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• The Arts | Dance: Learning in Dance

  In Dance, students explore the elements of dance, skills, techniques and processes through the practices of choreography, performance and appreciation. The body is the instrument of expression and students use combinations of the elements of dance: space, time, dynamics and relationships, to communicate...

  Overview material | Dance

• VCADAR016

  Respond to dance and describe some of the characteristics they observe

  Elaborations

  • discussing basic features, such as what is the dance about, its costumes, movements
  • identifying where they have experience dance in their lives, for example, community, social events and what these dances are about
  • identifying in dance the different feelings about the world and other people’s ideas and explore how each dance can be different

  VCADAR016 | The Arts | Dance | Level D | Respond and Interpret

• 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

• VCADAR012

  Respond to own and others’ dance and explore where and why people dance

  Elaborations

  • responding to various dances and indicating what they liked/ disliked about the piece
  • participating as part of an audience and developing their ability to watch and respond with audience behaviours
  • identifying where they have experience dance in their lives and exploring its’ purpose, for example, how dance communicates cultural knowledge, what the dance is about, how it makes people feel
  • exploring and responding to dances they make and view, for example, how the dance made them feel
  • providing opportunities for students to explore – What sort of movements the dancers perform? What are they wearing?

  VCADAR012 | The Arts | Dance | Level C | Respond and Interpret

• VCADAE021

  Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance

  Elaborations

  • trialling ways of safely using the whole body and different body parts, bases and zones to communicate ideas, experiences and feelings, for example, making a rounded shape to explore ideas about enclosed spaces
  • exploring options for creating and extending movements, alone and then with a partner, for example, forming and changing shapes within space
  • using questions to explore ways of using forms and elements, for example, dancers consider how they can communicate an emotion or idea, how a shape can be varied, how two shapes can be combined
  • using stimulus materials to explore ideas for dance, for example, using percussion instruments or body percussion to explore how movements can be varied by performing them at different speeds, or identifying patterns in images and recreating the ideas through movement

  VCADAE021 | The Arts | Dance | Levels 1 and 2 | Explore and Express Ideas

• VCADAD036

  Structure dances using choreographic devices and form

  Elaborations

  • selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
  • using questions to analyse the form and use of elements in a dance, for example, how elements of dance been used by the choreographer to express their stated intention, what choreographic devices are evident in the dance, what choreographic form has been used
  • analysing and evaluating structural choices made by documenting their process in a journal, blog or video recording, securing permissions as necessary
  • responding to feedback by changing aspects of the dance to enhance communication of ideas, for example, by changing the order and pattern of dance movement, phrases or sequences or by using choreographic devices
  • using collaborative planning, selection and evaluation process to structure group dances

  VCADAD036 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• The Arts | Dance: Structure

  The Dance curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strands

  Strand	Explore and Express Ideas	Dance Practices	Present and Perform	Respond and Interpret
  	Focuses on exploring and shaping ideas to express and communicate intentions. Students...

  Overview material | Dance

• VCADAR008

  Respond to own and others’ dance

  Elaborations

  • experiencing, react and responding to dance which present different places and reason why people dance
  • experience dance in their lives and communities, for example, being part of school and community events
  • responding to dances they make and view, for example, what they like/ dislike, how the dance made them feel

  VCADAR008 | The Arts | Dance | Level B | Respond and Interpret

• VCADAR004

  React to dance

  Elaborations

  • experience dance in their lives and as part of the school and local community, for example, experiencing dance which communicates cultural knowledge
  • exposed to dance that show that people have different feelings, experiences and ways of dancing
  • reacting to specific element within a dance for example movements the dancers perform, what are they wearing, kind of music are they dancing to

  VCADAR004 | The Arts | Dance | Level A | Respond and Interpret

• VCADAD043

  Structure dances using movement motifs, choreographic devices and form

  Elaborations

  • structuring dances using devices such as chance theory and changing the order and pattern of dance movement phrases or sequences
  • developing movement motifs by manipulating the elements of dance to communicate their choreographic intent, for example, eliciting a particular emotional response from an audience
  • trialling and selecting choreographic devices and form to suit choreographic intent
  • responding to self-evaluation and feedback, for example, by varying and modifying motifs, structure and form to clarify communication of the choreographic intent

  VCADAD043 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• Dance: Level A description

  In Level 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...

  Level description | The Arts | Dance

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCADAR020

  Respond to dance, expressing what they enjoy and why

  Elaborations

  • thinking about constructive feedback when revising their dance ideas
  • describing in words, symbols and/or images, the movements and phrases they create or how they have expressed a feeling by moving in particular ways
  • identifying movements such as jumps, turns, walking, sliding, twisting when viewing dance, for example, their peers, dancers in a live performance, dancers on film
  • using questions to evaluate dance they experience, as a dancer, and as an audience, what sort of movements did the dancers perform in the dances at a local festival, what were they wearing, what kind of music were they dancing to?

  VCADAR020 | The Arts | Dance | Foundation Level | Respond and Interpret

• VCADAR039

  Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making

  Elaborations

  • identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
  • using questions to compare dance styles in different contexts, for example, ‘How does the dance relate to its social context and that of its audience?’, and ‘What are the conventions or protocols for viewing and performing the dance?’
  • investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
  • recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

  VCADAR039 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCADAD030

  Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences

  Elaborations

  • participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
  • making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
  • rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
  • preparing and presenting a work in progress, developing and asking questions to check whether intended ideas have been perceived by the audience and make refinements to the dance in response to feedback
  • using questions to develop understanding of forms and elements, for example, the clues in a dance re where it was made, by whom and why, or dances they are familiar with, or the styles of dance found in their community, or how they would represent their neighbourhood in a dance

  VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices

• Dance: Level D achievement standards

  By the end of Level 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.

  Level description | The Arts | Dance | Level D

• VCADAR032

  Explain how the elements of dance and production elements communicate ideas in dances from different contexts they make, perform and view, including in dances by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the purpose of movements, elements of dance, production elements and use of projection and focus and how these can affect the mood of the audience
  • using questions to compare features of dances from different societies and cultures for example, when comparing dances from India and Australia, what do they recognise, what is new to them, how do the dancers express ideas, and what performance spaces are used
  • identifying and discussing the significance intended by a choreographer’s use of movement, space and energy, for example, the use of space and energy in an Aboriginal or Torres Strait Islander dance performed in their local community, a Chinese ribbon dance, or a Sumatran tambourine dance
  • using questions to interpret a dance, for example, how the movement of the body is used to convey ideas about a story, character or idea, or how was space, costume and/or multimedia used to communicate ideas in the dance
  • considering social and cultural influences as part of a discussion about the role of dance across societies, cultures, environments, locations and times, for examples, the protocols for performing an Aboriginal or Torres Strait Islander dance, conventions of a Kecak dance from Bali
  • expressing opinions about the way dancers communicate their intentions through use of technical and expressive skills

  VCADAR032 | The Arts | Dance | Levels 5 and 6 | Respond and Interpret

• 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 5 and 6 achievement standards

  By the end of Level 6, students structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions. They perform dances for audiences, demonstrating technical and expressive skills and safe dance practice.

  Students explain...

  Level description | The Arts | Dance | Levels 5 and 6

• VCADAE040

  Explore personal movement style by combining elements of dance and using improvisation and safe dance practice to develop new movement possibilities

  Elaborations

  • extending their movement vocabulary to explore stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures, times and locations to inform their choreographic practice
  • exploring use of elements of dance in dance styles from different locations, times and culture as a stimulus for improvisation
  • developing a personal movement vocabulary by combining elements of dance to find new ways of moving, in response to a stated choreographic intention
  • investigating the use of elements of dance in works of artists from other cultures and locations and adapting dance ideas to create movements that represent a synthesis of influences

  VCADAE040 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas