DA 1.1 Students use dance components to explore communication through movement.

Dance components: · Space: - travel in different directions such as forward, backward, sideways, along diagonals - move through low (ground level), medium (standing level) and high (head height, in the air) levels - make different shapes with the body such as circular shapes, angular shapes, long or short shapes, big or small shapes. · Time: - move at different speeds such as fast and slow, getting faster or slower. · Energy: - move with different amounts of energy such as high energy, low energy, varying levels of energy. · Action: - everyday movements that travel (locomotor), such as run, crawl, jump, slide and roll and movements that stay on the spot (non-locomotor) such as sit, lie, curl up, gesture. Explore communication through movement: · combine dance components in various ways to communicate an idea or feeling · form: - shape a group of movements to communicate an idea or feeling - join movements together to literally interpret or replicate an experience, emotion, object, creature or sensory impression - repeat single movements to communicate an idea or feeling. · think about and discuss the movements used and likes and dislikes about ways of moving.

Students may: Use dance components identified for Level 1. · Explore shape and size by using their own bodies to create the shapes and sizes they see around them e.g. students may make large, round shapes like beach balls; long, tall shapes like the school flag pole; or spiky shapes like some plants. · Copy the motions of moving objects/people/animals e.g. create swishing movements like an elephant’s trunk; jump long distances and up high like a kangaroo; create floating movements with their arms in the air like floating clouds. Understand that movement is a form of communication. · Communicate how they felt on a sad occasion by combining movements that use low levels (ground), low levels of energy and non-locomotor movements in personal space. · Create some movements that communicate their knowledge of or likes/dislikes about a character in a book being read to them by using repetition and varying energy levels e.g. a busy character using sharp, fast percussive movements; a dreamy character using sustained, slow, floating movements; a boisterous character using large shapes with high energy and high levels.

DA 1.2 Students demonstrate awareness of self and others when performing.

Demonstrate awareness of self and others: · demonstrate awareness of self and others when moving in the performance space by considering where they are in relation to others — are they too close and knocking into each other or too far away and removed from the experience? Performance considerations: · use different speeds of movements or different amounts of energy to communicate a feeling or idea through performance · perform own, peers’ or teacher’s choreography · perform informally (for peers in the classroom) or formally (for an invited audience of students, parents or another class) · use the dance components of space, time and energy to perform actions (locomotor and non-locomotor movements) · warm-up (before) and cool down (after) during any lesson that involves performing and choreographing movement. This could include walking, skipping and jumping to raise the heart rate followed by slow, simple stretching such as reaching for the ceiling or floor and circling hands and feet.

Students may: Demonstrate respect for other students’ dance sharing. · Sit quietly and watch when peers share their dances. · Applaud at the end of a dance if appropriate. Adjust the space, time and energy of movements to avoid others and objects in the dance space. · Show awareness of personal space by: taking care not to knock others; modifying movements such as jumping or stretching an arm when there are others or objects in the space; moving freely when travelling in different pathways such as under, over or around others. · Show awareness of general space by: maintaining distance to others in a large area; moving freely when others are travelling in opposite directions in the space. · Spontaneously perform in a playful, exploratory manner anywhere in a given space. · Perform locomotor movements to express emotion e.g. happy emotion — movements that are light (energy), quick (time), high (levels) and travel in different directions within the space, taking account of other dancers. · Perform group movements that accompany songs learnt during music lessons e.g. Ring-a-ring-a-rosy, Old Macdonald, Twinkle Twinkle, Kangaroo.

DA 1.3 Students describe their personal responses to their own and others’ dance.

Describe personal responses: · discuss movements when choreographing and performing dance, as well as when watching others choreograph and perform · respond to dance in various ways such as drawing, talking or moving. Others’ dance: · dance from various sources, such as live performance and choreography by peers and invited dance artists; visiting a live performance; and video recordings or television programs.

Students may: Communicate ideas and feelings about dances experienced. · Talk about dance that has been created in the classroom, viewed on video or seen in live performance by: copying some of the movements that were liked and discussing why e.g. I saw this movement (child spins) and I like it because it makes my arms swing out; copying some of the movements that weren’t liked and discussing why e.g. I saw this movement (child jumps) but I don’t like jumping, I like running. · Respond to viewed dances by communicating likes or dislikes through dance e.g. show through facial expression whether a dance was liked or disliked; demonstrate favourite movements. · Draw some shapes that were created in the dance by people’s bodies. · Use simple dance language to describe everyday locomotor and non-locomotor actions e.g. roll, leap, stand, sit and shake.