Elaboration (3) ACADAM010
Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you …
Elaboration (3) | ACADAM010 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (1) ACADAR012
Considering viewpoints – evaluations: For example – Which dance elements were used well and for which purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging in your answer)
Elaboration (1) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
ACADAM009
Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning
Elaborations ScOT Terms
ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADAM009
Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does space, costume and/or multimedia communicate meaning in this dance?
Elaboration (3) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADAR012
Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?
Elaboration (3) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (2) ACADAM009
exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances
Elaboration (2) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (2) ACADAR012
identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, …
Elaboration (2) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration ACADAR012
discussing the purpose of movements, elements of dance, production elements, and use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
Elaboration | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
ACADAR012
Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance
Elaborations ScOT Terms
ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAR012
discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander …
Elaboration (4) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (6) ACADAR012
accessing real or virtual performances that are representative of different times and places and comparing how elements of dance and production elements communicate meaning in each
Elaboration (6) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum