Dance
The Arts Scope and SequenceDance learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6757 | John.Newman@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 9273 6740 | Max.Leech@scsa.wa.edu.au
Dance
ABLEWA Stage A
Year Stage Description
In Stage A, students are exposed to dance. Dance assists them to attend to and explore the world around them with as much independence as possible. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them.
Students become aware of their bodies and experience body movements used in dance. They experience space, time, dynamics and relationships as they are supported to make and observe dances. Students experience the roles of artist and audience, and they provide feedback to their dance experiences. They share their dance with peers, experience safe dance practices, and experience dance as audiences.
Students experience a range of dances from different cultures, times and locations, including dances from their local community.
Stage A Content Descriptions
Explore and Represent Ideas
Experience dance, safe movement possibilities and move their body parts intentionally in response to stimulus (VCADAE001)
Dance Practices
Show general awareness of body position and own body when being moved by others during fundamental movement and dance sequences (VCADAD002)
Present and Perform
Be involved in making and sharing dance that communicates ideas (VCADAP003)
Respond and Interpret
React to dance (VCADAR004)
Achievement standard
By the end of Stage A, students participate in dance activities. They move body parts safely and react to aspects of dance they make, perform and view.
ABLEWA Stage B
Year Stage Description
In Stage B, students explore dance. They explore how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.
Students become aware of their bodies and explore the body bases, parts and zones used safely in dance. They experience space, time, dynamics and relationships as they make and observe dances. They explore locomotor and non-locomotor movements, learn some fundamental movement skills and perform their own dance. They experiment with simple technical and expressive skills in their own dances and begin to learn about choreographic devices through practicing dance sequences movements, observing dances and their own performances.
Students experience dances from a range of cultures, times and locations, including dances form their local community.
Stage B Content Descriptions
Explore and Represent Ideas
Move body parts and experience safe movement possibilities when learning fundamental dance movements (VCADAE005)
Dance Practices
Explore ways of moving in response to stimulus (VCADAD006)
Present and Perform
Share dance to communicate a given idea (VCADAP007)
Respond and Interpret
Respond to own and others’ dance (VCADAR008)
Achievement standard
By the end of Stage B, students follow safe practice when moving body parts and performing dance sequences.
Students communicate responses to dances they make, perform and view.
ABLEWA Stage C
Year Stage Description
In Stage C, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.
Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance. They explore space, time and dynamics as they make and observe dances. Students explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance. They experiment with simple technical and expressive skills.
Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.
Stage C Content Descriptions
Explore and Represent Ideas
Explore dance ideas that use safe fundamental movement patterns (VCADAE009)
Dance Practices
Explore dance movements to communicate ideas (VCADAD010)
Present and Perform
Perform movement sequences to express ideas, feelings and/or observations (VCADAP011)
Respond and Interpret
Respond to own and others’ dance and explore where and why people dance (VCADAR012)
Achievement standard
By the end of Stage C, students follow safe dance practice to make and share dance sequences and movement patterns.
Students communicate ideas and feelings about aspects of their own and others’ dance.
ABLEWA Stage D
Year Stage Description
In Stage D, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.
Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance. They explore space, time, dynamics and relationships as they make and observe dances. They explore locomotor and non-locomotor movements, and use these fundamental movement skills in their own dance. Students experiment with simple technical and expressive skills and begin to learn about choreographic devices through assisting to select and organise movements for small group and in their own dances.
Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.
Stage D Content Descriptions
Explore and Represent Ideas
Develop safe fundamental movements and technical skills when exploring dance ideas (VCADAE013)
Dance Practices
Improvise and sequence dance movements to communicate moods and feelings (VCADAD014)
Present and Perform
Perform dance that communicates ideas, feelings, observations and/or experiences to an audience (VCADAP015)
Respond and Interpret
Respond to dance and describe some of the characteristics they observe (VCADAR016)
Achievement standard
By the end of Stage D, students make and share a simple dance sequence and demonstrate safe dance practice.
Students provide a simple explanation about the features and purpose of their own dance.
Pre-primary year Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Pre-primary, learning in Dance builds on the dispositions developed in the early years.
Students engage with purposeful play in structured activities to become aware of how the body moves through space. They explore movement ideas and learn about two of the elements of dance ( body and space ).
Students develop body control and coordination through exploring locomotor and non-locomotor movements.
Students experience performing dance and, as an audience, they learn how to focus their attention on the performance. They make simple observations of the dances they view and make.
They have the opportunity to explore different places and occasions where people dance.
Making
Ideas
Use of stimuli to explore movement ideas to create simple dance sequences (ACADAM001)
Skills
Locomotor (walking, skipping, running) and non-locomotor-movements (twisting, bending, turning, swaying) to develop body control and coordination (ACADAM002)
Safe dance practices, including being aware of personal space (ACADAM002)
Achievement standard
At Standard, students respond to different stimuli to explore mostly familiar movements as a basis for creating short dance sequences that connect body shapes and levels in space. They demonstrate locomotor and non-locomotor movements showing some body awareness and some control of the whole body in space. Students perform dance sequences, sometimes acknowledging the audience.
Students respond briefly to familiar movements that are used in their own and others’ dance. They identify some places and occasions where people dance in their own lives and communities.
Year 1 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 1, learning in Dance builds on the dispositions developed in the early years.
Students use their natural curiosity to explore improvised movement responding to a variety of stimuli. Students continue to develop control and coordination of locomotor and non-locomotor movements and begin to experiment with three of the elements of dance ( body, space and time ) to create simple dance sequences in a supportive, safe environment.
They have the opportunity to perform dance expressing ideas through movement to an audience. As an audience, students make simple observations of dances they view and make, exploring what they like and why.
Students discover different types of dance and when these are performed.
Making
Ideas
Exploration and improvisation of movement ideas to create simple dance sequences (ACADAM001)
Skills
Locomotor (walking, skipping, running) and non-locomotor (twisting, bending, turning, swaying) movements to develop body control, coordination and strength (ACADAM002)
Safe dance practices, including respecting others in the dance space (ACADAM002)
Achievement standard
At Standard, students respond to different stimuli to explore some familiar and imaginative movement ideas to create short dance sequences by connecting body shapes, body actions, levels and directions in space. They demonstrate locomotor and non-locomotor movements showing body awareness and some control of the whole body and varied body parts in space. Students perform improvised and rehearsed dance sequences, sometimes acknowledging the audience.
Students respond briefly to how key moments in their own and others’ dance sequences made them feel. They identify different types of dance in their own lives and communities, and when they are performed.
Year 2 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 6. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 2, learning in Dance builds on the dispositions developed in the early years.
Students continue to explore and improvise with movement ideas to create dance with a beginning and ending. They further explore and experiment with the elements of dance ( body, space and time ). They continue to build on their fundamental movement skills to develop control, posture, strength, balance and coordination.
Students begin to develop performance skills when presenting dance. As an audience, they make observations about the use of the elements of dance ( body, space and time ) in their own and others’ dance. They have an opportunity to explore the reasons why people dance.
Making
Ideas
Exploration, improvisation and organisation of movement ideas to create a dance, demonstrating a beginning and ending (ACADAM001)
Skills
Exploration of, and experimentation with, three (3) elements of dance
- Body:
- Space:
- levels (medium, low, high)
- direction (forward, backward)
- personal space and general space
- dimensions (big, small)
- shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry)
- pathways (in the air with the arms, under, over)
- Time:
- tempo (fast, slow, slowing down, speeding up)
to create dance (ACADAM001)
Locomotor (walking, skipping, running) and non-locomotor (twisting, bending, turning, swaying) movements to develop control, posture, strength, balance and coordination (ACADAM002)
Safe dance practices, including being aware of the dance space boundaries when involved in dance lessons or rehearsals (ACADAM002)
Achievement standard
At Standard, students explore familiar and some imaginative movement ideas and use the elements of dance (body, space and time) to create dance sequences that have a distinct beginning and ending. They demonstrate locomotor and non-locomotor movements showing body awareness and some control of the whole body, varied body parts and bases in dance sequences. Students perform rehearsed dances to an audience, using some appropriate performance skills.
Students outline, using some dance terminology, how body, space and time are used to create key moments in their own and others’ dance sequences. They identify some suitable reasons why people dance in daily life.
Year 3 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 3, students extend their exploration and improvisation skills to create dance that tells a story. They are introduced to the fourth element of dance: energy and continue to experiment with and select body, space and time to organise dance sequences.
Students continue to develop body awareness, coordination, control, and balance through simple combinations of fundamental movement skills. They work individually and collaboratively to create and rehearse sequences and consider safe dance practices.
Students experience performing dance and, as an audience, learn to respect the dance of others.
As students make and respond to dance, they consider how the elements of dance ( body, energy, space and time ) are used in their own and others’ dance. They explore the purpose of dance from different times.
Making
Ideas
Exploration, improvisation and selection of movement ideas to create a dance that has a narrative structure (ACADAM005)
Skills
Exploration of, and experimentation with, four (4) elements of dance (BEST)
- Body:
- Energy:
- controlling and combining different movement qualities (sharp to soft, floppy to stiff)
- Space:
- levels (medium, low, high)
- direction (forward, backward, diagonal)
- personal space and general space
- dimensions (big, small, narrow, wide)
- shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved)
- pathways (in the air with the arms, under, over, on the floor)
- Time:
- tempo (fast, slow, slowing down, speeding up)
- rhythm (regular, irregular)
to create dance (ACADAM005)
Combinations of fundamental movement skills that develop body awareness, coordination, control and balance (ACADAM006)
Safe dance practices, including following warming-up and cooling down procedures (ACADAM006)
Responding
Appropriate responses to, and respect for, dance of others as performers and audience members (ACADAR008)
Purpose of dance from different times (ACADAR008)
Responses that involve identifying and reflecting on the use of the elements of dance, in their dance and the dance of others', using dance terminology (ACADAR008)
Achievement standard
At Standard, students explore and select familiar and, on occasion, new movements and combine the elements of dance ( body, energy, space, time ) with some purpose to create dances using a narrative structure. They demonstrate some control of simple combinations of fundamental movement skills. Students use performance skills that are related to the narrative of the dance and acknowledge the audience throughout most of the performance.
Students outline, using some dance terminology, how the elements of dance (BEST) are used in their own and others’ dance. They identify some purposes of dance from different times.
Year 4 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 4, students select and combine the elements of dance ( body, energy, space and time ) to create dance sequences that express an idea or message. They begin to use choreographic devices of repetition and contrast.
There is a continued focus on safe dance practices, as students demonstrate combinations of fundamental movement skills that build on developing body awareness, coordination, control, balance and strength.
Students are given opportunities to practice their performance skills in front of an audience.
As students make and respond to dance, they consider how the elements of dance ( body, energy, space and time ) and choreographic devices are used in their own and others’ dance. They have the opportunity to consider the purpose of dance from different cultures.
Making
Ideas
Exploration, improvisation, selection and combination of movements to create dance that expresses an idea or message (ACADAM005)
Skills
Integration of the four (4) elements of dance (BEST)
- Body:
- Energy:
- controlling and combining different movement qualities (sharp to soft, floppy to stiff, smooth to jagged)
- force (strong to gentle)
- Space:
- levels (medium, low, high, moving between levels)
- direction (forward, backward, diagonal, circular)
- personal space and general space
- positive and negative space
- dimensions (big, small, narrow, wide)
- shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved)
- pathways (in the air with the arms, under, over, on the floor)
- Time:
- tempo (fast, slow, slowing down, speeding up)
- rhythm (regular, irregular)
- stillness (pausing, freezing, holding a shape then continuing dance sequence)
to create dance (ACADAM005)
Use of the choreographic devices of repetition and contrast when organising dance sequences (ACADAM005)
Combinations of fundamental movement skills that develop body awareness, coordination, control, balance and strength (ACADAM006)
Safe dance practice of body protection strategies including hydration, appropriate clothing and footwear when participating in a dance lesson (ACADAM006)
Responding
Considered responses to, and respect for, the dance of others as performers and audience members (ACADAR008)
Purpose of dance from different cultures (ACADAR008)
Responses that involve identifying and reflecting on how the elements of dance in their own and others’ dance are used to communicate meaning, using dance terminology (ACADAR008)
Achievement standard
At Standard, students explore, select and combine mostly familiar movements to express an idea or message in dances they choreograph. They use the elements of dance (BEST) and choreographic devices (repetition and contrast) to create variation when structuring dances. Students demonstrate some control and coordination of combinations of fundamental movement skills in dance sequences. They demonstrate, on occasion, performance skills using some appropriate facial expression and audience acknowledgement when performing dance.
Students outline, using some dance terminology, how the elements of dance (BEST) are used to communicate meaning in their own and others’ dance. They identify some purposes of dance from different cultures.
Year 5 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 5, students continue to integrate the elements of dance ( body, energy, space and time ) and use the choreographic devices of repetition, contrast and unison to create dance that communicates an idea/theme.
There is a continued focus on safe dance practices as students are introduced to increasingly complex fundamental movement skills that develop body awareness, coordination, control, balance, strength and accuracy.
Students work collaboratively throughout the rehearsal process in preparation for dance performance.
In making and responding to dance, students consider the elements of dance ( body, energy, space and time ) and choreographic devices, and make observations of their use in dance. They have the opportunity to investigate the characteristics of dance from different cultures.
Making
Ideas
Exploration, improvisation, selection and combination of movements to choreograph dance based on an idea/theme (ACADAM009)
Skills
Integration of the four (4) elements of dance (BEST)
- Body:
- Energy:
- controlling and combining different movement qualities (sharp to soft, floppy to stiff, smooth to jagged)
- force (strong to gentle)
- weight (heavy, light)
- Space:
- levels (medium, low, high, moving between levels)
- direction (forward, backward, diagonal, circular)
- group formations (small or large groups of dancers in lines, circles, diagonals, clusters, squares) throughout the space
- personal space and general space
- positive and negative space
- dimensions (big, small, narrow, wide)
- shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved)
- pathways (in the air with the arms, under, over, on the floor)
- Time:
- tempo (fast, slow, slowing down, speeding up)
- rhythm (regular, irregular)
- stillness (pausing, freezing, holding a shape then continuing dance sequence)
- duration (long and short movements)
- acceleration/deceleration
to choreograph dance (ACADAM009)
Use of the choreographic devices of repetition, contrast and unison when choreographing group dance (ACADAM009)
Combinations of increasingly complex fundamental movement skills incorporating directional changes that develop body awareness, coordination, control, balance, strength and accuracy (ACADAM010)
Safe dance practices, including knowing their own body capabilities when participating in dance lessons or rehearsals (ACADAM010)
Achievement standard
At Standard, students explore, improvise, select and combine, in familiar ways, the elements of dance (BEST) and use choreographic devices (repetition, contrast and/or unison) to structure dance to communicate an idea/theme. They demonstrate some control and coordination of combinations of fundamental movement skills in dance sequences incorporating spatial changes. Students demonstrate, on occasion, performance skills of focus, appropriate facial expression and audience acknowledgement when performing dance.
Students outline, using dance terminology, how the elements of dance (BEST) and specified choreographic devices are used in their own and others’ dance to communicate an idea/theme. They outline the characteristics of dance from diverse cultures.
Year 6 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 6, students continue to choreograph dance, exploring character and mood, using and integrating a selection of the elements of dance ( body, energy, space and time ) and choreographic devices.
There is a continued focus on safe dance practices as students use increasingly complex combinations of fundamental movement skills that further develop their body awareness, coordination, control, balance, strength, accuracy and clarity of movement.
Students continue to use rehearsal processes to improve their dance performance. They are given opportunities to present dance using performance skills.
In making and responding to dance, students consider the elements of dance ( body, energy, space and time ), choreographic devices and design concepts, and provide explanations of their use in dance. They also consider factors that have influenced dance in particular cultures and times.
Making
Ideas
Exploration, improvisation and experimentation of movement ideas to choreograph dance that explores character/mood and communicates meaning (ACADAM009)
Skills
Selection and integration of the four (4) elements of dance (BEST)
- Body:
- Energy:
- controlling and combining different movement qualities (sharp to soft, floppy to stiff, smooth to jagged)
- force (strong to gentle)
- weight (heavy, light)
- flow (connection of movements, tight and contained or freely moving)
- Space:
- levels (medium, low, high, moving between levels)
- direction (forward and backward, diagonal, circular)
- group formations (small or large groups of dancers in lines, circles, diagonals, clusters, squares) throughout the space
- personal space and general space
- positive and negative space
- dimensions (big, small, narrow, wide)
- shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved, centre, off‑centre, complementary, contrasting)
- pathways (in the air with the arms, under, over, on the floor)
- Time:
- tempo (fast, slow, slowing down, speeding up)
- rhythm (regular, irregular)
- stillness (pausing, freezing, holding a shape then continuing dance sequence)
- duration (long and short movements)
- acceleration/deceleration
- accent (emphasis placed on a movement)
to choreograph dance (ACADAM009)
Use of the choreographic devices of repetition, contrast, unison and canon when choreographing group dance (ACADAM009)
Combinations of increasingly complex fundamental movement skills, incorporating directional and spatial changes that develop body awareness, coordination, control, balance, strength, and accuracy (ACADAM010)
Safe dance practices, including knowing their own body capabilities when participating in dance lessons or rehearsals (ACADAM010)
Achievement standard
At Standard, students use improvisation skills, and sometimes experiment with movement choices drawn from stimuli, to choreograph dance that explores character/mood and communicates some meaning. They combine the elements of dance (BEST) in familiar ways, and use choreographic devices (repetition, contrast, unison and/or canon) when structuring dance. Students demonstrate some control and precision of combinations of a range of fundamental movement skills. They demonstrate, on occasion, performance skills of focus and clarity of movement and use some appropriate facial expression to reflect character/mood. Students perform dance generally acknowledging the audience.
Students outline, using dance terminology, how the elements of dance (BEST), specified choreographic devices and design concepts are used in their own and others’ dance to reflect character/mood. They outline some factors that influence dance in particular cultures, times and/or contexts.
Year 7 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 7, Dance students build on their understanding of improvising and experimenting with the elements of dance (BEST) and choreographic devices to create dance that communicates an idea. They continue to improve their dance skills, focusing on developing technical competence in relation to body control, accuracy, posture/alignment , strength, flexibility, balance and coordination. They are provided with opportunities to present dance to an audience, developing their performance skills of expression, projection and focus. As they make dance and respond to it, they reflect on the meaning, interpretations and purposes of dance.
Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.
A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.
The learning focus that teachers select should shape and drive the teaching of the content.
Making
Choreographic processes
Improvisation skills to explore new movement ideas (ACADAM013)
Different elements of dance: body, energy, space, time (BEST), explored and combined to develop choreographic intent (ACADAM014)
Choreographic devices ( unison, canon, repetition) and choreographic structure ( narrative ) to create dance that communicates meaning (ACADAM016)
Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)
Skills and techniques
Safe dance practice of style-specific techniques (ACADAM015)
Responding
Dance reflecting and analysing
Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)
Dance in context
Distinguishing features and purposes of dance (ACADAR019)
Achievement standard
At Standard, students use improvisation skills to explore some new movement ideas and to rearrange known movement. They combine the elements of dance (BEST), use specified choreographic devices and structure, with some purpose, to choreograph dance that communicates an idea. Students execute technical dance skills safely in a particular genre/style, demonstrating some body control and coordination of movement. They perform dance to an audience demonstrating, on occasion, projection, focus, retention and clarity of movement and appropriate expression.
Students use some specific dance terminology and reflective processes to outline how BEST and design concepts are used to create meaning in their own and others’ dance. They identify and outline distinctive features and purposes of dance.
Year 8 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary. They choreograph dances using the elements of dance (BEST) and choreographic devices for a purpose. They further develop their dance skills to explore the technical aspects of different dance styles. Students are given opportunities to present dance to an audience, further developing their performance skills of retention and clarity of movement, projection, focus and expression. They discuss how dance can communicate meaning and how dance genres/styles differ.
Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.
A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.
The learning focus that teachers select should shape and drive the teaching of the content.
Making
Choreographic processes
Improvisation skills to find ways to make literal movement into abstract movement (ACADAM013)
Elements of dance: body, energy, space, time (BEST), selected and combined to create dance that communicates choreographic intent (ACADAM014)
Choreographic devices (unison, canon, repetition, abstraction) and choreographic structures ( narrative, binary ) to create dance that communicates meaning (ACADAM016)
Group work practices (sharing ideas, problem-solving, listening skills, providing constructive feedback) in dance (ACADAM017)
Skills and techniques
Safe dance practice of style-specific techniques (ACADAM015)
Responding
Dance reflecting and analysing
Reflective processes, using dance terminology, on their own and others’ work, and the effectiveness in dance works of the use of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)
Dance in context
Differences in dance genres/styles and eras of dance (ACADAR019)
Achievement standard
At Standard, students use improvisation skills to sometimes generate abstract movement from literal movement. They select and combine the elements of dance (BEST), use specified choreographic devices and structure to choreograph dance that explores and develops some relationship to choreographic intent. Students execute technical dance skills safely in a particular genre/style, demonstrating some control of body placement and coordination of movement. They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus and appropriate expression.
Students use some specific dance terminology and reflective processes to outline the effectiveness of how BEST and design concepts are used to communicate meaning in their own and others’ dance. They identify and outline differences in dance genres/styles from different eras of dance.
Year 9 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 9, Dance students are given further opportunities to choreograph using the elements of dance (BEST), choreographic devices and structures to develop choreographic intent. They build on and refine technical competence in their dance skills in specific dance styles. Students are given opportunities to present dance to an audience, focusing on retention and clarity of movement, projection, focus, expression and musicality. They further discuss the choreographer's use of the elements of dance, choreographic devices and structures, and design concepts for choreographic intent in the dances they make and view. They investigate the evolution of particular dance genres/styles.
Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.
A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.
The learning focus that teachers select should shape and drive the teaching of the content.
Making
Choreographic processes
Improvisation skills to find new movement possibilities for the same idea (ACADAM020)
Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)
Choreographic devices ( unison, canon, repetition, abstraction, contrast, motif ) and choreographic structures ( narrative, binary, ternary ) to create group dance that communicates choreographic intent (ACADAM023)
Group work practices (collaborative dance planning, giving and applying critical feedback) in dance (ACADAM024)
Skills and techniques
Safe dance practice of style-specific techniques (ACADAM022)
Importance of warm-up and cool down procedures for dance and rehearsal preparation (ACADAM022)
Responding
Dance reflecting and analysing
Reflective writing, using dance terminology, on their own and others’ work, evaluating the effectiveness of choices made in dance making (ACADAR025)
Interpretation using dance terminology, of how the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the meaning of a dance work (ACADAR025)
Dance in context
Evolution of various dance genres/styles (ACADAR026)
Achievement standard
At Standard, students use improvisation skills to sometimes explore new movement possibilities. They select and combine the elements of dance (BEST), use specified choreographic devices and structure, with some purpose, to choreograph dance that communicates choreographic intent. Students execute technical dance skills safely in a particular genre/style, demonstrating coordination, some control of body placement and alignment appropriate to the choreography. They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus, musicality and appropriate expression, reflecting the choreographic intent throughout the performance.
Students use reflective writing to describe the effectiveness of the choices made in the use of BEST and design concepts, and how they contribute to the meaning in their own and others’ dance. They use some relevant dance terminology. Students outline the evolution of particular dance genres/styles.
Year 10 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 10, Dance students continue to extend their use of the elements of dance (BEST) and choreographic processes to expand their choreographic intentions in their choreography. They extend their technical dance skills to include style-specific movement skills.
Through performance, students continue to work on confidence, accuracy, clarity of movement and projection. They refine their discussion of the use of the elements of dance, choreographic processes and design concepts in their own dance and the dance of others. They investigate dance and influences of the social, cultural and historical contexts in which it exists.
Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.
A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.
The learning focus that teachers select should shape and drive the teaching of the content.
Making
Choreographic processes
Introduction to structured improvisation to find solutions to simple movement tasks (ACADAM020)
Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)
Choreographic devices ( unison, canon, repetition, abstraction, contrast, motif ) and choreographic structures ( narrative, binary, ternary ) selected and combined to communicate choreographic intent in group and duo dance (ACADAM023)
Group work practices (strategies for collaborative dance preparation, evaluation processes) in dance (ACADAM024)
Skills and techniques
Safe dance practice of style-specific techniques, including working in the contemporary genre (ACADAM022)
Importance of warm-up and cool down procedures relevant to the genre/style for dance and rehearsal preparation (ACADAM022)
Performance
Systematic and corrective rehearsal strategies (practising transitions between dance sequences, exits and entrances appropriate to genre/style) (ACADAM022)
Dance performance opportunities, demonstrating appropriate expression, projection, focus, commitment to movement and musicality (ACADAM024)
Responding
Dance reflecting and analysing
Reflective writing, using dance terminology, on their own and others' work, analysing and evaluating choices made in dance making (ACADAR025)
Analytical writing, using dance terminology, about how the elements of dance, choreographic processes and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the choreographic intention of a dance work (ACADAR025)
Dance in context
Dance genres/styles are influenced by the social, cultural and historical contexts in which they exist (ACADAR026)
Achievement standard
At Standard, students use structured improvisation to sometimes expand movement vocabulary. They select and manipulate, with some purpose, the elements of dance (BEST), use specified choreographic devices and structure to choreograph dance that communicates choreographic intent. Students execute technical dance skills safely in a particular genre/style, demonstrating coordination, some control of body alignment and some inconsistencies in accuracy of movement appropriate to the choreography. They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus, musicality, appropriate expression and commitment to the movement, reflecting the choreographic intent throughout the performance.
Students use reflective and some analytical writing to discuss the effectiveness of the choices made in the use of BEST, choreographic processes and design concepts and how they contribute to the choreographic intention of their own and others’ dance. They use some relevant dance terminology. Students outline how particular dance genres/styles are influenced by the contexts in which they exist.