Ways of working Knowledge and understanding Students are able to: Dance Dance involves using the human body to make decisions about arts elements, express ideas, considering specific languages and cultural protocols in relation audiences and specific purposes, by to specific style, function, audience and manipulating dance elements in purpose of arts works dance sequences. create and shape arts works by Genre-specific movements are used to manipulating arts elements to express create actions for dance sequences. meaning in different contexts Traditional and non-traditional performance modify and refine genre-specific arts areas are used to manipulate movement works, using interpretive and in space. technical skills Irregular and mixed metres are used to present arts works to particular audiences manipulate timing. for a specific purpose, style and function, Combinations of movement qualities are using genre-specific arts techniques, skills, used to manipulate energy. processes and cultural protocols Structuring devices, including identify risks and devise and apply safe embellishment, abstraction and variation practices forms, are used to organise movement. respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and language. Assessable elements Knowledge and understanding Creating Presenting Responding Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 9, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Research vocal choreography in popular dance, exploring key figures from the 1950s to the present day (including Cholly Atkins, Motown artists such as The Temptations, The Supremes, and boy and girl bands of other decades). Identify commercial uses of dance in the music industry, how it contributes to audience appeal and helps to market songs.
Ways of working Students are able to: make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works create and shape arts works by manipulating arts elements to express meaning in different contexts modify and refine genre-specific arts works, using interpretive and technical skills present arts works to particular audiences for a specific purpose, style and function, using genre-specific arts techniques, skills, processes and cultural protocols identify risks and devise and apply safe practices respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and language. Knowledge and understanding Dance Dance involves using the human body to express ideas, considering specific audiences and specific purposes, by manipulating dance elements in dance sequences. Genre-specific movements are used to create actions for dance sequences. Traditional and non-traditional performance areas are used to manipulate movement in space. Irregular and mixed metres are used to manipulate timing. Combinations of movement qualities are used to manipulate energy. Structuring devices, including embellishment, abstraction and variation forms, are used to organise movement. Assessable elements Knowledge and understanding Creating Presenting Responding Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 9, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Research vocal choreography in popular dance, exploring key figures from the 1950s to the present day (including Cholly Atkins, Motown artists such as The Temptations, The Supremes, and boy and girl bands of other decades). Identify commercial uses of dance in the music industry, how it contributes to audience appeal and helps to market songs.