In this band students develop their knowledge of how ideas and intentions are communicated in and through dance. They build on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
- body parts/actions – for example, gestures
- body zones – for example, body areas of front and back; cross-lateral – left arm and right leg
- body bases – for example, seat as base
Elements of dance
Space
- level – for example, moving at a level, moving between levels
- directions – for example, diagonal, circular
- shapes – for example, symmetry versus asymmetry, organic versus geometric shape, angular versus curved shape
- dimension – size of movement, for example, large, small, narrow, wide
- pathways – for example, in air, on floor
- positive and negative space
Time
- tempo – for example, sustained, increasing and decreasing speeds
- rhythm – for example, regular, irregular
- stillness – for example, pausing; freezing; holding a shape for a moment, then continuing with a dance sequence
Dynamics
- controlling and combining different movement qualities, for example, a smooth, sustained movement followed by a percussive, jagged movement; limp, floppy movements followed by stiff, sharp movements
- force – for example, lightness/strength
Relationships
- groupings – solo; connected; group formations, for example, conga line dances, making group shapes
- spatial relationships – for example, over, under, near, far
- interaction – for example, lead/follow, meet/part with a partner/group
- relationships between different body parts
- use of objects/props to communicate dance ideas
Fundamental movement skills
- locomotor movements – adding and combining more complex movements, for example, running, galloping, sliding, crawling
- non-locomotor movements – for example, rising, pulling, swinging, spinning, twisting, collapsing, curling
Technical skills
- body control
- accuracy
- body awareness
- alignment
- strength
- balance and coordination
Expressive skills
- for example, projection and focus
Safe dance practices
- warming up their bodies before executing more complex and contrasting movement patterns in dance sequences and cooling/calming down afterwards
- removing socks if the floor surface is slippery (and clean)
Choreographic devices
- contrast
- repetition
In this band students develop their knowledge of how ideas and intentions are communicated in and through dance. They build on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
- body zones/parts/actions – for example, arm and leg gestures that lead toward, away from and around own body
Elements of dance
Space
- shapes – for example, complementary and contrasting, centred and off-centre
- dimension – amount of space, for example, big/little, narrow/wide
- group formations – for example, small or large groups of dancers in lines, circles, diagonals, clusters, squares throughout the space
- pathways – patterns on the floor (feet on ground), for example, curved, straight, zigzag, random; patterns in the air (arms or legs in the air), for example, straight, angular, twisting, etc.
Time
- rhythm – for example, combinations of regular, irregular
- duration – for example, short, long movements
- acceleration/deceleration
- accent – emphasis placed on a movement
Dynamics
- varying dynamics within a sequence/dance
- force – for example, slash, press, flick
Relationships
- groupings – solo, connections between one or more dancers (duet, ensemble)
- spatial relationships – for example, using a partner as support
- interaction – for example, performing movement in canon in a group, meeting and parting
- manipulation of objects/props
Fundamental movement skills
- combining locomotor movements and non-locomotor movements and incorporating spatial and dynamic changes, for example, galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding, collapsing
Technical skills
- developing technical competence in relation to body control, accuracy, alignment, strength, balance and coordination
Expressive skills
- projection
- focus
- clarity of movement
- confidence and facial expression/character
Safe dance practices
- identifying and following appropriate warm-up and cool down procedures
- performing dance movement with an awareness of own body capabilities
- developing an understanding of body alignment when dancing
- working safely in groups
- preparing for dance by bringing appropriate clothing for moving
Choreographic devices
- canon
- unison