dance6p&p

= Dance - Grade 6 = = Presentation and Performance =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// ||
 * Prescribed Learning Outcomes
 * rehearse dance for presentation || participate consistently and actively in rehearsals of their own and others’ compositions

comply with direction and incorporate constructive feedback to improve

use established criteria to assess their work in rehearsal by commenting on:
 * accuracy and clarity of set movement
 * what they liked (or were proud of), and supporting their opinion with details
 * what they would like to change or develop further, and supporting their opinion with details
 * what they learned

use the rehearsal process to revise their performances through teacher feedback and evaluation ||
 * demonstrate performance skills appropriate to specific performance situations || perform dance, reflecting the sense of feeling and mood in the choreography

reproduce set movement with accuracy and clarity

maintain set focal point during performance

demonstrate appropriate performance energy (e.g., stage presence, projection) ||
 * demonstrate audience etiquette appropriate to specific situations || behave appropriately as an audience member to express respect, appreciation, or enjoyment for a performance (e.g., clapping to show appreciation, watch quietly, concentrating on performance, appropriate body language, don’t interrupt the performance) ||
 * apply established criteria to analyse their own and others’ work || assess their work and that of their peers based on established criteria, and support their opinion with examples and details, by identifying:
 * quality in demonstrating specific performance skills (e.g., accuracy and clarity in reproducing choreography, maintaining set focal point)
 * quality of the choreography in demonstrating specific elements of movement (e.g., simple lifts, exits and entrances)
 * whether or not the performance solved the assigned the task (e.g., using a complex canon, responding to accented beats of the music)
 * the feeling and mood portrayed
 * what they liked (or were proud of)
 * what they would like to see changed or developed further
 * what they learned from the performance

communicate constructively and respectfully about the efforts and contributions of others in class dance activities ||

||
 * Dance |||||||| **Organisers**
 * **Kindergarten** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 1** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 2** || Creation & Composition || Elements of Dance || Context ||  Presentation & Performance ||
 * **Grade 3** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 4** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 5** ||  Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 6** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 7** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||