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Victorian Curriculum and Assessment Authority

Dance

  1. Introduction
  2. Curriculum
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  1. A
  2. B
  3. C
  4. D  
  5. F
  6. 1-2
  7. 3-4
  8. 5-6
  9. 7-8
  10. 9-10

Level A (Towards Foundation)

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 their bodies and experience body movements used in dance. They experience space, time, dynamics and...

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Level A Content Descriptions

Explore and Express Ideas

  1. Experience dance, safe movement possibilities and move their body parts intentionally in response to stimulus (VCADAE001)
    Elaborations
    1. coactively moving to music
    2. experiencing sensory elements of dance and reacting to stimuli, for example the movement of a dancer, or clothing worn, or music
    3. experiencing dance sequences which explore the elements of space, time, dynamics and relationships through movement, for example, levels, tempo and dynamics

Dance Practices

  1. Show general awareness of body position and own body when being moved by others during fundamental movement and dance sequences (VCADAD002)
    Elaborations
    1. reacting to movements or actions during dance experiences
    2. responding to a range of fundamental movements to music, for example, bending, stretching, twisting, turning (non-locomotor), crawling, moving up and down (locomotor)
    3. practising fundamental movements with support to begin to develop technical skills of body control, posture, strength, balance and coordination

Present and Perform

  1. Be involved in making and sharing dance that communicates ideas (VCADAP003)
    Elaborations
    1. viewing own performance and reacting to elements
    2. performing as part of a dance group, to classmates, teachers and parents
    3. reacting to the audience, for example, change in expression when they hear or see known adults
    4. experiencing the presenting of their dance in a digital format

Respond and Interpret

  1. React to dance (VCADAR004)
    Elaborations
    1. experience dance in their lives and as part of the school and local community, for example, experiencing dance which communicates cultural knowledge
    2. exposed to dance that show that people have different feelings, experiences and ways of dancing
    3. reacting to specific element within a dance for example movements the dancers perform, what are they wearing, kind of music are they dancing to

Level A Achievement Standard

By the end of Level A, students participate in dance activities. They move body parts safely and react to aspects of dance they make, perform and view.

Level B (Towards Foundation)

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 used safely in dance. They experience space, time, dynamics and relationships as they make and observe...

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Level B Content Descriptions

Explore and Express Ideas

  1. Move body parts and experience safe movement possibilities when learning fundamental dance movements (VCADAE005)
    Elaborations
    1. exploring personal control of the body through movement and stillness
    2. playing and experimenting with different movements and sequences
    3. experiencing fundamental movements safely while copying dance ideas, for example, falling like an autumn leaf, floating like a cloud, gliding like a bird
    4. responding to a stimulus, such as imagery and music

Dance Practices

  1. Explore ways of moving in response to stimulus (VCADAD006)
    Elaborations
    1. attempting to imitate familiar actions when dancing to a favourite song or piece of music
    2. learning and practising to a range of fundamental movements to music, for example, walking, (locomotor), bending and stretching (non-locomotor)
    3. learning and practising fundamental movements to develop balance and coordination

Present and Perform

  1. Share dance to communicate a given idea (VCADAP007)
    Elaborations
    1. dancing to a favourite piece of music or song
    2. performing simple dances as a group, to classmates, teachers and parents
    3. expressing ideas to an audience through movement, for example, moving life a giant, floating like a leaf
    4. experiencing their dance being shared and presented in a digital format

Respond and Interpret

  1. Respond to own and others’ dance (VCADAR008)
    Elaborations
    1. experiencing, react and responding to dance which present different places and reason why people dance
    2. experience dance in their lives and communities, for example, being part of school and community events
    3. responding to dances they make and view, for example, what they like/ dislike, how the dance made them feel

Level B Achievement Standard

By the end of Level B, students follow safe practice when moving body parts and performing dance sequences.

Students communicate responses to dances they make, perform and view.

Level C (Towards Foundation)

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 and zones used safely in dance. They explore space, time and dynamics as they make and observe dances. Students explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance. They experiment with simple technical and expressive skills.

Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.

Level C Content Descriptions

Explore and Express Ideas

  1. Explore dance ideas that use safe fundamental movement patterns (VCADAE009)
    Elaborations
    1. create and make their own dance in response to a stimuli, for example music, image or dance
    2. exploring fundamental movements to improvise dance ideas, for example, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
    3. exploring the elements of space, time, dynamics and relationships through movement, for example changing levels, tempo and dynamics when prompted by the teacher
    4. viewing and discussing photos or video of dance sequences to explore ideas and movements used

Dance Practices

  1. Explore dance movements to communicate ideas (VCADAD010)
    Elaborations
    1. imitating a simple movement sequence as it is modelled by an adult
    2. responding to words ‘fast’, ‘slow, ‘high’, ‘low’ etc. while practising movements
    3. practising and responding to a range of fundamental movements to music, for example, walking, running, marching, crawling (locomotor); bending, stretching, twisting, turning (non-locomotor)
    4. practising fundamental movements to develop technical skills of body control, balance and coordination

Present and Perform

  1. Perform movement sequences to express ideas, feelings and/or observations (VCADAP011)
    Elaborations
    1. sharing performance with others and looking for a response
    2. expressing ideas to an audience through movement and beginning to communicate the feeling, idea, concept of their dance
    3. presenting a learned sequence of movements as part of a group, to classmates, teachers and parents
    4. viewing and exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, imitating movements that represent animals from their region

Respond and Interpret

  1. Respond to own and others’ dance and explore where and why people dance (VCADAR012)
    Elaborations
    1. responding to various dances and indicating what they liked/ disliked about the piece
    2. participating as part of an audience and developing their ability to watch and respond with audience behaviours
    3. 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
    4. exploring and responding to dances they make and view, for example, how the dance made them feel
    5. providing opportunities for students to explore – What sort of movements the dancers perform? What are they wearing?

Level C Achievement Standard

By the end of Level C, students follow safe dance practice to make and share dance sequences and movement patterns.

Students communicate ideas and feelings about aspects of their own and others’ dance.

Level D (Towards Foundation)

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 and zones used safely in dance. They explore space, time, dynamics and relationships as they make and...

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Level D Content Descriptions

Explore and Express Ideas

  1. Develop safe fundamental movements and technical skills when exploring dance ideas (VCADAE013)
    Elaborations
    1. respond to an stimuli through dance, such as moving to music, shared stories or visual media
    2. using and repeating known movement sequence in own improvisations
    3. experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering tempo

Dance Practices

  1. Improvise and sequence dance movements to communicate moods and feelings (VCADAD014)
    Elaborations
    1. dancers changing tempo and rhythm as the music changes
    2. exploring and practising a range of movement types, for example light and heavy movements
    3. practising to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor), bending, stretching, twisting, turning (non-locomotor)
    4. practising to begin to develop technical skills of body control, balance and coordination and responding to teacher’s feedback

Present and Perform

  1. Perform dance that communicates ideas, feelings, observations and/or experiences to an audience (VCADAP015)
    Elaborations
    1. creating and presenting a dance for a social purpose
    2. describing some of the characteristics of their dance, expressing what features they like best in their own dance
    3. using expressive skills to engage the audience, for example, looking out to audience and using facial expressions
    4. viewing and presenting their dance in a digital format

Respond and Interpret

  1. Respond to dance and describe some of the characteristics they observe (VCADAR016)
    Elaborations
    1. discussing basic features, such as what is the dance about, its costumes, movements
    2. identifying where they have experience dance in their lives, for example, community, social events and what these dances are about
    3. identifying in dance the different feelings about the world and other people’s ideas and explore how each dance can be different

Level D Achievement Standard

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.

Foundation Level

Foundation Level Description

In Foundation, students explore dance and learn about how they can dance. They share their dance with peers and experience dance as audiences.

The starting point for Dance learning is ‘everyday movements’. Students learn about dancing safely and become aware of their bodies’ movement capabilities. They explore movement possibilities using space, time, dynamics and relationships. As audience, they observe how other dancers communicate through movement.

Students are introduced to dances found in their local community and on screen.

Foundation Level Content Descriptions

Explore and Express Ideas

  1. Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas (VCADAE017)
    Elaborations
    1. exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
    2. exploring movement possibilities in response to stimulus such as words, stories, objects or images
    3. using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
    4. using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
    5. using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

Dance Practices

  1. Use choreographic devices to organise movement ideas and create dance sequences (VCADAD018)
    Elaborations
    1. imitating and extending ideas presented by another dancer, teacher, film or a peer
    2. 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
    3. 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?’
    4. 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
    5. 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

Present and Perform

  1. Use simple technical and expressive skills when presenting dance that communicates ideas to an audience (VCADAP019)
    Elaborations
    1. 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
    2. 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
    3. 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?
    4. using expressive skills to engage the audience, for example, looking out to the audience and using facial expressions

Respond and Interpret

  1. Respond to dance, expressing what they enjoy and why (VCADAR020)
    Elaborations
    1. thinking about constructive feedback when revising their dance ideas
    2. 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
    3. identifying movements such as jumps, turns, walking, sliding, twisting when viewing dance, for example, their peers, dancers in a live performance, dancers on film
    4. 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?

Foundation Level Achievement Standard

By the end of Foundation, students make and perform dance sequences and demonstrate safe dance practice.

Students describe what happens in dance they make, perform and view.

Levels 1 and 2

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 in Foundation, the starting point for Levels 1 and 2 Dance is ‘everyday movements’. Students increase...

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Levels 1 and 2 Content Descriptions

Explore and Express Ideas

  1. Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance (VCADAE021)
    Elaborations
    1. 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
    2. exploring options for creating and extending movements, alone and then with a partner, for example, forming and changing shapes within space
    3. 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
    4. 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

Dance Practices

  1. Use choreographic devices to select and organise movement ideas and create and practise dance sequences (VCADAD022)
    Elaborations
    1. 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
    2. 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
    3. 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?
    4. exploring movement possibilities and making choices about ways of communicating emotions or observations about the texture of an object, for example, eating something sticky
    5. making decisions about how a short dance will begin and end, refining and evaluating options through feedback, practice and repetition

Present and Perform

  1. Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience (VCADAP023)
    Elaborations
    1. rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
    2. combining movement and the use of props such as scarves when presenting dance
    3. performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
    4. 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?

Respond and Interpret

  1. identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge (VCADAR024)
    Elaborations
    1. identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
    2. recognising that dance can show that people have different feelings about the world based on their experiences
    3. using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
    4. recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

Levels 1 and 2 Achievement Standard

By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.

Students communicate about dances they make, perform and view, and discuss where and why people dance.

Levels 3 and 4

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 experiment with the elements of dance (direction, time, dynamics and relationships) and extend their movement and technical skills.

Students experience dance from a range of cultures, times and locations, and explore how these dances use expressive skills to communicate ideas and tell stories. They also explore the social and cultural contexts of dances they make, perform and view.

Levels 3 and 4 Content Descriptions

Explore and Express Ideas

  1. Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices (VCADAE025)
    Elaborations
    1. 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
    2. using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
    3. exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
    4. completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
    5. working with symmetrical and asymmetrical group formations

Dance Practices

  1. Use choreographic devices to organise dance sequences, and practise body actions and technical skills (VCADAD026)
    Elaborations
    1. creating short dances that communicate ideas and feelings based on response to stimuli such as found objects
    2. practising combinations of fundamental locomotor and non-locomotor movements, for example, running and sliding, bending and stretching, walking and stretching
    3. developing safe dance practices, for example warming up their bodies before executing more complex movement patterns
    4. developing body awareness and technical skills of body control, accuracy, alignment, strength, balance and coordination, refining movement in response to teacher feedback and observation of other dancer’s skills

Present and Perform

  1. Perform dances using technical and expressive skills to communicate ideas and intentions to an audience (VCADAP027)
    Elaborations
    1. using production elements such as costume and props to communicate ideas and feelings in a dance about a place that is special to them
    2. 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?
    3. 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
    4. using the elements of dance to communicate ideas clearly, for example, using different body shapes to represent water flowing at different speeds

Respond and Interpret

  1. 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 (VCADAR028)
    Elaborations
    1. 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
    2. 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?
    3. 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
    4. comparing dances in their local community to dances of other people, times and locations
    5. using dance terminology to write about and discuss their intentions as dance-makers

Levels 3 and 4 Achievement Standard

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 and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance to communicate ideas and intentions.

Levels 5 and 6

Levels 5 and 6 Description

In Levels 5 and 6, students are making and responding to dance independently and collaboratively with their peers, teachers and communities.

Students further develop their awareness of the body, their control and accuracy of body actions and their understanding of safe dance practice. They extend their ability to manipulate the elements of dance and use compositional devices to create more complex movements.

As they make and respond to dance as artists and audiences, students develop their awareness of how dance can communicate ideas about the past, present and future, about different environments, and cultural contexts.

Levels 5 and 6 Content Descriptions

Explore and Express Ideas

  1. Explore movement possibilities and choreographic devices using safe dance practice and the elements of dance to create movement ideas, sequences, and phrases (VCADAE029)
    Elaborations
    1. improvising new movement to communicate ideas in response to stimulus, for example, dancers grouped in close proximity to represent overcrowded cities
    2. 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
    3. 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
    4. using dance-making processes such as abstraction and improvisation to create movements and patterns that can be developed to become a sequence

Dance Practices

  1. Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences (VCADAD030)
    Elaborations
    1. participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
    2. making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
    3. rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
    4. 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
    5. 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

Present and Perform

  1. Perform dance with technical competence, using expressive skills to communicate a choreographer’s ideas (VCADAP031)
    Elaborations
    1. developing expressive skills of focus, clarity of movement, confidence and facial expression/character to present dance ideas in performance for an audience
    2. 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
    3. presenting a dance performance using internet-based technologies

Respond and Interpret

  1. 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 (VCADAR032)
    Elaborations
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
    6. expressing opinions about the way dancers communicate their intentions through use of technical and expressive skills

Levels 5 and 6 Achievement Standard

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 how the elements of dance, choreographic devices and production elements communicate ideas and intentions in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts and discuss how these influence their dance making.

Levels 7 and 8

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 use safe dance practice to build on their awareness of the body’s movement possibilities and...

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Levels 7 and 8 Content Descriptions

Explore and Express Ideas

  1. Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements (VCADAE033)
    Elaborations
    1. 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
    2. analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
    3. 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
    4. using the elements of dance to develop new movements that still maintain the essence of the original movement
  2. Develop their choreographic intent by applying the elements of dance to select and organise movement (VCADAE034)
    Elaborations
    1. 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
    2. improvising and then selecting movement to best communicate a choreographic intention, for example, a mood or emotion
    3. 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
    4. 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

Dance Practices

  1. Practise and refine technical and expressive skills in style-specific techniques (VCADAD035)
    Elaborations
    1. learn, extending and practising movement vocabulary relevant to specific styles
    2. extending technical competences such as articulation, control, coordination, accuracy, alignment, balance, flexibility, strength and endurance
    3. 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?’
    4. applying safe dance practices when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment
    5. 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
  2. Structure dances using choreographic devices and form (VCADAD036)
    Elaborations
    1. selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
    2. 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
    3. analysing and evaluating structural choices made by documenting their process in a journal, blog or video recording, securing permissions as necessary
    4. 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
    5. using collaborative planning, selection and evaluation process to structure group dances

Present and Perform

  1. Rehearse and perform focusing on technical and expressive skills appropriate to style and/or choreographic intent (VCADAP037)
    Elaborations
    1. 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
    2. using evaluation and rehearsal strategies to enhance confidence, clarity of movement, project, focus and musicality in performance
    3. linking the application of the elements of dance to the communication of the choreographer’s intent when performing learnt dance works
    4. experimenting with alternative expressive skills to enhance performance presence and mood
    5. 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?

Respond and Interpret

  1. Analyse how choreographers use elements of dance and production elements to communicate intent (VCADAR038)
    Elaborations
    1. deconstructing sections of a dance, for example identifying and describing recurring movement/s within sequences or the use of the elements of dance and production elements in a contemporary dance choreographed by an Aboriginal or Torres Strait Islander
    2. identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transition and forms are used to communicate intent.
    3. presenting an informed opinion about a dance performance using descriptive, style-specific terminology, for example, identifying philosophical, ideological or political perspectives presented in the dance and considering how these perspectives affect the audience’s interpretation
    4. accessing and researching choreographers’ works through real or virtual performances to research choreographers’ intentions
  2. 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 (VCADAR039)
    Elaborations
    1. identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
    2. 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?’
    3. 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
    4. recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

Levels 7 and 8 Achievement Standard

By the end of Level 8 students choreograph and perform dances to communicate ideas and intentions. They improvise movement and select and organise the elements of dance, choreographic devices and form to communicate choreographic intent. Students learn, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the dance style and safe dance practice.

Students identify and analyse the elements of dance, choreographic devices and production elements of dances in different styles and apply this knowledge to dances they make and perform. They evaluate how they and other dance practitioners from different cultures, times and locations, communicate ideas and intentions through dance.

Levels 9 and 10

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 extend their understanding and use of the elements of dance (space, time, dynamics and relationships...

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Levels 9 and 10 Content Descriptions

Explore and Express Ideas

  1. Explore personal movement style by combining elements of dance and using improvisation and safe dance practice to develop new movement possibilities (VCADAE040)
    Elaborations
    1. 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
    2. exploring use of elements of dance in dance styles from different locations, times and culture as a stimulus for improvisation
    3. developing a personal movement vocabulary by combining elements of dance to find new ways of moving, in response to a stated choreographic intention
    4. 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
  2. Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (VCADAE041)
    Elaborations
    1. improvising with the elements of dance and analyse movement choices to reflect their individuality and to clarify their choreographic intent
    2. 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
    3. setting choreographic goals and developing their own movement vocabulary and style, for example, using problem-solving techniques to develop aesthetic qualities in movement sequences
    4. 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?

Dance Practices

  1. Practise and refine technical and expressive skills to develop proficiency in genre and style-specific techniques (VCADAD042)
    Elaborations
    1. practising techniques used to perform increasingly complex dances of different styles and genres
    2. 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
    3. refining technical skills in response to self-reflection and feedback to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
    4. evaluating work in progress, for example, asking questions such as ‘how successful were the dancers in executing the planned movement?’
  2. Structure dances using movement motifs, choreographic devices and form (VCADAD043)
    Elaborations
    1. structuring dances using devices such as chance theory and changing the order and pattern of dance movement phrases or sequences
    2. developing movement motifs by manipulating the elements of dance to communicate their choreographic intent, for example, eliciting a particular emotional response from an audience
    3. trialling and selecting choreographic devices and form to suit choreographic intent
    4. responding to self-evaluation and feedback, for example, by varying and modifying motifs, structure and form to clarify communication of the choreographic intent

Present and Perform

  1. Perform dances using genre-and style specific techniques, expressive skills and productions elements to communicate a choreographer’s intent (VCADAP044)
    Elaborations
    1. performing dances with an awareness of a choreographer’s intent and style, for example, focusing on culturally symbolic movements in a dance
    2. refining confidence, clarity of movement, projection and focus to communicate the choreographer’s intent
    3. 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
    4. identifying and refining expressive skills in performance, for example, selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts, and audiences

Respond and Interpret

  1. Evaluate their own choreography and performance, and that of others, to inform and refine future work (VCADAR045)
    Elaborations
    1. using feedback received from others to develop objective self-evaluation skills and assess success in communicating their choreographic intent
    2. recognising personal capabilities and identify the next steps needed to improve and refine choreography and performance
    3. providing feedback to other choreographers and performers
    4. evaluating audience feedback about motifs the choreographer has used to express ideas and intentions
  2. 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 (VCADAR046)
    Elaborations
    1. 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
    2. 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
    3. 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
    4. interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

Levels 9 and 10 Achievement Standard

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 and expressive skills appropriate to the style and genre.

Students analyse choreographers’ use of the elements of dance, choreographic devices, and form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, times and locations.

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