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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

• VCADAD035

  Practise and refine technical and expressive skills in style-specific techniques

  Elaborations

  • learn, extending and practising movement vocabulary relevant to specific styles
  • extending technical competences such as articulation, control, coordination, accuracy, alignment, balance, flexibility, strength and endurance
  • using questions to develop or extend understanding of style-specific techniques, for example, viewing dances from different cultures and asking ‘is the relationship between dance, sound or music accompaniment the same for each dance?’, or ‘How costumes and props are used symbolically in dances?’
  • applying safe dance practices when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment
  • analysing and practising technical skills to build safe dance practice, for example, develop awareness of self and others in a dance space and use techniques to control movement through the space

  VCADAD035 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• VCADAR046

  Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts

  Elaborations

  • investigating the influence of Australian and international dance artists and companies on dance practices, including the influence of those who identify as belonging to specific cultural groups, for example investigating the role and influence of Bangarra
  • considering how global trends in dance influence the development of dance in Australia, for example, how global trends in street dance influence Australian dance, or how effectively have ballet conventions been manipulated within a work to communicate ideas and intentions
  • identifying the impact of media and social and technological change on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components or the way that dance by groups such as Djuki Mala (The Chooky Dancers) can be shared across the globe via social media
  • interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

  VCADAR046 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• The Arts | Dance: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Dance

• 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

• 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

• VCADAR045

  Evaluate their own choreography and performance, and that of others, to inform and refine future work

  Elaborations

  • using feedback received from others to develop objective self-evaluation skills and assess success in communicating their choreographic intent
  • recognising personal capabilities and identify the next steps needed to improve and refine choreography and performance
  • providing feedback to other choreographers and performers
  • evaluating audience feedback about motifs the choreographer has used to express ideas and intentions

  VCADAR045 | The Arts | Dance | Levels 9 and 10 | 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

• VCADAD042

  Practise and refine technical and expressive skills to develop proficiency in genre and style-specific techniques

  Elaborations

  • practising techniques used to perform increasingly complex dances of different styles and genres
  • identifying and analysing dance styles and traditions, applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
  • refining technical skills in response to self-reflection and feedback to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
  • evaluating work in progress, for example, asking questions such as ‘how successful were the dancers in executing the planned movement?’

  VCADAD042 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• Dance: Level C description

  In Level C, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

  Students become aware of their bodies and learn about the body bases, parts...

  Level description | The Arts | Dance

• Dance: Levels 9 and 10 description

  In Levels 9 and 10, students develop a personal movement vocabulary that is informed by knowledge of dance from different cultures, times and locations.

  Students build on their awareness of how the body can be used to communicate dance ideas and how it is used in specific dance styles. They...

  Level description | The Arts | Dance

• 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

• Dance: Level B description

  In Level B, students explore dance. They explore how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

  Students become aware of their bodies and explore the body bases, parts and zones...

  Level description | The Arts | Dance

• Dance: Level D description

  In Level D, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

  Students become aware of their bodies and learn about the body bases, parts...

  Level description | The Arts | Dance

• 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

• 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

• 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

• VCADAP044

  Perform dances using genre-and style specific techniques, expressive skills and productions elements to communicate a choreographer’s intent

  Elaborations

  • performing dances with an awareness of a choreographer’s intent and style, for example, focusing on culturally symbolic movements in a dance
  • refining confidence, clarity of movement, projection and focus to communicate the choreographer’s intent
  • manipulating the elements of dance in performance to reflect the social context a dance was created in, or to interpret a choreographer’s style and intent in contemporary styles, for example, a street dance style
  • identifying and refining expressive skills in performance, for example, selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts, and audiences

  VCADAP044 | The Arts | Dance | Levels 9 and 10 | Present and Perform

• 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

• Dance: Levels 1 and 2 description

  In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.

  As ...

  Level description | The Arts | Dance