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• Dance: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to dance, independently, with their peers, teachers and communities. They explore dance forms and styles through choreography and performance and by exploring ideas and intentions, forms and elements.

  Working within their own body capabilities, students...

  Level description | The Arts | Dance

• 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

• VCADAP031

  Perform dance with technical competence, using expressive skills to communicate a choreographer’s ideas

  Elaborations

  • developing expressive skills of focus, clarity of movement, confidence and facial expression/character to present dance ideas in performance for an audience
  • applying the elements of dance to communicate dance ideas to an audience, for example, stop and start, percussive arm and upper body movements to express actions in a ball game, or rhythmic and accented movement to express the passage of time or the actions of a clock
  • presenting a dance performance using internet-based technologies

  VCADAP031 | The Arts | Dance | Levels 5 and 6 | Present and Perform

• 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

• 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

• 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

• 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

• VCADAD018

  Use choreographic devices to organise movement ideas and create dance sequences

  Elaborations

  • imitating and extending ideas presented by another dancer, teacher, film or a peer
  • extending single movement ideas into phrases and sequences by joining movements together, learning movement patterns varying known movement patterns, for example, changing body part, direction, level
  • using questions to explore forms and elements, for example, as students create movement, they respond to questions from peers and/or teachers such as ‘which levels are you using in this dance?’
  • developing awareness of and taking responsibility for safe dance practice, for example, being aware of self and others in the dance space, the boundaries of the dance space, and needs such as hydration
  • learning and practicing skills and techniques such as coordinating breathing and movement, developing movement memory, copying and mirroring movement, combining stillness and movement, and different locomotor movements, for example, walking, skipping, running, sliding, galloping

  VCADAD018 | The Arts | Dance | Foundation Level | Dance Practices

• 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

• VCADAE041

  Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent

  Elaborations

  • improvising with the elements of dance and analyse movement choices to reflect their individuality and to clarify their choreographic intent
  • manipulating a variety of style-specific movements safely to support their intent, for example, using a range of techniques to extend movement phrases from learnt works
  • setting choreographic goals and developing their own movement vocabulary and style, for example, using problem-solving techniques to develop aesthetic qualities in movement sequences
  • asking questions to evaluate use of elements, for example, how are the elements of space and dynamics are being manipulated in the student’s work to convey their ideas?

  VCADAE041 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• 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

• 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

• 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

• VCADAE029

  Explore movement possibilities and choreographic devices using safe dance practice and the elements of dance to create movement ideas, sequences, and phrases

  Elaborations

  • improvising new movement to communicate ideas in response to stimulus, for example, dancers grouped in close proximity to represent overcrowded cities
  • exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, using safe dance practice to explore different ways to jump and land, roll and stand or spiral down to the ground
  • using questions to interpret dance, for example, the movement of the body to communicate ideas about a story, character or idea, or how space is used in the dance
  • using dance-making processes such as abstraction and improvisation to create movements and patterns that can be developed to become a sequence

  VCADAE029 | The Arts | Dance | Levels 5 and 6 | Explore and Express Ideas

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAE034

  Develop their choreographic intent by applying the elements of dance to select and organise movement

  Elaborations

  • experimenting with different elements of dance to explore ideas and develop a choreographic intention for example, translating rhythms and notations of spatial patterns into movement
  • improvising and then selecting movement to best communicate a choreographic intention, for example, a mood or emotion
  • exploring movements that may have symbolic meaning in a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea or motif
  • using questions to analyse how choreographers select and organise movement to communicate choreographic intent, for example, the cultural context in which the dance was developed or viewed, and its significance, or the stylistic differences in street dance performances from different countries or regions across Asia, Europe and the USA

  VCADAE034 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAE017

  Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas

  Elaborations

  • exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
  • exploring movement possibilities in response to stimulus such as words, stories, objects or images
  • using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
  • using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
  • using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

  VCADAE017 | The Arts | Dance | Foundation Level | Explore and Express Ideas

• VCADAP019

  Use simple technical and expressive skills when presenting dance that communicates ideas to an audience

  Elaborations

  • presenting a learned sequence of movements to the class, teachers or parents, for example, a sequence the class has developed in response to a stimulus such as an image or a story
  • communicating ideas and feelings to an audience, for example, by stamping heavily or tip-toeing lightly, or using movement qualities such as slow, controlled sinking
  • using questions to explore how ideas are interpreted and presented in performance, for example, how were ideas communicated in their dance, or how would they describe the theme or ideas other students are communicating in their dance?
  • using expressive skills to engage the audience, for example, looking out to the audience and using facial expressions

  VCADAP019 | The Arts | Dance | Foundation Level | Present and Perform

• 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

• VCADAP037

  Rehearse and perform focusing on technical and expressive skills appropriate to style and/or choreographic intent

  Elaborations

  • identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary music theatre or hip hop, from different locations such as Asia or USA
  • using evaluation and rehearsal strategies to enhance confidence, clarity of movement, project, focus and musicality in performance
  • linking the application of the elements of dance to the communication of the choreographer’s intent when performing learnt dance works
  • experimenting with alternative expressive skills to enhance performance presence and mood
  • using questions to evaluate dance, for example, how successful was the choreographer in expressing his/her stated intention to the audience, or how well did the dancers use expressive skills in the performance?

  VCADAP037 | The Arts | Dance | Levels 7 and 8 | Present and Perform