RationaleThis rationale complements and extends the rationale for The Arts learning area.
Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication.
AimsIn addition to the overarching aims of the Australian Curriculum: The Arts, dance knowledge, understanding and skills ensure that, individually and collaboratively, students develop:
body awareness and technical and expressive skills to communicate through movement confidently, creatively and intelligently
StructureLearning in Dance
Learning in Dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation. The body is the instrument of expression and uses combinations of the elements of dance (space, time, dynamics and relationships) to communicate and express meaning through expressive and purposeful movement.
Example of knowledge and skills
Foundation to Year 2
Foundation to Year 2 Band Description
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Dance, students:
- become aware of their bodies and learn about the body bases, parts and zones used in dance
- explore space, time, dynamics and relationships as they make and observe dances
- explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance
- experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.
Foundation to Year 2 Content Descriptions
Foundation to Year 2 Achievement Standards
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.
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.