Year 8 SyllabusTest
The Arts Scope and SequenceYear 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.
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.