Justification

Justification:

Effective arts education fosters development of student’s imagination and enables us to reach our creative and intellectual potential (Australian Curriculum, Assessment and Reporting Authority, 2022; Martin et al., 2013). It plays a significant role in promoting creativity, innovation, cultural appreciation and developing strong personal values and enables students to become confident and creative learners who are equipped with necessary skills for a rapidly changing world (Ewing, 2020). Further, participating in quality art experiences and practises enriches our social and emotional wellbeing and plays a major role in the development of expressions of diverse cultures and communities (Australian Curriculum, Assessment and Reporting Authority, 2022). Goal two of the Alice Springs (Mparntwe) Education Declaration is that all young Australians become confident and creative individuals, successful lifelong learners and active and informed members of the community (Australian Government Department of Education, 2020). The inclusion of arts within the Australian Curriculum is essential for achieving this goal.

The learning package has been designed to engage year six students in rich, meaningful Arts experiences that reflect the core purposes of The Arts, specifically dance. It focuses on developing students body awareness, technical and expressive skills and encourages active participation as dancers, choreographers and audiences to enhance their social and emotional wellbeing, in line with the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2022).

Within this digital resource package is a 3-lesson sequence with key activities and teaching resources. The sequence focuses on developing student identity by guiding students through the creation of a choreographed dance, specifically focusing on planning. It provides multiple opportunities for formative assessment before the summative assessment: the performance of a self-choreographed dance of an animal that best represents/aligns with their identity.

In lesson one of the sequence students explore culturally diverse examples of animal- inspired dance, identify an animal that reflects aspects of their personality and identify key movement patterns for their animal. Lesson two of the sequence focuses on students exploring the elements of dance through active participation and then applying learnt concepts about the elements to the choreography of their dance. The third lesson within the sequence then focuses on developing students’ ability to create a dance map for their created dance and further develop their choreography.

The lesson sequence is designed to include a variety of pedagogical approaches and strategies which support differentiation including gamification (Simon Says), explicit teaching strategies including scaffolding and modelling and prompting questions for inquiry learning. It has also been designed to support the development of cross curriculum priorities, namely Aboriginal and Torres Strait Islander histories and cultures, and general capabilities including creative and critical thinking and digital literacy.

ACARA Version 9 Achievement Standards and Content Descriptors for Year 6:

Learning Area Achievement Standards:	By the end of Year 6, students explain the use of elements, concepts and/or conventions in arts works they create and/or experience. They describe how the arts communicate ideas, perspectives and/or meaning across cultures, times, places and/or other contexts. They describe how the arts are used to continue and revitalise cultures. Students use subject-specific knowledge, elements, concepts, conventions, materials, skills and/or processes to create arts works that communicate ideas, perspectives and/or meaning. They demonstrate safe practices. They present and perform their arts works in formal and/or informal settings.
Subject Achievement Standards:	By the end of Year 6, students explain how the elements of dance are used in dance that they choreograph, perform and/or experience. They describe how dance from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. They describe how dance is used to continue and revitalise cultures. Students use the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning. They demonstrate safe dance practice and use of technical, and expressive skills. They perform dances in informal and/or formal settings.
Content Descriptors:	AC9ADA6E01: explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts AC9ADA6E02: explore the ways that First Nations Australians use dance to continue and revitalise cultures AC9ADA6D01: develop and practise technical and expressive skills using safe dance practice and the elements of dance AC9ADA6C01: manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/ or meaning AC9ADA6P01: practise and perform dances using technical and expressive skills in informal and/or formal settings