Search

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) ACADAM017

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

Elaboration (3) ACADAR018

expressing responses using descriptive style-specific dance terminology

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) 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) ACADAM021

setting choreographic goals and developing their own movement vocabulary and style

Elaboration (3) ACADAM022

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

Elaboration (3) ACADAM023

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

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) ACADAR025

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

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 (2) ACADAM001

exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories

Elaboration (2) ACADAM002

Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?

Elaboration (2) ACADAM003

Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?

Elaboration (2) ACADAR004

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

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

Elaboration (2) ACADAM006

demonstrating safe dance practices, for example, warming up their bodies before executing more complex movement patterns in dance sequences and cooling/calming down afterwards; removing socks if the floor surface is slippery (and clean)

Elaboration (2) ACADAM007

Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?

Elaboration (2) ACADAR008

Considering viewpoints – societies and cultures: For example – Do you recognise new movements in the dance? Why do you think people from different cultures dance? Where are these dances performed?

Elaboration (2) ACADAM009

exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities