Elaboration (2) ACADAM006

demonstrating safe dance practices, for example, warming up their bodies before executing more complex movement patterns in dance sequences and cooling/calming down afterwards; removing socks if the floor surface is slippery (and clean)

Elaboration (2) | ACADAM006 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAR008

Considering viewpoints – societies and cultures: For example – Do you recognise new movements in the dance? Why do you think people from different cultures dance? Where are these dances performed?

Elaboration (2) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

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 (2) ACADAM011

applying the elements of dance in dance contexts to communicate ideas to audience, for example, stop and start/percussive arm and upper body movements to express basketball actions in a game, or rhythmic and accented movement to express the passage of …

Elaboration (2) | ACADAM011 | 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

Elaboration (3) ACADAM015

applying safe dance practice strategies in consideration of their own body’s and others’ capabilities when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment

Elaboration (3) | ACADAM015 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM016

Considering viewpoints – forms and elements: For example – How have the elements of dance been used by the choreographer to express his/her stated intent? What choreographic devices were evident in this dance? What choreographic form was used by the …

Elaboration (3) | ACADAM016 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAR026

Considering viewpoints – critical theories: For example – How are global trends in street dance influencing Australian dance? How effectively have ballet conventions been manipulated in this work to communicate meaning?

Elaboration (3) | ACADAR026 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

ACADAM002

Use fundamental movement skills to develop technical skills when practising dance sequences

Elaborations ScOT Terms

ACADAM002 | Content Descriptions | Foundation to Year 2 | 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

ACADAM011

Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community

Elaborations ScOT Terms

ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

ACADAM020

Improvise to find new movement possibilities and explore personal style by combining elements of dance

Elaborations ScOT Terms

ACADAM020 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAR004

Considering viewpoints – evaluations: For example – Why are these people dancing? Where are they dancing? Where is this dance from?

Elaboration (1) | ACADAR004 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAR004

recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people

Elaboration (2) | ACADAR004 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADAR004

recognising patterns of movement in dances they make, perform and view using their own words and learnt dance terminology

Elaboration (4) | ACADAR004 | Content Descriptions | Foundation to Year 2 | 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 ACADAM011

developing expressive skills of focus, clarity of the movement, confidence and facial expression/character to present dance ideas in performance for an intended audience

Elaboration | ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM013

using the elements of dance to develop new movements that still maintain the essence of the original movement

Elaboration (2) | ACADAM013 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADAM016

responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices

Elaboration (4) | ACADAM016 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM017

linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances

Elaboration (2) | ACADAM017 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum