Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community.
As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.
In Dance, students:
By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.
Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.
Explore, improvise and organise ideas to make dance sequences using the
Use fundamentalskills to developwhen practising dance sequences
Present dance that communicates ideas to an audience, including dance used by cultural groups in the community
Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples
By the end of Year 4, 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 in dances depending on the purpose.
Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.
Improvise and structureideas for dance sequences using theand
technical skills safely in fundamental movements
Perform dances usingto communicate ideas, including telling cultural or community stories
Identify how theand production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance
By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts that influence their dance making.
Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.
Exploreandusing theto choreograph dances that communicate meaning
Develop technical andin fundamental movements including body control, accuracy, alignment, strength, balance and coordination
Perform dance usingto communicate a choreographer’s ideas, including performing dances of cultural groups in the community
Explain how theand production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance
By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through dance.
Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and expressive skills appropriate to the dance style.
Combineand improvise by making literal movements into abstract movements
Develop their choreographic intent by applying theto select and organise
and refinein style-specific techniques
Structure dances usingand form
Rehearse and perform focusing onappropriate toand/or choreographic intent
Analyse how choreographers useand production elements to communicate intent
Identify and connect specific features and purposes of dance from contemporary and past times to exploreand enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.
Improvise to find newpossibilities and explore personalby combining
Manipulate combinations of theandto communicate their choreographic intent
and refineto develop proficiency in genre- and style-specific techniques
Structure dances usingmotifs,and form
Perform dances using genre- and style-specific techniques andto communicate a choreographer’s intent
Evaluate their own choreography and performance, and that of others to inform and refine future work
Analyse a range of dance from contemporary and past times to explore differingand enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts