Dance
Examples unpack the knowledge and skills in Dance in relation to the elements of dance and the dance practices: choreography, performance and responding.
Introduction
The overview shows the relationship between the dance essentials and the dance practices. The examples provide a suggested sequence for the introduction and development of knowledge and skills. They focus on:
- using the body and fundamental movement skills to develop movement vocabulary
- exploring the elements of dance: space, time, dynamics and relationships
- exploring purposes, contexts and structures for dance
- safe dance practice
- skills for choreography and performance
- approaches to exploring and responding to dance as artist and as audience.
The examples are suggestions only and are neither prescriptive nor exhaustive. Teachers can draw from these examples to:
- make decisions about the order and pace with which they introduce and develop knowledge and skills
- support differentiation and meeting the needs of students with diverse learning needs
- plan Arts learning across a range of delivery contexts, such as multi-disciplinary units across The Arts and other learning areas.
Throughout their Dance learning, students use questions based on Viewpoints (personal and imaginative, cultures and worlds, conventions, and processes) as an inquiry tool for considering their dance practice from multiple perspectives, as artist or as audience. Suggested questions that explore the Viewpoints are also included alongside the examples of knowledge and skills.
Teachers are best placed to make decisions about the examples and questions that will best suit their students and context. Graphics suggest an introductory point for each of the knowledge and skill examples.
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