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Elaboration ACADAM005

using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment

exploring known movements to find alternative ways of performing them, for example, waving hello or shaking hands and then doing the same action at a different level, in a different direction, bigger/smaller, using a different body part

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

Elaboration (3) ACADAM005

selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis

Elaboration (4) ACADAM005

Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)

Elaboration ACADAM006

practising combinations of fundamental locomotor and non-locomotor movements to a range of musical accompaniment, for example, running and sliding; bending and stretching; running, swinging, walking and stretching

Elaboration (1) ACADAM006

developing body awareness and refining technical skills of body control, accuracy, alignment, strength, balance and coordination in fundamental movements in response to teacher’s feedback and observation of other dancers’ technical skills

Elaboration (2) ACADAM006

demonstrating safe dance practices, for example, warming up their bodies before executing more complex movement patterns in dance sequences and cooling/calming down afterwards; removing socks if the floor surface is slippery (and clean)

Elaboration (3) ACADAM006

building confidence and resilience through practising technical skills

Elaboration ACADAM007

using expressive skills of projection and focus to communicate dance ideas to an audience (school assembly, community festival, etc.); for example, looking out and up to the ceiling and extending movements outwards to express a feeling of joy

Elaboration (1) ACADAM007

exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express …

Elaboration (2) ACADAM007

Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?

Elaboration (3) ACADAM007

rehearsing and presenting an appropriate dance to celebrate and appreciate diversity of cultures, based on research into dance tradition, in the school or at a local community event

Elaboration (4) ACADAM007

presenting their dance using internet-based technologies

Elaboration (5) ACADAM007

respecting other students’ dancing when dancing and being an attentive audience member

Elaboration ACADAR008

identifying meaning and describing purposes in dances from different social, cultural or historical contexts such as dances that include digital, visual or theatrical elements

Elaboration (1) ACADAR008

comparing the expectations and requirements of performers and audience in different cultural settings

Elaboration (2) ACADAR008

Considering viewpoints – societies and cultures: For example – Do you recognise new movements in the dance? Why do you think people from different cultures dance? Where are these dances performed?

Elaboration (3) ACADAR008

examining dances in their community and comparing them to other dances of different peoples, times and cultures

Elaboration (4) ACADAR008