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• 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

• 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

• 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

• 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

• VCADAD022

  Use choreographic devices to select and organise movement ideas and create and practise dance sequences

  Elaborations

  • practising fundamental movements such as walking, running, marching, galloping, skipping, crawling, bending, stretching, twisting and turning, focusing on technical skills of body control, posture, strength, balance and coordination
  • devising a range of body shapes and travelling movements suggested by action words focusing on the dynamic qualities, for example, rising, jumping, stopping, falling, opening, closing and then use the devices of repetition and contrast to form dance sequences
  • using questions as part of the dance-making process, for example, asking how ideas are communicated in this dance, how they are varying speeds, levels, directions?
  • exploring movement possibilities and making choices about ways of communicating emotions or observations about the texture of an object, for example, eating something sticky
  • making decisions about how a short dance will begin and end, refining and evaluating options through feedback, practice and repetition

  VCADAD022 | The Arts | Dance | Levels 1 and 2 | Dance Practices

• 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