DA 3.1 Students modify intended meanings of movement sequences using dance components.

Modify intended meanings of movement sequences: · explore the aspects of choreographed movement sequences that make the meaning clear e.g. the particular movements, the use of space, time or energy, the use of facial expression and body language. Use of dance components: · dance components such as: - symmetry (balanced) and asymmetry (unbalanced) - group formations: small or large groups of dancers in lines, circles, diagonals, clusters, squares throughout the space - relationships of students in the space to other students and objects: e.g. students in close proximity may suggest friendship; if they are more spread out it may suggest a less close relationship - energy: explore altering meanings by repeating the same movement phrase but changing the energy (core content Levels 1 to 3) - movement motifs: a repeated shape that is either frozen or moves and represents a stimulus such as happiness. · ternary form: a dance with three sections (i) a movement phrase, (ii) a different movement phrase, (iii) a return to the first movement phrase · canon: a choreographic device where different people perform a movement sequentially at different times. It is similar to a round in a song such as Row, row, row your boat, but uses movement in place of or along with lyrics · focus on one individual dance component such as space e.g. asymmetry. Students could learn a series of movements and improvise to create new ones by making all the movements appear asymmetrical (unbalanced).

Students may: Understand and apply dance components identified for Level 3. · Create a dance in ternary form to express understanding of the cycle of day and night e.g. (i) a section with movement motifs that represent the sun, (ii) a new section with movement motifs that represent the moon, (iii) a return to the first section. · Use canon to depict understanding of the ceaseless motion of the ocean e.g. Group 1 begins performing 16 counts of movements that reflect the motion of the waves. Group 2 begins the same sequence of movements after 8 counts. Change the meaning of identified movements or movement motifs. · Change the meaning of movements in dances students may have created or learnt in the following way: - identify some movements that have particular meanings e.g. the movements in this dance are about friendship because everyone skips in a circle holding hands and the dancers do a ‘handshaking’ movement as if to greet each other - decide how to modify the meaning of the movements e.g. instead of the ‘handshaking’ movement being used for a greeting, we could change the way the movement is done by crouching down on a low level and standing back to back, so that it becomes a secret handshake for our class.

DA 3.2 Students perform rehearsed movement sequences with focus and accuracy.

Perform rehearsed movement sequences: · practise choreography and perform it for others · learn and practise each other’s choreography or sequences taught by the teacher. Practise individual steps, combinations of steps and whole sequences. Practise at a slower speed without music, to build confidence, then practise with music. With music at a low level, use verbal prompts to support students while they perform 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. Perform with focus and accuracy: · focus on looking at the audience, using facial expression and body language to communicate with them and adjusting performance according to audience response when performing for a formal or an informal audience · accurately reproduce movements in a sequence when performing · with guidance, critique how they execute their movements e.g. when doing a jump — how high should it be? · provide feedback to each other (peer assessment) e.g. I think Shane could have stretched his arms so that they were straight and not bent.

Students may: Recall practised movement sequences. · No longer rely on visual and verbal prompting from teacher or other students, but commit movement sequences to memory by practising individually or with others by: - practising difficult steps or phrases until a movement is mastered (accuracy) - practising the whole dance from beginning to end, consciously making adjustments to movements practised earlier, to the use of space in relation to others, to performing movements with control and to keeping in time with the accompaniment (focus and accuracy) - focusing on communicating with an audience during performance - where appropriate, facing the audience in order to communicate with them - enlarging movements and body language and make sure facial expressions can be clearly seen. Perform combinations of locomotor and non-locomotor movements accurately. · Perform more complex combinations of movements than in previous levels, including: - quick changes in direction (running in one direction then walking swiftly in another) or level (moving quickly from sliding or rolling on a low level to jumping at a high level) - greater coordination and strength (finishing a leap on one leg and not overbalancing or performing a series of quick arm movements one after the other whilst walking or skipping).

DA 3.3 Students interpret their own and others’ dance.

Interpret dance: · make statements that describe what they perceive the dance to be about · make supported statements of interpretation by recognising dance components from the Levels 1 to 3 core content and making connections to their interpretation e.g. the dance is a welcoming dance because the dancers are performing waving movements that face the people they are welcoming, they have smiles on their faces and the words of the song they are dancing to are ‘welcome to my party’ · explore and share the types of recreational dance the students participate in within the community. The students may teach each other these dances.

Students may: Infer meaning from dance. · Interpret or state what a dance is about. · Support the interpretation with reference to identified movements e.g. the dance was a welcome dance because of the waving movements, shaking hands and happy faces. · Comment on other possible interpretations of the dance e.g. I think the dance is about happiness in the harvest season, but it could also be about growth because they repeat a movement that looks like it could be a wheat plant growing.