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Elaboration (1) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

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 (3) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

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 (4) ACADAM017

Considering viewpoints – evaluations: For example – How successful was the choreographer in expressing his/her stated intent clearly to the audience? How well did the dancers use expressive skills in the performance?

Elaboration (2) ACADAR018

Considering viewpoints – philosophies and ideologies: What philosophical, ideological or political perspectives does the dance work represent, or how do these perspectives affect the audience’s interpretation?

Elaboration (3) ACADAR019

Considering viewpoints – societies: For example – How does this dance relate to its social context and that of its audience? What are the protocols for viewing and performing Aboriginal and Torres Strait Islander dances?

Elaboration (4) ACADAM024

identifying and refining expressive skills in performance, and selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts and audiences

Elaboration (2) ACADRM028

practising movement within a space to create the difference between their performance space and the audience space

Elaboration (4) ACADRM029

Considering viewpoints – meanings and interpretations: For example – What do you want your audience to think about your drama? What did this drama make you think about? How did you feel when making/watching the drama? evaluations: What did you like best …

Elaboration (2) ACADRR034

comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances

Elaboration (1) ACADRM037

Considering viewpoints – meanings and interpretations: For example – What did the performer intend audiences to experience and understand from the drama? Why did you make this drama?

Elaboration (3) ACADRM037

focusing communication with the audience by, for example, remembering lines, moves and cues in rehearsal and performance

Elaboration (7) ACADRM037

presenting their performances using internet-based technologies, including social media, and considering the place of a real or virtual audience and their effect on the performance

Elaboration (4) ACADRM043

developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space

Elaboration (5) ACADRM043

Considering viewpoints – evaluations: For example – How successful was the director in expressing the intent clearly to the audience? How well did the performers create role or character and use expressive skills?

Elaboration (1) ACADRM044

using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy

Elaboration (2) ACADRM044