The Arts: Dance
Foundation to Year 2
Summary of task
Students made and responded to dance by exploring seasons as a stimulus in a short unit of work. They also individually choreographed a dance to represent their chosen season. They were guided through the process of developing movements to represent a season using the elements of dance. The class were given a plan to extend, which they were allowed to deviate from with permission:
- Freeze frame 1 – hold for 4 counts
- Non-locomotor or locomotor movement 1–8 counts
- Freeze frame 2 – hold for 4 counts
- Non-locomotor or locomotor movement 2–8 counts
- Freeze frame 3 – hold for 4 counts
- Non-locomotor or locomotor movement 3–8 counts
- Freeze frame 4 – hold for 4 counts
The choreography in this sample is a combination of ‘summer’ and ‘spring’ and it is the student who chose ‘summer’ that is being annotated here. Throughout, choreography was developed with clear sections of movements that are linked and combined appropriately and smoothly into a larger dance work. The rest of the class also formed pairs and taught each other their dances.
After this, time was given for practising with their partner prior to performing for their class.
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.
By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.