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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) 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) 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

Elaboration (1) ACADAM001

Considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?

Elaboration (1) ACADAM002

practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

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) ACADAR004

Considering viewpoints – evaluations: For example – Why are these people dancing? Where are they dancing? Where is this dance from?

Elaboration (1) ACADAM005

exploring known movements to find alternative ways of performing them, for example, waving hello or shaking hands and then doing the same action at a different level, in a different direction, bigger/smaller, using a different body part

Elaboration (1) ACADAM006

developing body awareness and refining technical skills of body control, accuracy, alignment, strength, balance and coordination in fundamental movements in response to teacher’s feedback and observation of other dancers’ technical skills

Elaboration (1) ACADAM007

exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express …

Elaboration (1) ACADAR008

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

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Cross Curriculum Priorities