Search results

Result list

• 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

• The Arts | Dance: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Dance

• Dance: Levels 9 and 10 achievement standards

  By the end of Level 10, students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating safe dance practice and technical...

  Level description | The Arts | Dance | Levels 9 and 10

• 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

• The Arts | Dance: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Dance

• 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

• 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

• 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