Years 7 to 8 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 8, students analyse how the elements of dance, choreographic devices and/or production elements are manipulated in dance they create and/or experience. They evaluate the ways that dance works and/or performances in a range of styles and/or from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning. They describe respectful approaches to creating, performing and/or responding to dance.
Students manipulate the elements of dance and choreographic devices to choreograph dance that communicate ideas, perspectives and/or meanings. They demonstrate safe dance practice when choreographing and performing dance. They employ technical and expressive skills and, as appropriate, genre- or style-specific techniques when performing dances for audiences.
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 8, students analyse how the elements of dance, choreographic devices and/or production elements are manipulated in dance they create and/or experience.
Content descriptorAC9ADA8C01 Creating and making
choreograph dance by selecting and manipulating elements of dance and choreographic devices to communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring ways to use elements of dance and choreographic devices to portray characters and stories respectfully and empathetically
- Elaboration experimenting with ways to use the elements of dance and choreographic devices to represent ideas about themes or issues such as social relationships through dance; for example, through improvisation
- Elaboration selecting movements from an improvisation, such as an improvisation focusing on communication of mood or emotion, and organising it for use in a music video or as short phrases that participants in an immersive experience such as VR can use
- Elaboration selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast, and choreographic forms such as binary, ternary and narrative
- Elaboration analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, video or audio recordings, securing permission where appropriate
Content descriptorAC9ADA8D02 Developing practices and skills
reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive skills
Elaborations (3)
- Elaboration reflecting on how they have used or extended their movement vocabulary and considering options for further development
- Elaboration evaluating influences on their own performance or choreography; for example, using a journal to document interesting examples of how others use an element of dance or genre- or style-specific techniques, and considering how to use these ideas in their own choreography or performance
- Elaboration reflecting on feedback from peers who have observed a workshop or a rehearsal and using ideas from the feedback/reflection to refine dance; for example, use of technical and expressive skills or a choreographic device
Content descriptorAC9ADA8E01 Exploring and responding
investigate ways that dance works, performers and/or choreographers across cultures, times, places and/or other contexts use the elements of dance, choreographic devices and/or production elements to communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration analysing dances from a range of times and locations, such as dances from times they are studying in History or dance from a country or region in Asia, and considering how a single realistic movement can be manipulated from representational to symbolic (literal to abstract)
- Elaboration investigating the development of dance styles in different artistic, social, environmental, historical or cultural contexts; for example, identifying the distinguishing stylistic features of dances in a range of styles or from a range of times or places, and considering how these can inform their choreography
- Elaboration using Viewpoints to explore questions such as “What was the choreographer’s intention for this dance?”, “What ideas did you think the dance expressed?”
- Elaboration comparing use of one or more elements of dance and/or choreographic devices such as repetition in dances from a range of genres/styles, cultures, times and/or places; for example, dances from a range of cultures or countries in Asia
- Elaboration investigating how digital tools and use of immersive technologies such as virtual reality (VR) are influencing choreography, performance or use of production elements
They evaluate the ways that dance works and/or performances in a range of styles and/or from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning.
Content descriptorAC9ADA8C02 Creating and making
apply technical and expressive skills and/or genre- or style-specific techniques to communicate ideas, perspectives and/or meaning
Elaborations (3)
- Elaboration applying technical skills such as strength, balance or coordination to intensify communication of mood/atmosphere in a dance they are choreographing and/or performing
- Elaboration responding to feedback to enhance communication of choreographic intent to the audience; for example, by refining use of technical skills such as accuracy or flexibility
- Elaboration using questions based on Viewpoints to evaluate clarity of movement, projection, focus and musicality when preparing for a performance, and using video to evaluate and refine spatial placement or articulation
Content descriptorAC9ADA8D02 Developing practices and skills
reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive skills
Elaborations (3)
- Elaboration reflecting on how they have used or extended their movement vocabulary and considering options for further development
- Elaboration evaluating influences on their own performance or choreography; for example, using a journal to document interesting examples of how others use an element of dance or genre- or style-specific techniques, and considering how to use these ideas in their own choreography or performance
- Elaboration reflecting on feedback from peers who have observed a workshop or a rehearsal and using ideas from the feedback/reflection to refine dance; for example, use of technical and expressive skills or a choreographic device
Content descriptorAC9ADA8E01 Exploring and responding
investigate ways that dance works, performers and/or choreographers across cultures, times, places and/or other contexts use the elements of dance, choreographic devices and/or production elements to communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration analysing dances from a range of times and locations, such as dances from times they are studying in History or dance from a country or region in Asia, and considering how a single realistic movement can be manipulated from representational to symbolic (literal to abstract)
- Elaboration investigating the development of dance styles in different artistic, social, environmental, historical or cultural contexts; for example, identifying the distinguishing stylistic features of dances in a range of styles or from a range of times or places, and considering how these can inform their choreography
- Elaboration using Viewpoints to explore questions such as “What was the choreographer’s intention for this dance?”, “What ideas did you think the dance expressed?”
- Elaboration comparing use of one or more elements of dance and/or choreographic devices such as repetition in dances from a range of genres/styles, cultures, times and/or places; for example, dances from a range of cultures or countries in Asia
- Elaboration investigating how digital tools and use of immersive technologies such as virtual reality (VR) are influencing choreography, performance or use of production elements
Content descriptorAC9ADA8E02 Exploring and responding
investigate the diversity of dance choreographed and/or performed by First Nations Australians considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
Elaborations (4)
- Elaboration exploring information about Indigenous Cultural and Intellectual Property rights that is available to help dance practitioners understand how to make ethical choices; for example, asking questions such as “Who created this dance or these movements?”
- Elaboration using and annotating a map of First Nations Australian language groups to identify where First Nations Australian choreographers and/or performers are working and provide short descriptions of the dance they are choreographing and/or performing
- Elaboration analysing how linear and non-linear narrative is used in specific examples of dance choreographed and/or performed by First Nations Australians to explore issues such as relationships, identity or empathy
- Elaboration investigating an example of cultural appropriation where it has been found that First Nations Australian Indigenous Cultural and Intellectual Property rights have been denied and identifying how this situation could have been approached respectfully; for example, a situation where a choreographer has used movement vocabulary that carries cultural knowledge without permission from the knowledge holders
They describe respectful approaches to creating, performing and/or responding to dance.
Content descriptorAC9ADA8E02 Exploring and responding
investigate the diversity of dance choreographed and/or performed by First Nations Australians considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
Elaborations (4)
- Elaboration exploring information about Indigenous Cultural and Intellectual Property rights that is available to help dance practitioners understand how to make ethical choices; for example, asking questions such as “Who created this dance or these movements?”
- Elaboration using and annotating a map of First Nations Australian language groups to identify where First Nations Australian choreographers and/or performers are working and provide short descriptions of the dance they are choreographing and/or performing
- Elaboration analysing how linear and non-linear narrative is used in specific examples of dance choreographed and/or performed by First Nations Australians to explore issues such as relationships, identity or empathy
- Elaboration investigating an example of cultural appropriation where it has been found that First Nations Australian Indigenous Cultural and Intellectual Property rights have been denied and identifying how this situation could have been approached respectfully; for example, a situation where a choreographer has used movement vocabulary that carries cultural knowledge without permission from the knowledge holders
Students manipulate the elements of dance and choreographic devices to choreograph dance that communicate ideas, perspectives and/or meanings.
Content descriptorAC9ADA8C01 Creating and making
choreograph dance by selecting and manipulating elements of dance and choreographic devices to communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring ways to use elements of dance and choreographic devices to portray characters and stories respectfully and empathetically
- Elaboration experimenting with ways to use the elements of dance and choreographic devices to represent ideas about themes or issues such as social relationships through dance; for example, through improvisation
- Elaboration selecting movements from an improvisation, such as an improvisation focusing on communication of mood or emotion, and organising it for use in a music video or as short phrases that participants in an immersive experience such as VR can use
- Elaboration selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast, and choreographic forms such as binary, ternary and narrative
- Elaboration analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, video or audio recordings, securing permission where appropriate
Content descriptorAC9ADA8D01 Developing practices and skills
develop safe dance practice and use of expressive and technical skills and, as appropriate, genre- or style-specific techniques
Elaborations (3)
- Elaboration developing dance skills and style-specific techniques; for example, experimenting to extend their own movement vocabulary by improvising using movements and techniques from diverse dance styles
- Elaboration exploring how expressive skills can be used to communicate ideas; for example, using gesture or facial expression to communicate relationships or emotions
- Elaboration extending technical competence such as control, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving, in response to self, peer and/or teacher feedback
Content descriptorAC9ADA8D02 Developing practices and skills
reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive skills
Elaborations (3)
- Elaboration reflecting on how they have used or extended their movement vocabulary and considering options for further development
- Elaboration evaluating influences on their own performance or choreography; for example, using a journal to document interesting examples of how others use an element of dance or genre- or style-specific techniques, and considering how to use these ideas in their own choreography or performance
- Elaboration reflecting on feedback from peers who have observed a workshop or a rehearsal and using ideas from the feedback/reflection to refine dance; for example, use of technical and expressive skills or a choreographic device
Content descriptorAC9ADA8E01 Exploring and responding
investigate ways that dance works, performers and/or choreographers across cultures, times, places and/or other contexts use the elements of dance, choreographic devices and/or production elements to communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration analysing dances from a range of times and locations, such as dances from times they are studying in History or dance from a country or region in Asia, and considering how a single realistic movement can be manipulated from representational to symbolic (literal to abstract)
- Elaboration investigating the development of dance styles in different artistic, social, environmental, historical or cultural contexts; for example, identifying the distinguishing stylistic features of dances in a range of styles or from a range of times or places, and considering how these can inform their choreography
- Elaboration using Viewpoints to explore questions such as “What was the choreographer’s intention for this dance?”, “What ideas did you think the dance expressed?”
- Elaboration comparing use of one or more elements of dance and/or choreographic devices such as repetition in dances from a range of genres/styles, cultures, times and/or places; for example, dances from a range of cultures or countries in Asia
- Elaboration investigating how digital tools and use of immersive technologies such as virtual reality (VR) are influencing choreography, performance or use of production elements
They demonstrate safe dance practice when choreographing and performing dance.
Content descriptorAC9ADA8C01 Creating and making
choreograph dance by selecting and manipulating elements of dance and choreographic devices to communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring ways to use elements of dance and choreographic devices to portray characters and stories respectfully and empathetically
- Elaboration experimenting with ways to use the elements of dance and choreographic devices to represent ideas about themes or issues such as social relationships through dance; for example, through improvisation
- Elaboration selecting movements from an improvisation, such as an improvisation focusing on communication of mood or emotion, and organising it for use in a music video or as short phrases that participants in an immersive experience such as VR can use
- Elaboration selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast, and choreographic forms such as binary, ternary and narrative
- Elaboration analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, video or audio recordings, securing permission where appropriate
Content descriptorAC9ADA8C02 Creating and making
apply technical and expressive skills and/or genre- or style-specific techniques to communicate ideas, perspectives and/or meaning
Elaborations (3)
- Elaboration applying technical skills such as strength, balance or coordination to intensify communication of mood/atmosphere in a dance they are choreographing and/or performing
- Elaboration responding to feedback to enhance communication of choreographic intent to the audience; for example, by refining use of technical skills such as accuracy or flexibility
- Elaboration using questions based on Viewpoints to evaluate clarity of movement, projection, focus and musicality when preparing for a performance, and using video to evaluate and refine spatial placement or articulation
Content descriptorAC9ADA8D01 Developing practices and skills
develop safe dance practice and use of expressive and technical skills and, as appropriate, genre- or style-specific techniques
Elaborations (3)
- Elaboration developing dance skills and style-specific techniques; for example, experimenting to extend their own movement vocabulary by improvising using movements and techniques from diverse dance styles
- Elaboration exploring how expressive skills can be used to communicate ideas; for example, using gesture or facial expression to communicate relationships or emotions
- Elaboration extending technical competence such as control, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving, in response to self, peer and/or teacher feedback
Content descriptorAC9ADA8D02 Developing practices and skills
reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive skills
Elaborations (3)
- Elaboration reflecting on how they have used or extended their movement vocabulary and considering options for further development
- Elaboration evaluating influences on their own performance or choreography; for example, using a journal to document interesting examples of how others use an element of dance or genre- or style-specific techniques, and considering how to use these ideas in their own choreography or performance
- Elaboration reflecting on feedback from peers who have observed a workshop or a rehearsal and using ideas from the feedback/reflection to refine dance; for example, use of technical and expressive skills or a choreographic device
Content descriptorAC9ADA8P01 Presenting and performing
rehearse and perform dance for audiences, using technical and expressive skills and, as appropriate genre- or style-specific techniques
Elaborations (5)
- Elaboration planning effective use of available performance spaces during rehearsals
- Elaboration using production elements such as projection, soundscape, music, special effects or voice-overs to share key ideas or information about the creative intention of the dance with the audience
- Elaboration using technical and expressive skills and, as appropriate, genre- or style-specific techniques when performing dance they have learnt and/or choreographed
- Elaboration using rehearsal strategies or techniques such as spotting to enhance confidence, clarity of movement, projection, focus and musicality in performance
- Elaboration introducing their dance to an audience; for example, in a program note or voice-over that uses descriptive style-specific dance terminology
They employ technical and expressive skills and, as appropriate, genre- or style-specific techniques when performing dances for audiences.
Content descriptorAC9ADA8C02 Creating and making
apply technical and expressive skills and/or genre- or style-specific techniques to communicate ideas, perspectives and/or meaning
Elaborations (3)
- Elaboration applying technical skills such as strength, balance or coordination to intensify communication of mood/atmosphere in a dance they are choreographing and/or performing
- Elaboration responding to feedback to enhance communication of choreographic intent to the audience; for example, by refining use of technical skills such as accuracy or flexibility
- Elaboration using questions based on Viewpoints to evaluate clarity of movement, projection, focus and musicality when preparing for a performance, and using video to evaluate and refine spatial placement or articulation
Content descriptorAC9ADA8D01 Developing practices and skills
develop safe dance practice and use of expressive and technical skills and, as appropriate, genre- or style-specific techniques
Elaborations (3)
- Elaboration developing dance skills and style-specific techniques; for example, experimenting to extend their own movement vocabulary by improvising using movements and techniques from diverse dance styles
- Elaboration exploring how expressive skills can be used to communicate ideas; for example, using gesture or facial expression to communicate relationships or emotions
- Elaboration extending technical competence such as control, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving, in response to self, peer and/or teacher feedback
Content descriptorAC9ADA8D02 Developing practices and skills
reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive skills
Elaborations (3)
- Elaboration reflecting on how they have used or extended their movement vocabulary and considering options for further development
- Elaboration evaluating influences on their own performance or choreography; for example, using a journal to document interesting examples of how others use an element of dance or genre- or style-specific techniques, and considering how to use these ideas in their own choreography or performance
- Elaboration reflecting on feedback from peers who have observed a workshop or a rehearsal and using ideas from the feedback/reflection to refine dance; for example, use of technical and expressive skills or a choreographic device
Content descriptorAC9ADA8P01 Presenting and performing
rehearse and perform dance for audiences, using technical and expressive skills and, as appropriate genre- or style-specific techniques
Elaborations (5)
- Elaboration planning effective use of available performance spaces during rehearsals
- Elaboration using production elements such as projection, soundscape, music, special effects or voice-overs to share key ideas or information about the creative intention of the dance with the audience
- Elaboration using technical and expressive skills and, as appropriate, genre- or style-specific techniques when performing dance they have learnt and/or choreographed
- Elaboration using rehearsal strategies or techniques such as spotting to enhance confidence, clarity of movement, projection, focus and musicality in performance
- Elaboration introducing their dance to an audience; for example, in a program note or voice-over that uses descriptive style-specific dance terminology
This achievement standard describes the expected learning for Years 7 to 8 Dance. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Dance | 2 | 8 |
| Developing practices and skills | Dance | 2 | 6 |
| Exploring and responding | Dance | 2 | 9 |
| Presenting and performing | Dance | 1 | 5 |
| Total | 7 | 28 | |