dance5p&p

= Dance - Grade 5 = = 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 rehearsals

observe rehearsals they would normally be involved in (e.g., viewing video recording, sitting out to watch for a bit) to identify ways they can improve their personal contribution

comply with direction and incorporate constructive feedback to improve

maintain learning logs to monitor the rehearsal process (e.g., active participation in rehearsals, use of visualization) ||
 * demonstrate performance skills appropriate to a given performance situation || stay on task during performance (e.g., continue despite mistakes)

reproduce set movement with accuracy

demonstrate appropriate performance energy (e.g., stage presence, projection) ||
 * 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, active observation throughout the performance, appropriate body language, not interrupting 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 in reproducing choreography, ability to continue despite mistakes)
 * quality of the choreography in demonstrating specific elements of movement (e.g., formations, acceleration and deceleration, relaxation and tension, pathways)
 * 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 ||