nidalearnsmusicdance - Tumblr blog

[nidalearnsmusicdance]

What are the Foundations of Primary Dance ?

My name is Nida Parveen, and I am a student studying Curriculum studies- Teaching Creative Arts ll & EC Arts. Through this blog post, I will explore, learn, and bring forth the importance of Dance in the Creative Arts curriculum in the Primary school setting.

I have danced in my school life on various occasions but was never professionally trained. I have danced to Indian classical music and multiple dances that I didn’t even know had names. They were some of the joint creations with my friends or the copy of the dance videos we watched on TV. I am excited to learn and attain in-depth knowledge of Dance and music then teach it to my students to achieve my goal.

First, let’s get familiar with what Dance is all about and the foundations of Dance in the curriculum in the Primary school setting.

What is Dance? How is Dance used as a core part of the Australian Curriculum and NSW Curriculum under Creative Arts?

Dance involves the fundamental movement skills of the body. The movement begins from birth to communicate the needs, then to interpret ideas, expressions, and later it becomes the social language to communicate. In Dance, we use the body as a tool to communicate and express meaning through purposeful movement. The practice of Dance involves choreography, performance, appreciation, and response to dance and dance making.

Australian Curriculum, Assessment and Reporting Authority (ACARA) and NSW curriculum considers Dance

- a vital component of Creative Arts.

-provides opportunities for stimulating and rewarding students.

-promotes the use of the body in a safe way to explore, create, express, and perform provides the ideal medium to achieve the outcomes and content descriptions in the curriculum.

What are the Foundations of Dance in Primary Creative Arts?

The foundation of Dance is based on the three components:

Learning in Dance -It consists of ideas, content, learning, elements, skills, and processes that can help you in developing your understanding/teaching confidence in creative arts. Dance and to follow that the body is an instrument of expression to communicate and express meaning. It includes teaching activities, strategies, and warmups. Learning in Dance involves students exploring elements, skills, and processes through the integrated practices of choreography, performance, and appreciation.

Making in Dance- Making in Dance involves students improvising, choreographing, comparing and contrasting, refining, interpreting, practicing, rehearsing, and performing.

Responding in Dance- Responding in Dance is about students appreciating their own and others’ Dance works by viewing, describing, reflecting on, analysing, appreciating, and evaluating.

According to the Australian Curriculum Assessment and Reporting Authority (ACARA), the content description and Achievement standards for Dance based on the Year Levels are as follows:

Content Description: Foundation-Year 2

-Explore, improvise, and organise ideas to make dance sequences using the elements of Dance.

-Use fundamental movement skills to develop technical skills when practising dance sequences.

-Present Dance that communicates ideas to an audience, including Dance used by cultural groups in the community.

-Respond to dance and consider where and why people dance, starting with dances from Australia, including dances of Aboriginal and Torres Strait Islander Peoples.

Achievement Standards: Foundation- Yr 2

Students use the elements of Dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.

Content Description: Year 3-4

-Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices.

-Practise technical skills safely in fundamental movements.

-Perform dances using expressive skills to communicate ideas, including telling cultural or community stories.

-Identify how the elements of dance and production express ideas in Dance they make, perform and experience as an audience, including exploration of Aboriginal and Torres Strait Islander dance.

Achievement standards: Year 3-4

Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.

Content Description: Year 5-6

-Explore movement and choreographic devices using the elements of Dance to choreograph dances that communicate meaning.

-Develop technical and expressive skills in fundamental movements, including body control, accuracy, alignment, strength, balance, and coordination.

-Perform Dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community

-Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural, and historical contexts, including Aboriginal and Torres Strait Islander Dance

Achievement standards: Year5-6

Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.

The above curriculum will be used in planning and assessing the Dance of the students at various levels.