Dance
PRINT THIS PAGECurriculum
Foundation
Levels 1 and 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Foundation, students describe experiences, observations, ideas and feelings about the dances they encounter at school, home and in the community, identifying what they enjoy and why. Students develop an understanding of ways their body can move. Students use play, imagination, experimentation and selected dance elements to create dances. Students make and share dances.
By the end of Level 2, students identify where they experience dance. Students describe where, why and how people across cultures, communities and other contexts experience dance. Students demonstrate expressive and performance skills, and the elements of dance to improvise and create dance sequences. Students present their work to audiences in informal settings.
By the end of Level 4, students identify and describe how they use movement to create and/or make dances. Students recall and describe where, when, why and how dance is created and presented across cultures, times, places and other contexts including the work of Aboriginal and Torres Strait Islander Peoples. Students experiment with the elements of dance when devising dances or learning dances by other artists. They apply safe dance practices, and use the elements of dance and a range of movements to communicate ideas, perspectives and meanings. Students present and share their dance work in informal and formal settings...
By the end of Level 6, students explore the elements of dance, dance movement and structures, and explain how they are used in creating and learning dances. Students describe how dance is created and presented across different cultures and contexts to communicate ideas, perspectives and meaning. They identify how dance is used to continue and revitalise cultures, including the works of Aboriginal and Torres Strait Islander Peoples. Students document their ideas and understanding of how the elements of dance are used to create dances. They work individually and collaboratively to create dance works, using the elements of dance, choreographic processes...
By the end of Level 8, students analyse how the elements of dance and production elements are manipulated to create dance works. Students describe ways dance works from a range of styles and across cultures, times, places and other contexts communicate ideas, perspectives and meaning, including the works of Aboriginal and Torres Strait Islander Peoples. They identify and describe how and why respectful approaches are used in creating, recreating and responding to dance works. Students select, apply and demonstrate an understanding of styles and techniques in dance. Students document and reflect on their dance practice using dance terminology. Students manipulate...
By the end of Level 10, students analyse and evaluate how the elements of dance, choreographic devices and style-specific techniques are manipulated in dance they create and present to audiences and in works they experience. They evaluate how and why choreographers across contexts and cultures present and challenge ideas and meaning through dance. They evaluate how dance is used to celebrate and challenge perspectives in relation to Australian identity, including the dances of Aboriginal and Torres Strait Islander Peoples. Students work individually and collaboratively to create dances that communicate ideas, perspectives and meaning. They document, reflect on, analyse and evaluate...