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Related topic
Dance / Year 1 and 2 / Creating and making
Curriculum content descriptions
use the elements of dance to choreograph dance sequences (AC9ADA2C01)
Elaborations
- using improvised movements to create a dance sequence that represents a weather event, or shows how they might take care of a place that is important to them
- using music they have created as inspiration for a dance, considering how they can use movement to communicate the rhythm/beat, texture (layers) or timbre (unique sound of each instrument/voice) in the music
- devising a dance sequence; for example, devising a starting shape, a way of moving to another place in the dance space (considering level, direction, locomotor and non-locomotor movements) and then combining their ideas with a partner or a small group to extend the sequence
- using ideas from an exploration of how they maintain balance, manipulate their posture, or move specific body parts, noting similarities and differences across individuals, groups or the whole class, to create a dance sequence
- using patterns of movement such as a sequence of locomotor movements (travelling movements) they have improvised, sharing/teaching these movements to a partner (and learning the partner’s movements), and working collaboratively to combine and extend these movement ideas to create a dance sequence
- using their own words and learnt dance terminology to share ideas about the dance they are creating and recognising and accepting constructive feedback from peers or teachers; for example, in response to a “work-in-progress” sharing
General capabilities
ScOT terms
Dance purpose and styles, Audiences, Dance, Movement sequences, Dance composition, Social dance, Aboriginal and Torres Strait Islander peoples