Explore grongar's photos on Flickr. Students provide a simple explanation about the features and purpose of their own dance. They experiment with simple technical and expressive skills in their own dances and begin to learn about choreographic devices through practicing dance sequences movements, observing dances and their own performances. At Standard, students respond to different stimuli to explore some familiar and imaginative movement ideas to create short dance sequences by connecting body shapes, body actions, levels and directions in space. Students use some specific dance terminology and reflective processes to outline how BEST and design concepts are used to create meaning in their own and others’ dance. They outline the characteristics of dance from diverse cultures. Students experience performing dance and, as an audience, they learn how to focus their attention on the performance. Explore dance ideas that use safe fundamental movement patterns (VCADAE009), Explore dance movements to communicate ideas (VCADAD010), Perform movement sequences to express ideas, feelings and/or observations (VCADAP011), Respond to own and others’ dance and explore where and why people dance (VCADAR012). Students outline, using some dance terminology, how the elements of dance (BEST) are used to communicate meaning in their own and others’ dance. They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus, musicality and appropriate expression, reflecting the choreographic intent throughout the performance. movement and dance activities to the class - room involves the creation of alternate forms of assessment. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood. The difference between a two-hour class that meets once a week for three weeks, and a two-hour class that meets every day for three months is significant. Fri 9:30am—10:30pm(or by appointment) COURSE DESCRIPTION. Students perform rehearsed dances to an audience, using some appropriate performance skills. Students experiment with simple technical and expressive skills and begin to learn about choreographic devices through assisting to select and organise movements for small group and in their own dances. They identify and outline differences in dance genres/styles from different eras of dance. Exploration, improvisation, selection and combination of movements to create dance that expresses an idea or message (ACADAM005), Integration of the four (4) elements of dance (BEST), Use of the choreographic devices of repetition and contrast when organising dance sequences (ACADAM005), Combinations of fundamental movement skills that develop body awareness, coordination, control, balance and strength (ACADAM006), Safe dance practice of body protection strategies including hydration, appropriate clothing and footwear when participating in a dance lesson (ACADAM006), Rehearsal processes (including practising and applying feedback) to improve dance performance (ACADAM007), Performance skills (using facial expressions) and acknowledging audience when presenting dance (ACADAM007), Considered responses to, and respect for, the dance of others as performers and audience members (ACADAR008), Purpose of dance from different cultures (ACADAR008), Responses that involve identifying and reflecting on how the elements of dance in their own and others’ dance are used to communicate meaning, using dance terminology (ACADAR008). In Stage D, students explore dance. Jul 18, 2016 - Solutions For All Stages Of Your Dance Life. They have the opportunity to explore different places and occasions where people dance. This curriculum outline doesn’t show what you want students to be able to do with these concepts. They identify some places and occasions where people dance in their own lives and communities. Exploration, improvisation and experimentation of movement ideas to choreograph dance that explores character/mood and communicates meaning (ACADAM009), Selection and integration of the four (4) elements of dance (BEST), Use of the choreographic devices of repetition, contrast, unison and canon when choreographing group dance (ACADAM009), Combinations of increasingly complex fundamental movement skills, incorporating directional and spatial changes that develop body awareness, coordination, control, balance, strength, and accuracy (ACADAM010), Rehearsal processes (applying feedback) to improve dance performance (ACADAM011), Performance skills (including using focus, clarity of movement and facial expressions) to reflect character/mood and acknowledging the audience when presenting dance (ACADAM011), Factors that influence dance in particular cultures, times and contexts (ACADAR012), Responses that explain how the elements of dance, choreographic devices and design concepts (lighting, costumes, props, sets) are used to communicate meaning in dance, using dance terminology (ACADAR012). By the end of Stage A, students participate in dance activities. By the end of Stage D, students make and share a simple dance sequence and demonstrate safe dance practice. Specific skills around improvising, reading, singing, and playing can be specified later in the planning process. Students perform dance sequences, sometimes acknowledging the audience. They demonstrate, on occasion, performance skills using some appropriate facial expression and audience acknowledgement when performing dance. Students use reflective writing to describe the effectiveness of the choices made in the use of BEST and design concepts, and how they contribute to the meaning in their own and others’ dance. The Physical Education (PE) is for children from junior infants to sixth class. They demonstrate, on occasion, performance skills of focus and clarity of movement and use some appropriate facial expression to reflect character/mood. Saved from danceadvantage.net. Western Australia 6107, © School Curriculum and Standards Authority, Government of Western Australia, 2014, Principles of Teaching, Learning and Assessment, Gifted and Talented Education: Guidelines for the acceleration of students Pre-primary to Year 10, Kindergarten-Sample-Teaching-Learning-Outline-2017.PDF, Information and Communication Technology (ICT) capability, Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, Alternative Curriculum/Reporting Recognition, Assessment Principles and Reflective Questions, Pre-primary to Year 10: Teaching, Assessing and Reporting Policy, Relevant documents and other sources of information/websites, Policy Standards for Pre-primary to Year 10: Teaching, Assessing and Reporting, Primary Student Registration Procedures Manual, Integrating ABLEWA into Teaching and Learning, English as an Additional Language or Dialect, Aboriginal Languages and Torres Strait Islander Languages Framework (If applicable), shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry), tempo (fast, slow, slowing down, speeding up), shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved), tempo (fast, slow, slowing down, speeding up), levels (medium, low, high, moving between levels), direction (forward, backward, diagonal, circular), shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved), stillness (pausing, freezing, holding a shape then continuing dance sequence), group formations (small or large groups of dancers in lines, circles, diagonals, clusters, squares) throughout the space, flow (connection of movements, tight and contained or freely moving), direction (forward and backward, diagonal, circular), shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved, centre, off‑centre, complementary, contrasting). They experience space, time, dynamics and relationships as they are supported to make and observe dances. Exploration, improvisation, selection and combination of movements to choreograph dance based on an idea/theme (ACADAM009), Use of the choreographic devices of repetition, contrast and unison when choreographing group dance (ACADAM009), Combinations of increasingly complex fundamental movement skills incorporating directional changes that develop body awareness, coordination, control, balance, strength and accuracy (ACADAM010), Safe dance practices, including knowing their own body capabilities when participating in dance lessons or rehearsals (ACADAM010), Rehearsal processes (giving and receiving feedback and working together) to improve dance performance (ACADAM011), Performance skills (including using facial expressions, and focus) and acknowledging the audience when presenting dance (ACADAM011), The characteristics of dance in different cultures (ACADAR012), Responses that explain how the elements of dance and choreographic devices are used to communicate meaning in dance, using dance terminology (ACADAR012). Create your own unique website with customizable templates. Students outline, using some dance terminology, how the elements of dance (BEST) are used in their own and others’ dance. They demonstrate some control and coordination of combinations of fundamental movement skills in dance sequences incorporating spatial changes. The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional. Jul 15, 2018 - Solutions For All Stages Of Your Dance Life. How to Build Your Recreational Dance Program for Students Aged 2-6 Using Effective Curriculum, Choreography, and Recital Planning. They identify some suitable reasons why people dance in daily life. By the end of Stage B, students follow safe practice when moving body parts and performing dance sequences. Students communicate responses to dances they make, perform and view. In Year 9, Dance students are given further opportunities to choreograph using the elements of dance (BEST), choreographic devices and structures to develop choreographic intent. Students continue to explore and improvise with movement ideas to create dance with a beginning and ending. Nichelle Suzanne is a writer specializing in dance and online content. Additionally, you will find useful resource documents for each unit at the end of the modules. They combine the elements of dance (BEST), use specified choreographic devices and structure, with some purpose, to choreograph dance that communicates an idea. To effectively plan a class curriculum, you'll need to account for the standards or goals for the class… Street Dance Student Teacher and Associate Syllabus Outline. They learn about how dance can represent the world and they make dances to represent their ideas about the world. The curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. Designed for teachers who are looking for an overview of what teach in a first year creative movement class, the Creative Movement Level 1 Syllabus Outline is a time saver. They demonstrate locomotor and non-locomotor movements showing some body awareness and some control of the whole body in space. The Dance Program provides a wide choice of classes for everyone from the highly trained dance technician to the absolute beginner. Exploration and improvisation of movement ideas to create simple dance sequences (ACADAM001), Exploration of, and experimentation with, three (3) elements of dance, Locomotor (walking, skipping, running) and non-locomotor (twisting, bending, turning, swaying) movements to develop body control, coordination and strength (ACADAM002), Safe dance practices, including respecting others in the dance space (ACADAM002), Performance of planned and improvised dance sequences that express feelings, ideas and experiences to an audience (ACADAM003), Performance skills (facing and looking out into the audience) when presenting dance (ACADAM003), Different types of dance and when these dances are used (ACADAR004), Personal responses, expressing ideas and feelings about dances they view and make (ACADAR004). Students engage with purposeful play in structured activities to become aware of how the body moves through space. They investigate dance and influences of the social, cultural and historical contexts in which it exists. Class Planning Part One: Developing a Curriculum Outline May 12, 2009 by Nichelle Suzanne (owner/editor) When I visit forums or other areas online where dance teachers congregate, I find many questions regarding how to plan lessons and design curriculum. They explore locomotor and non-locomotor movements, and use these fundamental movement skills in their own dance. Explore the basic moves to a traditional Indigenous dance and get the students to learn and practice this dancing by incorporating these moves. Students execute technical dance skills safely in a particular genre/style, demonstrating some body control and coordination of movement. Students outline, using dance terminology, how the elements of dance (BEST) and specified choreographic devices are used in their own and others’ dance to communicate an idea/theme. Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance.