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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) 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) ACADAM013

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

Elaboration (2) ACADAM014

exploring movement that may have symbolic meaning within a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea (motif)

Elaboration (2) ACADAM015

extending technical competence such as control, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving, in response to self, peer and/or teacher feedback

Elaboration (2) ACADAM016

reflecting on the creative process of choreography to clarify their choreographic intent and refine their dance

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) ACADAR019

comparing dance styles in different artistic, social, environmental, historical and cultural contexts

Elaboration (2) ACADAM020

developing a personal movement vocabulary by combining elements of dance with finding new ways of moving, and establishing a personal style

Elaboration (2) ACADAM021

manipulating a variety of style-specific movements safely to support their intent

Elaboration (2) ACADAM022

refining technical skills in response to self-reflection to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation

Elaboration (2) ACADAM023

selecting choreographic devices and form appropriate to their choreographic intent

Elaboration (2) ACADAM024

refining confidence, clarity of the movement, projection and focus to communicate the choreographer’s intent

Elaboration (2) ACADAR025

responding to other students’ dances to provide feedback

Elaboration (2) ACADAR026

considering how global trends in dance influence the development of dance in Australia

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 …

ACADAR025

Evaluate their own choreography and performance, and that of others to inform and refine future work

Elaborations ScOT Terms

Achievement Standard Dance Years 3 and 4

By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending on the purpose. Students structure movements …

Achievement Standard Dance Years 7 and 8

By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different …

Achievement Standard Dance Years 9 and 10

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities