Your search for "organising ideas" returned 32 result(s)
Sort by Relevance | Title | Type |

Foundation to Year 2 Dance

In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with …

Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Structure Dance

Learning in Dance Learning in Dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation. The body is the instrument of expression and uses combinations of the elements …

Structure | Dance | The Arts | F-10 curriculum

Example of knowledge and skills Dance

In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …

Example of knowledge and skills | Dance | The Arts | F-10 curriculum

ACADAM001

Explore, improvise and organise ideas to make dance sequences using the elements of dance

critical-creative numeracy Elaborations ScOT Terms

ACADAM001 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADAM001

taking photos or videoing dance sequences to view and extend their dance ideas

literacy personal-social critical-creative information-communication

Elaboration (4) | ACADAM001 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration ACADAM014

experimenting with different elements of dance to explore ideas about their choreographic intent

critical-creative personal-social

Elaboration | ACADAM014 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Learning Area Achievement Standard Dance Foundation to Year 2

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. …

Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Learning Area Achievement Standard Dance Years 3 and 4

By the end of Year 4, students describe and discuss similarities and differences between artworks they make and those to which they respond. They discuss how they and others organise the elements and processes in artworks. Students collaborate to plan …

Learning Area Achievement Standard | Achievement Standards | Years 3 and 4 | Dance | The Arts | F-10 curriculum

ACADAM003

Present dance that communicates ideas to an audience, including dance used by cultural groups in the community

intercultural-understanding personal-social Elaborations ScOT Terms

ACADAM003 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

ACADAM005

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

critical-creative numeracy Elaborations ScOT Terms

ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

ACADAM007

Perform dances using expressive skills to communicate ideas, including telling cultural or community stories

intercultural-understanding personal-social Elaborations ScOT Terms

ACADAM007 | Content Descriptions | Years 3 and 4 | 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

personal-social numeracy intercultural-understanding Elaborations ScOT Terms

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

Achievement Standard Dance Foundation to Year 2

By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills …

Achievement Standard | Achievement Standards | Foundation to Year 2 | 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

personal-social

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

Elaboration (8) ACADAR026

identifying how research and new ideas might enhance their own creating and performing practices

literacy critical-creative personal-social

Elaboration (8) | ACADAR026 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

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

intercultural-understanding literacy critical-creative personal-social aboriginal-torres Elaborations ScOT Terms

ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Learning Area Achievement Standard Dance Years 5 and 6

By the end of Year 6, students explain how ideas are communicated in artworks they make and to which they respond. They describe characteristics of artworks from different social, historical and cultural contexts that influence their art making. Students …

Learning Area Achievement Standard | Achievement Standards | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM002

Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?

critical-creative

Elaboration (2) | ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM007

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?

Elaboration (2) | ACADAM007 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

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?

critical-creative

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

Sort by Relevance | Title | Type |