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Elaboration (1) ACHES059

applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)

Elaboration (1) ACHES060

communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)

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

Elaboration (1) ACADAM009

exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground

Elaboration (1) ACADAM010

practising and refining technical skills in movements in response to teacher’s and peers’ feedback

Elaboration (1) 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 (1) ACADAR012

Considering viewpoints – evaluations: For example – Which dance elements were used well and for which purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging in your answer)

Elaboration (1) ACADAM013

analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic

Elaboration (1) ACADAM014

selecting movement from their improvisations that best communicates their choreographic intentions, for example, movement that communicates mood or emotion

Elaboration (1) ACADAM015

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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