Year 9 SyllabusTest
The Arts Scope and SequenceYear 9 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 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.
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.