the teacher can make corrections on your body al ignment if they are too baggy the teacher cannot see what you are doing and cannot correct you posture/alignment etc. This could

10.4Overuse or excessive tr aining: Too much expecting your body to cope with too many hours of training, too much intensity, in fact too much of anything. Too soon returning to strenuous dance too soon after a holiday, break or

Q11— Section header —

11.3Benefits of good posture: nsures control and balance Protects the spine Allows better respiration Improves respiration and prevents fatigue Ensures t hat muscles are used correctly Dance movements are done with ease

11.4Many possible exercises could be given. One example is listed below. Sitting on the floor with feet parallel and knees bent. Arms crossed over the chest. Lean back slightly until the Rectus abdominal muscles are felt contracting.

Q12— Section header —

12.2Learners must refer to peer pressure that wil l negatively affect their dance perfo rmance. It must not be generalis ed. Markers should avoid awarding full marks for a question when the answer is superficial and minimal

12.2Peer pressure negative effects on dance performance: Teasing this can happen if you are seen as different in some way e.g. to fat, too thin, too tall, too short, etc. for the dance class. This could lead to

Q13— Section header —

13.2Trapezius Latissimus Dorsi Gluteus Maximus Hamstrings ( Biceps Femoris/ Semitendinosus\ Gastrocnemius Achilles tendon Pivot Joint Saddle joint

Q14— Section header —

14.1Plantar Flexion Flexion Extension Flexion Flexion Extension (1\ (1\ (1\

Topics Identified

ActingPlaywriting

Mark Allocation

Total150 marks

Sections20 + 15 + 17 + 8 + 10 + 5 + 5 + 4 + 16 + 16 + 10 + 10 = 136 marks

Paper information

SubjectDance studies

Year2014

SessionFeb-March

TypeMemo

PaperPaper 1

LanguageEnglish

Pages19

Downloads7

Examination context

Decade2010s

Years ago12y

Season—

Start day—

Exam period—

Days since exam—

About Dance studies examination preparation

This Grade 12 examination resource can be used as part of a structured revision programme. Past papers are most useful when learners attempt questions independently, work within a realistic time limit, and review their answers afterwards.

How to use this resource for revision

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For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.

understanding question requirements

applying subject knowledge

working under time constraints

checking answers

identifying revision priorities

A practical revision approach

Start by completing the resource without looking at the memorandum. Review incorrect and incomplete answers afterwards and make a short revision list based on the areas that caused difficulty.

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Corresponding examination paper

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