Refine by resource type
Refine by year level
Refine by learning area
Refine by topic
Related topic
Dance / Year 3 and 4 / Creating and making
Curriculum content descriptions
use the elements of dance to choreograph dance that communicates ideas, perspectives and/or meaning (AC9ADA4C01)
Elaborations
- improvising using movements (locomotor and non-locomotor) from a dance they have learnt or experienced and using the elements of dance, such as space, time, dynamics and relationships, to develop sequences based on the original movements and then combining the sequences to create a longer dance
- using Viewpoints to frame questions about dances they are choreographing; for example, “How will the dance begin?”, “When does the middle part begin?”, “What shapes will we make?”, “How will the dance end?”
- creating dance sequences by combining fundamental locomotor and non-locomotor movements, such as running and sliding, bending and stretching, running, swinging and walking, and using a variety of levels and directions
- using Viewpoints to ask questions when making choices about ideas and intentions for a dance; for example, “How can we connect these 2 parts of our dance?” or “What level should we choose for the start of the dance?”
- using learning from explorations of dances that communicate First Nations Australians’ connection to and responsibility for Country/Place to devise dance that communicates their own connection to and responsibility for Country/Place; for example, devising a dance that communicates their feelings about a “favourite” place or shows how they care for a place in their community, taking care to follow protocols for respecting Indigenous Cultural and Intellectual Property rights
General capabilities
ScOT terms
Eye contact, Dance purpose and styles, Audiences, Dance, Facial expressions, Movement sequences, Storytelling, Dance composition