Elaboration (3) ACADAM015

applying safe dance practice strategies in consideration of their own body’s and others’ capabilities when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment

Elaboration (3) | ACADAM015 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM016

Considering viewpoints – forms and elements: For example – How have the elements of dance been used by the choreographer to express his/her stated intent? What choreographic devices were evident in this dance? What choreographic form was used by the …

Elaboration (3) | ACADAM016 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM017

experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre

Elaboration (3) | ACADAM017 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAR018

expressing responses using descriptive style-specific dance terminology

Elaboration (3) | 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 (3) ACADAM020

investigating the use of elements of dance in works of artists, including those from the Asia region, and adapting dance ideas to create movements that represent a synthesis of influences

Elaboration (3) | ACADAM020 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM021

setting choreographic goals and developing their own movement vocabulary and style

Elaboration (3) | ACADAM021 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM022

Considering viewpoints – evaluations: For example – How successful were the dancers in conveying the choreographer’s stated intent?

Elaboration (3) | ACADAM022 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM023

documenting their creative process, including use of analysis and evaluation strategies, in reflective records

Elaboration (3) | ACADAM023 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM024

manipulating the elements of dance in performance to interpret a choreographer’s style and intent in contemporary styles, such as Aboriginal hip hop

Elaboration (3) | ACADAM024 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAR025

developing criteria to use when evaluating the quality of their own and others’ choreography and performance

Elaboration (3) | ACADAR025 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAR026

Considering viewpoints – critical theories: For example – How are global trends in street dance influencing Australian dance? How effectively have ballet conventions been manipulated in this work to communicate meaning?

Elaboration (3) | ACADAR026 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADRM027

taking photos or videoing drama they devise to view and extend their drama ideas

Elaboration (3) | ACADRM027 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRM028

manipulating objects, puppets, 2D images and available technologies to create stories

Elaboration (3) | ACADRM028 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRM029

enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

Elaboration (3) | ACADRM029 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRR030

recognising that drama can show that people have different feelings about the world based on their experiences of the environment and other people

Elaboration (3) | ACADRR030 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRM031

experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas

Elaboration (3) | ACADRM031 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRM032

developing sensory and spatial awareness when creating dramatic action

Elaboration (3) | ACADRM032 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRM033

sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces

Elaboration (3) | ACADRM033 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRR034

examining drama in their community and comparing it to other drama of different people, times and cultures

Elaboration (3) | ACADRR034 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum