12/16/2023 0 Comments Dance sequence definition![]() ![]() They engage with different types of dance from Australia and other locations and examine dance from diverse viewpoints to build their knowledge and understanding. With increasing experience of making and responding, students develop analytical skills and aesthetic understanding. The elements of dance work together and underpin all dance activity as students learn to make dance using their developing movement vocabulary with the body. As students make they consider both the audience and their own response to their work and as they respond they draw on the knowledge, understanding and skills acquired through their experiences in making work and as audiences of other artists’ work.Īs they make and respond in Dance, students apply their understanding of the body’s capabilities to their own body, developing kinaesthetic intelligence, critical thinking and awareness of how the body moves in dance. Together they provide students with knowledge, understanding and skills as artists and audience. Making and Responding are intrinsically connected. Responding in Dance involves students appreciating their own and others’ dance works by viewing, describing, reflecting, analysing, appreciating and evaluating. Making in Dance involves improvising, choreographing, comparing and contrasting, refining, interpreting, practising, rehearsing and performing. students learn through making and responding.students learn as artist and as audience.Making and Responding in DanceĬommon to all The Arts curriculum, each Arts discipline is based on two overarching principles: Engagement with dance from diverse cultures, times and locations present students with different aesthetic preferences, tastes and viewpoints determined by people and their cultures. Through Dance, students learn to reflect critically on their own aesthetic preferences by considering personal experiences and the influence of local and global cultures upon their tastes and decision making. ![]() They also draw on their experiences in other Arts disciplines and other curriculum areas. In their dance making, students use a variety of stimuli to create and communicate ideas and intentions through movement. These protocols include advice to assist schools to provide a welcoming environment for Aboriginal community members and how to work respectfully with the Koorie community to enrich schools' teaching and learning programs. For advice, please refer to the Department of Education and Training's Koorie Cross-Curricular Protocols.įurther advice is also available from the Victorian Aboriginal Education Association Inc., (VAEAI), which has produced Protocols for Koorie Education in Victorian Primary and Secondary schools. The protocols provide guidelines about how to protect the integrity of Aboriginal and Torres Strait Islander cultural expressions and enable all Victorian teachers and students to engage respectfully and feel connected to this identity. They also consider how dance can communicate and challenge ideas about issues and concepts.Īll teachers must follow the relevant protocols when teaching Aboriginal and Torres Strait Islander histories and cultures. As students learn about dance, they broaden their experiences of dance genres and particular styles and use these as a springboard for their making and responding in Dance. They draw on the histories, traditions and styles of dance from a range of places and times including dance from Australia, Aboriginal and Torres Strait Islander Peoples, the Asia region, and other world cultures. They begin with their experiences of dance from their immediate lives and community and identify the reasons why people dance. Learning in Dance involves students engaging in dance experiences drawn from a variety of genres and styles including theatrical, traditional, social, ritual and other current dance styles and the forms within them.Īcross F-10, students explore dance from a range of cultures, times and locations. The body is the instrument of expression and students use combinations of the elements of dance: space, time, dynamics and relationships, to communicate and express ideas and intentions through expressive and purposeful movement. In Dance, students explore the elements of dance, skills, techniques and processes through the practices of choreography, performance and appreciation. ![]()
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