dance4p&p

= Dance - Grade 4 = = 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 || describe the importance of repetition in order to remember sequences of movement

participate consistently and actively in dance rehearsals

comply with direction and incorporate constructive feedback to improve

maintain learning logs to track their dance goals and progress || [grade 4-6: two separate LOs for performance and audience, as per grade 7?] || with teacher support, identify appropriate performance skills for a variety of performance situations (e.g., remaining focused, remaining out of sight prior to the performance, refraining from distracting or upstaging when not at the centre of “action”)
 * demonstrate performance skills appropriate to a given performance situation

stay on task during performance (e.g., not talking to / directing others)

reproduce choreographed movement from memory

recognize appropriate performance energy ||
 * demonstrate audience etiquette appropriate to a given situation || 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., energy, memory)
 * quality of the choreography in demonstrating specific elements of movement (e.g., levels, pathways, transitions)
 * whether or not the piece solved the assigned the task (e.g., portraying a character, interpreting a piece of music, following a rondo form)
 * 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 ||