Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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Elaboration (3) ACADAM009

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does space, costume and/or multimedia communicate meaning in this dance?

critical-creative

Elaboration (3) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM010

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you …

critical-creative

Elaboration (3) | ACADAM010 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

critical-creative

Elaboration (1) | ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAR012

Considering viewpoints – evaluations: For example – Which dance elements were used well and for which purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging in your answer)

critical-creative

Elaboration (1) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAR012

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?

critical-creative

Elaboration (3) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration ACADAM009

improvising new movement to communicate ideas in response to stimulus, for example, exploring the relationship of close proximity of dancers grouped together to represent overcrowded cities

critical-creative personal-social

Elaboration | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADAM009

selecting, combining, arranging and refining movement using choreographic devices such as canon and unison

personal-social critical-creative numeracy

Elaboration (4) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAM009

exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground

numeracy critical-creative personal-social

Elaboration (1) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM009

exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances

personal-social critical-creative

Elaboration (2) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration ACADAR012

discussing the purpose of movements, elements of dance, production elements, and use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience

personal-social critical-creative literacy

Elaboration | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAR012

identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, …

critical-creative personal-social literacy intercultural-understanding aboriginal-torres asia-australia

Elaboration (2) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADAR012

discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander …

intercultural-understanding literacy critical-creative personal-social aboriginal-torres asia-australia

Elaboration (4) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (6) ACADAR012

accessing real or virtual performances that are representative of different times and places and comparing how elements of dance and production elements communicate meaning in each

critical-creative literacy information-communication

Elaboration (6) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

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