Introducing Victorian Curriculum The Arts – Dance 7-10

Session overview The Arts and Dance in the Victorian Curriculum Learning area, strand, content description, achievement standard, elaboration Working with the curriculum Dance overview: Choreography, Performance, Appreciation Making and Responding Artist and Audience Curriculum planning for Dance learning Transition from AusVELS or Australian Curriculum Planning resources and templates Partnerships, incursions, excursions and residencies

Victorian Curriculum F–10 Released in September 2015 as a central component of the Education State Provides a stable foundation for the development and implementation of whole-school teaching and learning programs Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standardsVictorian Curriculum F–10

Learning areas & Capabilities Victorian Curriculum F-10 is represented as a continuum of learning Capabilities Critical and Creative Thinking Ethical Intercultural Personal and Social Learning Areas The Arts Dance Drama Media Arts Music Visual Arts Visual Communication Design English Health and Physical Education The Humanities History Geography Civics and Citizenship Business and Economics Languages Mathematics Science Technologies Design and Technologies Digital Technologies

The Arts in the Victorian Curriculum 1 Learning Area with curriculum for six Arts disciplines: F-10 Dance, Drama, Media Arts, Music, Visual Arts 7-10 Visual Communication Design

Victorian Curriculum: The Arts Strands: explore & express/represent ideas practices present & perform respond & interpret Organising ideas: students learn as artist and as audience Students learn by making & responding +

Levels of achievement F The curriculum is represented on a continuum across 6 levels of achievement In The Arts, an achievement standard is provided for each band The Foundation (F) standard signifies the importance of The Arts in the early years of schooling A curriculum to support students with a disability is provided and this is know as Towards Foundation Levels A-D

Terminology Band/Level descriptions statements that provide an overview to the content descriptions and achievement standard within the level or band. Strands key organising elements within each curriculum area. Content descriptions specific and discrete information identifying what teachers are expected to teach and students are expected to learn. Elaborations non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity. Achievement standards statements that describe what students are typically able to understand, and are the basis for reporting student achievement.

Strands  The curriculum for each of the Arts disciplines uses a common structure with four interdependent strands, each involving making and responding  This structure provides flexibility for schools to develop learning programs that  Are continuous or non- continuous within a single discipline  Connect across learning areas or Arts disciplines Explore and Express Ideas Practices Respond and Interpret Present and Perform

Interdependent strands StrandExplore and Express Ideas Dance Practices Present and Perform Respond and Interpret … exploring and shaping ideas … use imagination and responses to stimulii … and dance they have viewed …... choreography, performance and appreciation …build their movement vocabu lary and practise, skills, techniques and processes … … using physical and expressive skills and techniques in performance to communicate ideas and intentions to an audience… … reflecting, questioning and analysing as choreographer, performer and audience … engage with dance from diverse cultures, times and locations …

Learning as artist and audience in Dance audiencechoreographer performer exploring movement possibilities, responding to stimulus, improvising, interpreting, learning dances developing skills & techniques viewing, performing, reflecting, analysing, evaluating,

Learning by making & responding students learn as artist and as audience through making and responding making is informed by responding & responding informs making

Exploring & expressing ideas imagining exploring possibilities visualising improvising innovating responding to stimulus: visual, audio, kinetic, written experimenting with techniques or materials manipulating elements, materials or conventions devising trialling shaping ideas

The elements of Dance Space Time Dynamics Relationships The elements of dance are used in combination to create and communicate ideas and intentions through dance Check the glossary for definitionsglossary

Practices ‘ways of doing’ in the Arts discipline or selected form, style, genre or tradition developing and extending skills applying conventions using materials, techniques and processes documenting, recording, notating, annotating reflecting, questioning, seeking and responding to feedback developing and extending a personal approach/aesthetic

Dance practices Choreography: the creative process of making dance Performing: practising, rehearsing, refining and applying physical and expressive techniques Appreciating: describing, explaining, evaluating and critically analysing their own dances and other dances they have viewed

Present and Perform making decisions about how work will be presented: designing the performance space (physical or virtual) situating work within a broader context Introducing work to an audience using performance or exhibition conventions applying stagecraft developing and using individual and ensemble/collaborative performance skills, techniques and practices communicating ideas and intentions to an audience

Respond and Interpret researching asking questions exploring ideas considering context seeking and responding to feedback using materials, skills, techniques and processes applying conventions analysing, evaluating, reflecting, refining

Using viewpoints to respond & interpret responses to ideas are informed by different viewpoints and these shift according to different experiences as choreographers, dancers and audiences, students ask and answer questions to consider the choreographers’ and dancers’ intentions and the audiences’ interpretations

Level v Year the curriculum should be regarded as a developmental continuum or progression of learning schools and teachers will make decisions about where on the continuum a learning program should focus, for example a learning program for students in year 7 who have never undertaken Dance education might begin with content from the Foundation level

Curriculum and Resources Curriculum 2016 school choice between AusVELS and Victoria Curriculum Victorian Curriculum from 2017 Resources General advice Specific curriculum advice evolving Bookmark and check for updates feedback and suggestions to or

Take the web tour Watch the videos: videos Overview Introduction Using the view and filter options

Making choices about teaching materials No specific materials or stimulus is stipulated in The Arts curriculum When the curriculum mentions ‘across a range of styles, forms’ etc. teachers have the opportunity to choose teaching resources or stimulus materials that are relevant for their students. For example, teachers can make choices to ensure students experience Arts practices typical of cultures that students identify with that reflect the culture practiced by the indigenous people of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community used by artists and arts organisations in the local community typical of selected styles or practitioners relevant to particular forms or ways of working

Developing Arts teaching and learning programs The common strand structure for each of the Arts discipline-specific curricula allows schools to continue to deliver The Arts through  learning programs that focus on one or more arts disciplines, for example, a junior secondary program where students complete a semester of learning in each Arts discipline over 2 years a performing arts program with dance, drama and music components a visual arts program that focuses on 2-d, 3-d and 4d forms a literacy program that draws on curriculum from English and Media Arts dance year 9-10 elective  Project-based learning where Arts learning is aligned to themes, other learning areas or capabilities or inquiry questions, for example work developed in other learning areas where an Arts form (film, play, song, dance) is used to communicate knowledge and understanding work developed with an artist-in-residence (physically or virtually) or local artist /s or arts organisation a celebration of school and community and identity expressed through dance, drama, media arts, music and visual arts presentations and performances created by the students in consultation with local Koorie elders and members of the community

What’s happening now? Is Dance part of the learning program at your schools? on the timetable in the co-curricular program an integral part of whole school events or projects Connected to dance in the community?

Curriculum mapping Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program. Instructions: viccurriculum/curriculumplanning.aspx Templates For each Arts discipline F

Guidelines for including the Arts in a whole-school curriculum plan F-2 At the Foundation stage (Prep–Year 2), schools focus on five curriculum areas: English, Mathematics, The Arts, Health and Physical Education and Personal and Social Capability’. (p. 19). At these levels, substantial attention should be paid to the Arts. 3-8 … an Arts program that in Years 3–4 includes all five Arts disciplines and at Years 5–6 and 7–8 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts. (p. 20) 9-10 … focuses on Pathways

Learning in Learning through Learning in an Arts discipline involves deep engagement with the practices of that discipline Learning through an Arts discipline involves using the practices, knowledge and understanding of that discipline to explore ideas or demonstrate knowledge and understanding in another field

Learning in Dance

Learning through Dance

Dance in The Arts & HPE Dance is in The Arts and in Health and Physical Education  The two curricula are complementary  Students make and perform dances in both learning areas  In the Arts, the focus is on the student as artist and audience and learning through choreography, performance and appreciation of dance and dance-making  In Health and PE, the focus is on rhythmic and expressive movement activities with an emphasis on dance as a lifelong physical activity and the development of movement skills, concepts and patterns Together, The Arts: Dance and HPE provide ways for students to develop personal and social skills and critically appraise cultural and social factors that shape their own identities, body and communities.

Digital devices, software and apps can be used to … ICT can support learning activities in Dance, such as … sharing recording documenting trialling analysing evaluating refining researching Using ICT to teach Dance choreograph present & perform appreciate

Discuss the opportunities provided by the Education State target for The Arts Education State goals, ambitions and targets Page 11:

Contacts Curriculum Manager: Performing Arts Helen Champion PH: