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
Years 3 and 4 Dance
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers. As they experience The Arts, students draw …
Years 3 and 4 | 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
Elaboration (4) ACADAM001
taking photos or videoing dance sequences to view and extend their dance ideas
Elaboration (4) | ACADAM001 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM002
recognising and accepting a teacher’s or classmates’ constructive feedback
Elaboration (4) | ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM003
using expressive skills to engage the audience, for example, looking out to audience and using facial expression
Elaboration (4) | ACADAM003 | 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 (4) ACADAM005
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 (4) | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM007
presenting their dance using internet-based technologies
Elaboration (4) | 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?
Elaboration (4) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM009
selecting, combining, arranging and refining movement using choreographic devices such as canon and unison
Elaboration (4) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM011
presenting dances, using costumes and/or props where appropriate to enhance different contexts, such as performing dances with representatives of the cultural group from the community
Elaboration (4) | ACADAM011 | 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 (4) ACADAM015
analysing and practising technical skills used in dances from different cultures to develop and appreciate music used for dance and movements, and demonstrating an awareness of protocols
Elaboration (4) | ACADAM015 | 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 (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 (4) | ACADAM017 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAR018
accessing and researching choreographers’ works through real or virtual performances to analyse choreographers’ intentions
Elaboration (4) | ACADAR018 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAR019
observing and identifying stylistic similarities and differences in both traditional and contemporary dances, for example, dances from Aboriginal people and Torres Strait Islander people and Asian communities
Elaboration (4) | ACADAR019 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM020
Considering viewpoints – meanings and interpretations: For example – What meanings are intended by the choreographer?
Elaboration (4) | ACADAM020 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM023
Considering viewpoints – psychology: For example – What emotion did you feel most strongly as you viewed the dance?
Elaboration (4) | ACADAM023 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum