Movement and dance roots can be traced back to over 3000 years ago. Movement and dance still remain one of the most expressive forms of communication that we know (Adshead-Lansdale, & Layson 2006; Dance Facts 2015). This communication of body movement is generally positive, expressing elements of unity, love and happiness. Dance also helps develop our dynamics of movement, spatial range and physical coordination (Schwartz 1995).
This is perhaps the reason why we dance from a very young age. As children develop a repertoire of movements, they start to enact them when they hear music. Furthermore, psychologists believe there is a close connection between developing body movement and realising our cognitive talents (Gardner 2011). It is therefore refreshing to find that the Australian Curriculum has ‘dance’ as a subject in the arts domain (ACARA 2015). However, dance is not recognised as a subject as such in the AusVELS curriculum. Dance is under the umbrella of the arts in the AusVELS curriculum (AusVELS 2015). This means that AusVELS does not have the breadth and depth of the Australian Curriculum.
For example, look at the following comparison.
One of the content descriptors in the Australian Curriculum states that students from foundation to year two, respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACARA 2015). This is also linked with ethical and cultural understanding, which is paramount in modern Australia.
In AusVELS (2015), students in levels one and two only, use the whole body or body parts to improvise movements matching sounds or the movement characteristics of particular animals.
Therefore, our group presentation and this report focused on the achievement standards of the Australian Curriculum.
Our group presentation has some elements of dance that could be used in the curriculum. There is also a wide range of music genres (see Genre/Style) that could be used in classrooms to teach different elements of dance.
The chorus (Wonky Donkey) in the presentation would be ideal to teach a bluegrass, country style of dance. For foundation to year two, students experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances (ACARA 2015). This means early learners could explore and respond to the song and then create their own choreographed movements. Click on the image on the right for an example of this.
There is also a terrific example of contemporary Latin dance in the presentation. This is a more challenging style of dance and would suit students in years nine and ten. The year nine and ten achievement standard states that students choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style (ACARA 2015). It’s important for teachers to keep students engaged by setting tasks that are in their zone of proximal development (Vygotsky 1978).
Another dance segment in our group presentation involved a drinking song. Specifically, ‘What do you do with a Drunken Sailor?’ This song would be suitable for years three and four. One content descriptor states that students improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices (ACARA 2015). Students could respond to the presentation video by practicing the same choreography and then make their own.
References
ACARA. (2015). Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#levelF.
Adshead-Lansdale, J., & Layson J. (2006). Dance history: an introduction. London: Routledge.
AusVELS. (2015). The Arts. Retrieved from: http://ausvels.vcaa.vic.edu.au/The-Arts/Curriculum.
Dance Facts. (2015). History of Dance. Retrieved from: http://www.dancefacts.net/dance-history/history-of-dance/
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences(3rd ed). New York, NY: Basic Books.
Schwartz, P. (1995). Laban movement analysis: Theory and application. The Journal of Physical Education, Recreation & Dance, 66(2) 25-6.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
YouTube. (2015). Wonky Donkey. Retrieved from: https://www.youtube.com/watch?v=kD3fMjl8tnM.