Elaboration (1) ACADAM003

expressing ideas to an audience through movement, for example, showing contrasting dynamics by stamping heavily and tip-toeing lightly, or using movement qualities such as slow controlled sinking to the floor to express melting ice and sharp jerky movement …

Elaboration (1) | ACADAM003 | 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 ACADAM007

using expressive skills of projection and focus to communicate dance ideas to an audience (school assembly, community festival, etc.); for example, looking out and up to the ceiling and extending movements outwards to express a feeling of joy

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

Elaboration (5) ACADAM007

respecting other students’ dancing when dancing and being an attentive audience member

Elaboration (5) | ACADAM007 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAR008

comparing the expectations and requirements of performers and audience in different cultural settings

Elaboration (1) | ACADAR008 | Content Descriptions | Years 3 and 4 | 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 (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 (1) | ACADAM011 | 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 (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 (3) | ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

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 | ACADAR012 | Content Descriptions | Years 5 and 6 | 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 (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 (2) | ACADAR018 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

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 (3) | ACADAR019 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

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 (4) | ACADAM024 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum