Years 5 to 6
The Arts
ASARTDANY56
Years 5 to 6 Dance Achievement Standard
6 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 6, students explain how the elements of dance are used in dance that they choreograph, perform and/or experience. They describe how dance from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. They describe how dance is used to continue and revitalise cultures.
Students use the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning. They demonstrate safe dance practice and use of technical, and expressive skills. They perform dances in informal and/or formal settings.
The 6 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 6, students explain how the elements of dance are used in dance that they choreograph, perform and/or experience.
Content descriptorAC9ADA6C01 Creating and making
manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring character and mood by experimenting with the elements of dance, developing ideas for a narrative dance such as retelling a story and combining ideas for each section of the story to structure the dance
- Elaboration exploring a stimulus or analysing other dances to devise a variety of movement possibilities, such as different ways to jump and land, roll and stand or spiral down to the ground, and then selecting, combining, arranging and refining the movements to structure a dance; for example, using some movements in a repeating section that alternates with contrasting sections
- Elaboration using Viewpoints to frame questions when reflecting on development of their dance, “How is the movement of the body used to represent a story, character or idea?”, “How can we use space, costume or multimedia to communicate meaning in this dance?”
- Elaboration creating a dance that focuses on use of technical and expressive skills such as control, coordination and balance
- Elaboration creating a dance that explores a theme or an issue such as a theme from a known text or an issue relating to sustainable ways of living
Content descriptorAC9ADA6E01 Exploring and responding
explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration exploring how dances they experience use the elements of dance and choreographic devices such as repetition, unison or contrast; for example, exploring culturally specific dance from a country or region in Asia, or dance on screen
- Elaboration seeking feedback about how ideas in a dance were perceived/understood by the audience; for example, checking how the audience interpreted movements such as stop and start/percussive arm and upper body movements intended to express basketball actions in a game, or rhythmic and accented movement intended to express the passage of time, or the actions of a clock
- Elaboration discussing the purpose of movements, elements of dance, production elements, technical and expressive skills, such as use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- Elaboration asking questions based on Viewpoints to explore similarities and differences in ways that choreographers or performers and audiences experience/respond to aspects of a dance; for example, “How were elements of dance used to communicate the main idea in the dance?”, “How was your mood changed by this dance?” and developing and asking questions that refer to energy, shape, tempo or use of production elements such as props or music
- Elaboration exploring how dance is used to communicate cultural traditions; for example, considering dance from a country or region in Asia and asking, “What stories, narratives or ways of being and doing does this dance reflect?”, “Is this dance communicating something about the culture where it originated that we can’t learn any other way?”, “How is this dance evolving over time? For example, are costumes now made from different materials?”
Content descriptorAC9ADA6P01 Presenting and performing
practise and perform dances using technical and expressive skills in informal and/or formal settings
Elaborations (4)
- Elaboration rehearsing and performing a range of learnt dance and/or dance they have choreographed with an awareness of how they are working within their body capabilities and applying technical and expressive skills
- Elaboration using specific technical and expressive skills in their performance to communicate ideas, perspectives and/or meaning to the audience; for example, creating tension through use of a series of slow, controlled movements performed with neutral (blank) facial expressions
- Elaboration presenting dances, using production elements such as music, costumes and props where appropriate to enhance different contexts; for example, using traditional music when performing dances with representatives of the cultural group from the community
- Elaboration using questions based on Viewpoints such as questions about forms and elements to reflect on their performance; for example, “How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness?”, “What relationship are you aiming to create between the dancers and the audience?”
They describe how dance from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning.
Content descriptorAC9ADA6E01 Exploring and responding
explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration exploring how dances they experience use the elements of dance and choreographic devices such as repetition, unison or contrast; for example, exploring culturally specific dance from a country or region in Asia, or dance on screen
- Elaboration seeking feedback about how ideas in a dance were perceived/understood by the audience; for example, checking how the audience interpreted movements such as stop and start/percussive arm and upper body movements intended to express basketball actions in a game, or rhythmic and accented movement intended to express the passage of time, or the actions of a clock
- Elaboration discussing the purpose of movements, elements of dance, production elements, technical and expressive skills, such as use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- Elaboration asking questions based on Viewpoints to explore similarities and differences in ways that choreographers or performers and audiences experience/respond to aspects of a dance; for example, “How were elements of dance used to communicate the main idea in the dance?”, “How was your mood changed by this dance?” and developing and asking questions that refer to energy, shape, tempo or use of production elements such as props or music
- Elaboration exploring how dance is used to communicate cultural traditions; for example, considering dance from a country or region in Asia and asking, “What stories, narratives or ways of being and doing does this dance reflect?”, “Is this dance communicating something about the culture where it originated that we can’t learn any other way?”, “How is this dance evolving over time? For example, are costumes now made from different materials?”
Content descriptorAC9ADA6E02 Exploring and responding
explore the ways that First Nations Australians use dance to continue and revitalise cultures
Elaborations (5)
- Elaboration exploring, using resources created or co-created by First Nations Australians, how and why cultural expressions are critical for sharing continuing or revitalising cultures
- Elaboration investigating how meaning and purpose are communicated in dance choreographed and/or performed by First Nations Australians; for example, observing how movements are used to share cultural knowledge with the broader community in a dance performed at a community event, or using resources created or co-created by First Nations Australians
- Elaboration experiencing how First Nations Australians’ telling of ways stories and ideas communicate connection to and responsibility for Country/Place; for example, exploring how dance communicates knowledge about weather events or knowledge of sustainable practices for caring for land, sea, sky and waterway
- Elaboration using Viewpoints to develop questions to build understanding about First Nations Australians’ dances and exploring what they could investigate further, such as “What do I already know about this dance practice?”, “What do I need to learn to have a better understanding?”, “What knowledge can I share with others?”, “What questions would I ask the dancers about this performance?”
- Elaboration exploring how dances that tell stories maintain culture; for example, narrative dances that communicate knowledge about sustainable approaches to locating and gathering food or stories about how places got their names
They describe how dance is used to continue and revitalise cultures.
Content descriptorAC9ADA6E02 Exploring and responding
explore the ways that First Nations Australians use dance to continue and revitalise cultures
Elaborations (5)
- Elaboration exploring, using resources created or co-created by First Nations Australians, how and why cultural expressions are critical for sharing continuing or revitalising cultures
- Elaboration investigating how meaning and purpose are communicated in dance choreographed and/or performed by First Nations Australians; for example, observing how movements are used to share cultural knowledge with the broader community in a dance performed at a community event, or using resources created or co-created by First Nations Australians
- Elaboration experiencing how First Nations Australians’ telling of ways stories and ideas communicate connection to and responsibility for Country/Place; for example, exploring how dance communicates knowledge about weather events or knowledge of sustainable practices for caring for land, sea, sky and waterway
- Elaboration using Viewpoints to develop questions to build understanding about First Nations Australians’ dances and exploring what they could investigate further, such as “What do I already know about this dance practice?”, “What do I need to learn to have a better understanding?”, “What knowledge can I share with others?”, “What questions would I ask the dancers about this performance?”
- Elaboration exploring how dances that tell stories maintain culture; for example, narrative dances that communicate knowledge about sustainable approaches to locating and gathering food or stories about how places got their names
Students use the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning.
Content descriptorAC9ADA6C01 Creating and making
manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring character and mood by experimenting with the elements of dance, developing ideas for a narrative dance such as retelling a story and combining ideas for each section of the story to structure the dance
- Elaboration exploring a stimulus or analysing other dances to devise a variety of movement possibilities, such as different ways to jump and land, roll and stand or spiral down to the ground, and then selecting, combining, arranging and refining the movements to structure a dance; for example, using some movements in a repeating section that alternates with contrasting sections
- Elaboration using Viewpoints to frame questions when reflecting on development of their dance, “How is the movement of the body used to represent a story, character or idea?”, “How can we use space, costume or multimedia to communicate meaning in this dance?”
- Elaboration creating a dance that focuses on use of technical and expressive skills such as control, coordination and balance
- Elaboration creating a dance that explores a theme or an issue such as a theme from a known text or an issue relating to sustainable ways of living
Content descriptorAC9ADA6D01 Developing practices and skills
develop and practise technical and expressive skills using safe dance practice and the elements of dance
Elaborations (4)
- Elaboration improvising new movement to communicate ideas in response to stimulus; for example, exploring how they can use different body parts, zones, bases and elements of dance to communicate/represent ideas about overcrowded cities; for example, groups of dancers in close proximity to each other
- Elaboration developing technical and expressive skills to refine their execution of fundamental movements such as galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding or collapsing
- Elaboration developing expressive skills of focus, clarity of the movement, confidence and facial expression/character
- Elaboration exploring an element of dance; for example, experimenting with shapes and considering ideas such as positive and negative space or use of contrasting dynamics
They demonstrate safe dance practice and use of technical, and expressive skills.
Content descriptorAC9ADA6C01 Creating and making
manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring character and mood by experimenting with the elements of dance, developing ideas for a narrative dance such as retelling a story and combining ideas for each section of the story to structure the dance
- Elaboration exploring a stimulus or analysing other dances to devise a variety of movement possibilities, such as different ways to jump and land, roll and stand or spiral down to the ground, and then selecting, combining, arranging and refining the movements to structure a dance; for example, using some movements in a repeating section that alternates with contrasting sections
- Elaboration using Viewpoints to frame questions when reflecting on development of their dance, “How is the movement of the body used to represent a story, character or idea?”, “How can we use space, costume or multimedia to communicate meaning in this dance?”
- Elaboration creating a dance that focuses on use of technical and expressive skills such as control, coordination and balance
- Elaboration creating a dance that explores a theme or an issue such as a theme from a known text or an issue relating to sustainable ways of living
Content descriptorAC9ADA6D01 Developing practices and skills
develop and practise technical and expressive skills using safe dance practice and the elements of dance
Elaborations (4)
- Elaboration improvising new movement to communicate ideas in response to stimulus; for example, exploring how they can use different body parts, zones, bases and elements of dance to communicate/represent ideas about overcrowded cities; for example, groups of dancers in close proximity to each other
- Elaboration developing technical and expressive skills to refine their execution of fundamental movements such as galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding or collapsing
- Elaboration developing expressive skills of focus, clarity of the movement, confidence and facial expression/character
- Elaboration exploring an element of dance; for example, experimenting with shapes and considering ideas such as positive and negative space or use of contrasting dynamics
Content descriptorAC9ADA6P01 Presenting and performing
practise and perform dances using technical and expressive skills in informal and/or formal settings
Elaborations (4)
- Elaboration rehearsing and performing a range of learnt dance and/or dance they have choreographed with an awareness of how they are working within their body capabilities and applying technical and expressive skills
- Elaboration using specific technical and expressive skills in their performance to communicate ideas, perspectives and/or meaning to the audience; for example, creating tension through use of a series of slow, controlled movements performed with neutral (blank) facial expressions
- Elaboration presenting dances, using production elements such as music, costumes and props where appropriate to enhance different contexts; for example, using traditional music when performing dances with representatives of the cultural group from the community
- Elaboration using questions based on Viewpoints such as questions about forms and elements to reflect on their performance; for example, “How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness?”, “What relationship are you aiming to create between the dancers and the audience?”
They perform dances in informal and/or formal settings.
Content descriptorAC9ADA6P01 Presenting and performing
practise and perform dances using technical and expressive skills in informal and/or formal settings
Elaborations (4)
- Elaboration rehearsing and performing a range of learnt dance and/or dance they have choreographed with an awareness of how they are working within their body capabilities and applying technical and expressive skills
- Elaboration using specific technical and expressive skills in their performance to communicate ideas, perspectives and/or meaning to the audience; for example, creating tension through use of a series of slow, controlled movements performed with neutral (blank) facial expressions
- Elaboration presenting dances, using production elements such as music, costumes and props where appropriate to enhance different contexts; for example, using traditional music when performing dances with representatives of the cultural group from the community
- Elaboration using questions based on Viewpoints such as questions about forms and elements to reflect on their performance; for example, “How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness?”, “What relationship are you aiming to create between the dancers and the audience?”
This achievement standard describes the expected learning for Years 5 to 6 Dance. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Dance | 1 | 5 |
| Developing practices and skills | Dance | 1 | 4 |
| Exploring and responding | Dance | 2 | 10 |
| Presenting and performing | Dance | 1 | 4 |
| Total | 5 | 23 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Dance?
By the end of Year 6, students explain how the elements of dance are used in dance that they choreograph, perform and/or experience. They describe how dance from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. Read the full standard
How many Content Descriptors support this standard?
5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).
How does this compare to Years 3 to 4?
The Years 3 to 4 Dance standard (ASARTDANY34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.