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Learning Area Achievement Standard Music 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 Visual Arts 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. …

Achievement Standard Visual Arts Foundation to Year 2

By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and pro …

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 Drama Foundation to Year 2

By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make and present drama using the elements of role, situation and focus …

Achievement Standard Music Foundation to Year 2

By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time …

Elaboration (3) ACADAM001

experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics

Elaboration (3) ACADAM002

developing awareness of and taking responsibility for safe dance practices, for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; awareness of the boundaries of the dance space; awareness …

Elaboration (3) ACADAM003

exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region

Elaboration (3) ACADAR004

exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel

Elaboration (3) ACADAM005

selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis

Elaboration (3) ACADAM006

building confidence and resilience through practising technical skills

Elaboration (3) ACADAM007

rehearsing and presenting an appropriate dance to celebrate and appreciate diversity of cultures, based on research into dance tradition, in the school or at a local community event

Elaboration (3) ACADAR008

examining dances in their community and comparing them to other dances of different peoples, times and cultures

Elaboration (3) ACADAM009

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does space, costume and/or multimedia communicate meaning in this dance?

Elaboration (3) ACADAM010

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you …

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) ACADAR012

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?

Elaboration (3) ACADAM013

Considering viewpoints – meanings and interpretations: For example – What was the choreographer’s stated intent for this dance? What ideas did you think the dance expressed?

Elaboration (3) ACADAM014

Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including …

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