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Elaboration (4) ACADAR008

Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?

ACADAM005

Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices

Elaborations ScOT Terms

Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)

Elaboration (3) ACADAM005

selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis

ACADAR008

Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance

Elaborations ScOT Terms

Elaboration (5) ACADAR008

writing about and discussing with others the meaning and intended purposes of their own dance using dance terminology

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

Elaboration (1) ACADAM007

exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities