Year 4 SyllabusTest
The Arts Scope and SequenceYear 4 Syllabus learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6745 | Nicole.Edwards@scsa.wa.edu.au
- Year 7 to Year 10 : |
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.
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.