Dance studies Memo 1 (English)

Feb-March 2011 — Grade 12 / Matric — Dance studies

Memo 2011 Grade 12 English

↓ Download PDF 📄 234.8 KB View Exam Paper

Preparing document

📋 Document Analysis

🎯 150 marks 📄 21 pages 📝 68 items found 📚 3 topics

See full analysis

Questions — A Preview of What to Expect in the Document

This section provides a quick preview of questions from the document. It may not display every question or the complete wording of each one. For the full content, including diagrams, tables and other information, view the original PDF above.

Q1— Section header —

1.1.1

1.1.1Does not name the dance or where the dance originates Names the dance and where the dance originates from. 0 WEAK 1 SATISFACTORY

1.1.2Does not name the occompaniment used. Names the occompaniment used. Clearly names the occompaniment used 0 WEAK 1 SATISFACTORY 2 OUTSTANDING

1.1.3Cannot describe the cost umes. Describes parts of the costumes. Describes the costumes in 0 WEAK 1 SATISFACTORY 2 OUTSTANDING

1.1.4

1.1.5Describes some/none of the movements found in the dance. Describes the movements found in the dance with some understanding of their symbolic meaning where relevant. Describes in detail the movements found in the dance

1.2Compares the differences/ similarities between one/two principle(s\cteristic(s\ the two dance styles learnt Compares the differences/ similarities between four principles/characteristics of the two dance styles learnt.

1.1.5Names the origin/area of the dance. ation/genre/style/musicians. Two clear descriptive facts required. Specific description of costumes for the dance. Theme/intention of the danc

1.1Domba Dance

1.1.5The dance is from the baVenda culture. Drumming, singing and clapping/African music foot rattles. They dance bare breasted. young baVenda girls who ar

1.2Comparison (similarities or differ ences\e styles comparing at ics of the two dance styles. EXAMPLE OF POSSIBLE ANSWER: The girls wear short traditional skirts with a beaded necklace and The theme of the dance is based on

1.2

Q2— Section header —

2.2

Q2— Section header —

2.1Little understanding of what production elements are. Can describe only zero/one/two elements. Shows understanding of what production elements are and how they can contribute to a dance work. Lists and explains

2.2Little/no understanding of the role of improvisation and how it aids choreography. Some understanding of the role of improvisation and how it aids choreography. Excellent understanding of the role of improvisation and how

2.3Cannot list or describe effective planning for rehearsals. Lists some of the requirements and planning needed to ensure effective rehearsals. Explains in detail the requirements and planning needed to ensure effective

2.4Cannot explain how skills were developed in the dancers during rehearsals. Explains how some skills were developed in the dancers during rehearsals. Explains in detail how skills were developed in the dancers

2.5Cannot reflect on the process of choreographing. Reflects on the choreographic process with some suggestions/reasons given. Can reflect with insight and understanding on the choreographic process and give suggestions and reasons.

2.5rough repetition incl uding: strength, memory, physical skill

Q3— Section header —

3.1Provides minimal information on the choreographer's background. Provides some information on the choreographer's background, country information on early training or personal

3.2Does not state/ briefly states the choreographer's achievements. Can explain the choreographer's achievements, dance/choreographic career. Names awards/recognition

3.3No outline/gives a brief outline of some areas of the choreographer's style. Can outline the choreographer's style. Can outline the choreographer's style

3.3

3.2British

3.3and then . In ritish

Q4— Section header —

4.1

4.1Names some/none of the production elements used in the dance work with explanation of how they were used. production elements used in the dance work. A brief description is given of

4.2Names/does not name the composer. of the music/ accompaniment. Names the composer. Describes the music/ accompaniment/ instruments used. Describes the

4.2the dance work are named, e.g. - Lighting - Costumes - Staging communicate the intenti on of the work and support ed by factual examples Names the composer.

4.2chasse (slide) partial darkness. as the dancer in the dark is elevated to an almost

Q5— Section header —

5.5False True True False True

Q6— Section header —

6.2performance. (2)2

6.36.3.1

6.3.2This creates a pricked sound . It is usually the softest indication in a piece of mu sic. Fortissimo means notes are to be of music.

Q6— Section header —

Q7— Section header —

7.1-7.4 Compose: 7.5

7.5OR

Q8— Section header —

8.2adduction; rotation; circumduction Flexion and extension (3) (2)2

8.38.3.1

8.3.10Sternocleidomastoid Trapezius Biceps Brachii or Biceps Gastrocnemius

Q9— Section header —

9.4Little/No flexibility in a Partially explains the importance of flexibility Example of safe importance of flexibility Example of safe

9.1Able to define two components of fitness. Able to clearly define three components of fitness. Able to clearly define four components of fitness. Able to clearly define

9.2Explanation of the importance of a warm-up is not accurate. importance of a warm- Explains the importance of a warm-up giving reasons. Explains in detail the importance of a

9.3

9.19.1.1

9.1.5muscles over a long period of time. Muscular endurance: ain muscle contraction over a given period of time. Strength: force against resistance.

9.3

9.2Answer must include at least four detailed facts why it is important to warm Raise the deep temperatures withi n the muscles, improving their Elongate contracted ligaments and fascia (connective tissue that

Q10— Section header —

9.4It is essential for dancers to be flex ible as it improv es the quality of movements and allows for freedom as well as a wide range of movement. It a flexible dancer will be able to cope with the wide range of movements demanded of

Q10— Section header —

10.1At least four/five causes/effects are listed. Example of possible answers: Excessive tension can be described as a state of excessive muscle tone. In other words the muscles are permanent ly in a state of

Q11— Section header —

11.2oor that is not slippery, sticky, uneven or rough. Four injuries are named, e.g. problems/skin splits/broken bones

10.2Can list as least three points. Example of possible answers: In order to achieve relaxation you need to be in a state of comfort i.e. the The room and body temperature should be warm The environmental sounds should not be

Q11— Section header —

11.3involving the injured body part and scar tissue injured area above the heart minimises swelling and pain exercise to regain mobility of the injured area and prevent stiffness

Topics Identified

ActingDirectingPlaywriting

Mark Allocation

Total60 marks

Sections15 + 15 + 15 + 20 + 20 + 20 + 20 + 5 + 7 + 8 + 15 + 20 + 12 + 13 = 205 marks

Per-question sum200 marks

Paper information

SubjectDance studies

Year2011

SessionFeb-March

TypeMemo

PaperPaper 1

LanguageEnglish

Pages21

Downloads4

Examination context

Decade2010s

Years ago15y

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

A past examination paper is most useful when it is treated as an active revision exercise. Try the questions yourself before checking the corresponding memorandum. Where you make an error, identify the reason — was it a knowledge gap, a calculation mistake, an interpretation issue, or an examination technique problem?

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.

Grade 12 subject hubs

Each matric subject has its own dedicated hub on Freemode with every past paper and marking memorandum we have archived for that subject.

➗ Mathematics View papers → 📊 Mathematical Literacy View papers → ⚗️ Physical Sciences View papers → 🧬 Life Sciences View papers → 📒 Accounting View papers → 💼 Business Studies View papers → 📈 Economics View papers → 🌍 Geography View papers → 🏛️ History View papers → 📖 English View papers → 🇿🇦 Afrikaans View papers → 🗣️ IsiNdebele View papers → 🗣️ IsiXhosa View papers → 🗣️ IsiZulu View papers → 🗣️ Sepedi View papers → 🗣️ Sesotho View papers → 🗣️ Setswana View papers → 🌾 Agricultural Sciences View papers →

Corresponding examination paper

Examination paper available

Open the corresponding examination paper to practise the questions before reviewing the marking memorandum on this page. Attempt every question under timed conditions for the most realistic preparation.

Dance studies Paper 1 (English) →

File details

File size234.8 KB

Pages21

Archived on8 September 2026

File age49d

ContributorFreeMode

FingerprintA2A818AFB55A

Questions and learner discussion

No questions or discussions have been posted yet.