Dance
PRINT THIS PAGECurriculum
Foundation Level A
Foundation Level B
Foundation Level C
Foundation Level D
Foundation
Levels 1 and 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Foundation Level A, students experience and attend to arts works they encounter at school, home and in the community.
They participate in the co-creation of arts works and contribute to the sharing of arts works with others.
Dance
Students interact with the elements of dance to develop an understanding of movement.
Drama
Students interact with the elements of drama and expressive skills.
Media Arts
Students interact with media arts forms, language...
By the end of Foundation Level B, students engage with arts works they encounter at school, home and in the community.
They participate in the co-creation of arts works that explore ideas and they identify their contribution to the presentation of arts works to others.
Dance
Students engage with the elements of dance to develop personal movement.
Drama
Students engage with the elements of drama and expressive skills to develop characters, situations and/or settings.
Media Arts
By the end of Foundation Level C, students respond to arts works they encounter at school, home and in the community.
They create arts works and present these to others.
Dance
Students explore the elements of dance and production elements to develop dance works.
They use their bodies, objects and/or materials when responding to personal experiences to create dance works.
Drama
Students explore stories and the elements of drama, expressive skills and production areas to...
By the end of Foundation Level D, students respond to stories, observations and ideas about arts works they encounter at school, home and in the community.
They create, share and present arts works with others.
Dance
Students explore the elements of dance and production elements to develop dance works that represent ideas.
They use movement and elements of dance to communicate ideas in dance works.
Drama
Students explore the elements of drama, expressive skills and...
By the end of Foundation, students describe experiences, observations, ideas and feelings about the dances they encounter at school, home and in the community, identifying what they enjoy and why. Students develop an understanding of ways their body can move. Students use play, imagination, experimentation and selected dance elements to create dances. Students make and share dances.
By the end of Level 2, students identify where they experience dance. Students describe where, why and how people across cultures, communities and other contexts experience dance. Students demonstrate expressive and performance skills, and the elements of dance to improvise and create dance sequences. Students present their work to audiences in informal settings.
By the end of Level 4, students identify and describe how they use movement to create and/or make dances. Students recall and describe where, when, why and how dance is created and presented across cultures, times, places and other contexts including the work of Aboriginal and Torres Strait Islander Peoples. Students experiment with the elements of dance when devising dances or learning dances by other artists. They apply safe dance practices, and use the elements of dance and a range...
By the end of Level 6, students explore the elements of dance, dance movement and structures, and explain how they are used in creating and learning dances. Students describe how dance is created and presented across different cultures and contexts to communicate ideas, perspectives and meaning. They identify how dance is used to continue and revitalise cultures, including the works of Aboriginal and Torres Strait Islander Peoples. Students document their ideas and understanding of how the elements of dance are used to create dances.
By the end of Level 8, students analyse how the elements of dance and production elements are manipulated to create dance works. Students describe ways dance works from a range of styles and across cultures, times, places and other contexts communicate ideas, perspectives and meaning, including the works of Aboriginal and Torres Strait Islander Peoples. They identify and describe how and why respectful approaches are used in creating, recreating and responding to dance works. Students select, apply and demonstrate an...
By the end of Level 10, students analyse and evaluate how the elements of dance, choreographic devices and style-specific techniques are manipulated in dance they create and present to audiences and in works they experience. They evaluate how and why choreographers across contexts and cultures present and challenge ideas and meaning through dance. They evaluate how dance is used to celebrate and challenge perspectives in relation to Australian identity, including the dances of Aboriginal and Torres Strait Islander Peoples. Students...