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• Dance: Levels 3 and 4 achievement standards

  By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.

  Students describe and discuss similarities...

  Level description | The Arts | Dance | Levels 3 and 4

• Dance: Levels 3 and 4 description

  In Levels 3 and 4, students make and respond to dance independently, collaboratively with peers and teachers, and as an audience for other dancers’ work.

  Students extend their awareness of how the whole body and different parts, zone and bases can be used to communicate ideas. They explore and...

  Level description | The Arts | Dance

• VCADAD026

  Use choreographic devices to organise dance sequences, and practise body actions and technical skills

  Elaborations

  • creating short dances that communicate ideas and feelings based on response to stimuli such as found objects
  • practising combinations of fundamental locomotor and non-locomotor movements, for example, running and sliding, bending and stretching, walking and stretching
  • developing safe dance practices, for example warming up their bodies before executing more complex movement patterns
  • developing body awareness and technical skills of body control, accuracy, alignment, strength, balance and coordination, refining movement in response to teacher feedback and observation of other dancer’s skills

  VCADAD026 | The Arts | Dance | Levels 3 and 4 | Dance Practices

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• VCADAP027

  Perform dances using technical and expressive skills to communicate ideas and intentions to an audience

  Elaborations

  • using production elements such as costume and props to communicate ideas and feelings in a dance about a place that is special to them
  • using questions when refining dance works for performance to an audience, for example, is there a story in the dance? or how are they using grouping or pathways to communicate ideas in their dance?
  • using expressive skills of projection and focus to communicate dance ideas to an audience, for example, looking out and up to the ceiling and extending movements to express happiness
  • using the elements of dance to communicate ideas clearly, for example, using different body shapes to represent water flowing at different speeds

  VCADAP027 | The Arts | Dance | Levels 3 and 4 | Present and Perform

• VCADAR028

  Identify how the elements of dance and production elements are used to express ideas in dance they make, perform and view, including in dances from local Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of a dance they are making and how their dance has been influenced by dance they have viewed or performed
  • using questions to interpret dance from different times, places and locations, for example, what clues in the dance tell students where it was made, by whom and why, or can the students dance their journey from school to home?
  • comparing the expectations and requirements of performers and audience in different cultural settings, for example, viewing a dance performed at a Tanderrum and talking about the roles of the performers, other Aboriginal and Torres Strait Islander people taking part in the ceremony and the general audience
  • comparing dances in their local community to dances of other people, times and locations
  • using dance terminology to write about and discuss their intentions as dance-makers

  VCADAR028 | The Arts | Dance | Levels 3 and 4 | Respond and Interpret