# First-authority repertoire and cultural source pathway

This is a **teacher planning slot**, not a reading requirement for a learner on Day 1 and not an analysis of an unseen performance. A [QCAA Dance 2025 v1.3](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_dance_25_syll.pdf) Unit 1 course needs authentic works, contemporary plus another genre/style and contexts beyond this original motif.

1. Start with the maker. [Bangarra's own classroom resources](https://www.bangarra.com.au/youth-education/education-resources/classroom-resources/) identify works and provide Bangarra's own education materials. This establishes who is publishing a resource; it does **not** give this pack permission to reproduce choreography, music, images, language or stories. The school should check the current resource terms and a work's specific cultural context before selecting or adapting it.
2. Read [Creative Australia's First Nations cultural and intellectual property protocols](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts), and seek the relevant cultural authority and permissions for use. An available webpage is **not permission** to recreate a dance or disclose knowledge. Do not ask a student to perform or explain a culture on the class's behalf.
3. For each selected work, log title, maker, year, specific performance or recording, provenance, viewing rights, audience/context, movement evidence, genre/style support and any cultural restrictions. Keep the creator's words distinguishable from learner inference. Use live or licensed recorded viewing where possible. A still image or promotional blurb is **not analysis** of movement in the work.
4. Pair a current example with trustworthy first-party historical material, then verify genre/style history against more than a promotional description. Avoid treating a single artist as representative of a whole people or region. Invite critical response, not imitation of a distinct movement vocabulary.

No Bangarra material appears in our assets. The invented square-path cards are deliberately culturally neutral and carry **no claim to represent a dance tradition**. The school has to complete the full-unit source and technique plan.