View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Arts practice

Students explore and experiment with their own and others’ ideas, feelings and responses. They use their ideas about past and future times, different environments and cultural contexts as sources for the development of dance ideas. Students work individually and in groups to improvise and imaginatively solve problems, using a creative dance-making process that involves discovering, selecting, combining, developing and practising dance movements. For example, they explore the theme of flight by experimenting with bird or insect shapes and movements to create dance motifs that are then linked into sequences. Students develop increased coordination and awareness of the elements of dance. They learn dances representative of different cultural groups. They continue to explore and develop their understanding of the body as an expressive instrument and the dance elements of space, time and energy. For example, they devise ways of dancing in pairs and groups, leading, mirroring, partnering or using collaborative ensemble formations. They begin to use symmetry/asymmetry and different spatial groupings to organise their movement. They develop the ability to structure their movement sequences using dance-making methods, such as repeating patterns, contrast and canon. Students become aware of the importance of a warm-up in preparation for dance. They employ basic stretching and cool-down methods to avoid injury, such as stretching major muscle groups of the legs (calves, hamstrings) and relaxing using deep breathing. They show awareness of physical transfer of weight, body extension and alignment. Teachers assist students as they develop their ability to manipulate and control the dance elements to express their intentions.

Students develop, plan, rehearse and present dance works using safe dance practices for a variety of purposes and audiences. They develop production skills related to performance spaces, such as lighting, props, costumes, sound accompaniment and scenery. They learn that everyone brings individual qualities to a dance presentation, regardless of body shape and size.

Responding to the arts

Students observe and describe components of a dance. Students use dance terminology to make comparisons of dance, referring to differences in the application of dance elements. They assess the effectiveness of their own dance making and performances and rework dances to their satisfaction. They form and express personal responses to dance and give opinions on effective expression through movement. For example, students discuss the focus and use of energy in a dance.

Students develop an awareness of their own background and the way it influences their attitude to dance, how they dance, and their dance preferences. They discuss the purpose and content of dances, identifying the features that locate them in different times, places and cultures. They discuss the nature of dance as a physical and communicative activity where different movements give different meanings. For example, students make a comparison of the gestures, rhythms and formations of a war dance and a harvest dance. Students talk about gender differences in dance, comparing past and contemporary dance forms and dances from different cultures. They find ideas for dance using mediums such as the Internet and view dance sequences recorded on video and CD-ROM. For example, a dance company web page on the Internet may hold a short video clip of a recent contemporary dance performance.