The document provides information about dance composition. It discusses various elements of dance composition including stimuli, intent, the elements of dance, choreography forms, and constructing dance sequences. It outlines the content and objectives of a unit on dance composition focused on exploring shapes in space, developing transitions between shapes, and communicating ideas through dance. Assessment tasks involve creating, analyzing, and performing dance sequences that apply knowledge of compositional elements.

1. DANCE
Performance Composi'on Apprecia2on

2. COMPOSITION
Dance expresses ideas, feelings and experiences, and is developed through the crea2ve
methods of dance composi2on. Students engage in problem‐solving tasks and
manipulate the elements of dance as they explore, devise, select, refine and structure
movement in a personal response to various s2muli to communicate ideas.
• Processes: explora2on, improvisa2on, reflec2on, selec2on, refinement, analysis of a
variety of s2muli.
• Elements of construc'on: the elements a dance composer/choreographer would
consider as the founda2on for the communica2on of an intent or idea, including
sequence, transi2on, repe22on, varia2on, contrast to achieve unity or design.
• Choreographic forms: binary form, ternary form, rondo form, theme and varia2ons,
canon, narra2ve form, and others.

3. ELEMENTS OF DANCE
The elements of dance are Space, Time and Dynamics. The elements of dance are central
to the study of dance. They are the tools that are employed by the dance composer to
communicate ideas and feelings through dance.
Space
Space refers to the personal, general and performance space used by the dancing body.
Movement of the body makes space visible.
Time
All movement encompasses 2me. Musical terminology is used to describe temporal
quali2es of dance.
Dynamics
Dynamics refers to the applica2on of force over 2me and the release of energy, which
produces certain quali2es.

4. Unit Overview: “Shapes in Space”
Year 9 Dance Composi2on
The unit focuses on 2 specific outcomes:
5.2.1‐ explores the elements of dance as the basis of the communica2on of
ideas
5.2.2‐ composes and structures dance movement that communicates an idea
• C layer ‘Exploring Shapes in Space’
focuses on the basic knowledge and introduc2on to dance composi2on
that students need to know/learn.
• B layer ‘From Shapes to Transi5ons’
focuses on addi2onal informa2on in construc2ng dance composi2on
which can be applied to prior knowledge from the previous layer.
• A layer ‘Communica5ng an Idea’
focuses on the demonstra2on of higher‐order and refined skills acquired
from the previous layers in order to create a dance composi2on.

5. CONTENT
Learning in dance is spiral in nature, incorpora2ng earlier stages and building on itself.
Teachers should sequence learning experiences that progress through the blocks of
content, con2nually revisi2ng the content from previous learning.
Essen.al Content Addi.onal Content

6. STIMULUS
The star2ng point or incen2ve for crea2ng movement. S2muli for dance composi2ons
can be auditory, visual, idea2onal, tac2le or kinaesthe2c.
Auditory Visual
Kinaesthe.c
Tac.le
Idea.onal

7. INTENT
Intent is the purpose behind the composi2on or movement. Inten2on is portrayed
through the use and manipula2on of the elements of dance in response to a specific
s2mulus.

8. LOG BOOK
Collec2ng, analysing and organising informa2on is evident in composi2on ac2vi2es
where students collect s2mulus material as mo2va2on for their dance composi2ons,
analyse its relevance, then organise it into a composi2on. Students also research and
collect material that they analyse and organise into cri2cal, reflec2ve wriUen and oral
responses.
Purpose:
• Is an essen2al tool in developing literacy skills in dance
• Requires students to think cri2cally and reflec2vely
• Encourages analysis and reflec2ve evalua2on
Expecta'ons:
• Entry must be made for every class and must show your knowledge and
understanding of the process of each task and your understanding of the content
• The log book must be present at each class so that the teacher can site it if needed
• A completed log book must be handed in at the end of each unit

9. LOG BOOK
Cross‐curriculum content assists students to achieve the broad learning outcomes
defined in the Board of Studies K–10 Curriculum Framework. The log book encourages
and develops literacy skills.
Literacy skills are developed and enhanced in dance content by emphasising cri2cal
thinking through reading, wri2ng, listening, reflec2ng and speaking about dance, and
viewing and evalua2ng dance works (both student and professional). In doing so,
emphasis is placed on the use of an increasing general and dance‐specific vocabulary.

10. C layer: Sec'on 1‐ Exploring Shapes in Space
LAYER OBJECTIVES ASSESSMENT
C layer Learn to: Types of activities for
Includes the basic • identify and explore a range of stimuli assessment:
knowledge and to create movement (visual, auditory, • Quizzes
introduction to dance tactile, kinaesthetic, ideational) • Contribution to
composition they • explore the elements of space, time and discussions and
need to know/learn? dynamics in relation to a stimulus questioning
Focuses on Outcome • select and refine movement to • Observation of
5.2.1 communicate an idea participation in
Learn about: physical
• stimulus as a starting point of dance improvisation
composition activities
• the elements of dance as the tools • Presentations of
employed by the dance composer to composition tasks in
communicate ideas and feelings front of the class
through dance • Introductory tasks
• improvisation as a means to explore with limited
ideas boundaries

11. C layer: Sec'on 1‐ Exploring Shapes in Space
Learn the 4 examples of different types of shapes that the teacher demonstrates.
Prepare to demonstrate and iden2fy these shapes back to the teacher. (5pts)
CURVED
SYMMETRICAL
TWISTED ANGULAR

12. B layer: Sec'on 2‐ From Shapes to Transi5ons
B layer Learn to: Types of activities for
Includes additional • link movements to create a assessment:
information on sequence • Contribution to
constructing dance • explore, discuss, reflect, analyse discussions and
composition which and refine movement sequences questioning
can be applied to • identify and develop movement • Reflection and
prior knowledge motifs to communicate an idea analysis of the
from the previous • organise movement into sequences composition process
layer. Learn about: • Completing tasks
Focuses on • transitions and sequencing with more
Outcome 5.2.2 movement boundaries and
• how the movement can be specific criteria
manipulated to create further • Choreographic
movement ideas devices for creating
• structuring dance compositions movement
• the elements of construction that • Participation in
contribute to the unity in a dance selecting and
composition to communicate an refining activities
idea

13. B layer: Sec'on 2‐ From Shapes to Transi5ons
Bring in a picture of your favourite work of art. Using this as your s2mulus, come up
with an intent. Then create 2 shapes and 1 movement that will join your shapes
together with considera2on of the elements of dance and different types of shapes.
Your shapes and movement must clearly convey your intent. (15pts)
STIMULUS INTENT
An explora.on of the concept of
organised chaos. The pain.ng
displays shapes and paFerns that at
first glance appear random and
disconnected but on closer inspec.on
these shapes and paFerns have been
strategically placed to create a
unified whole.

14. SHAPE 1 SHAPE 2
“ORGANISED
CHAOS”
SEQUENCE
EXAMPLE
TRANSITION
 
  

15. A layer: Sec'on 3‐ Communica5ng an Idea
A layer Learn to: Types of activities for
Includes the • reflect, refine and analyse assessment:
demonstration of movement selections • Critical reflection
higher-order and • create and refine dance phrases, and analysis of
refined skills sequences and compositions by dance works
acquired from the exploring sequence, transition, • Deconstruction of
previous layers in repetition, variation and contrast deep knowledge
order to create • communicate physically, orally and and understanding
dance composition. in written form intentions/ideas for • Generating and
Focuses on the dance compositions with increasing organising
combination of clarity movement
Outcomes 5.2.1 & Learn about: • Articulation of how
5.2.2 in additional • how a dance sequence the elements of
content outcomes communicates an idea dance are
• the phrase as the link between the manipulated to
idea and the movement convey meaning
• the distinctive ways in which they • Physical, oral or
can express their own ideas and written mediums
experiences

16. A layer: Sec'on 3‐ Communica5ng an Idea
Create 3 shapes in space by choosing one of the following words as your s2mulus to
create an intent for the shapes: Frustra2on, Excitement, Scared, Disappointment, Hope.
You must consider the construc2on of your shapes and where they should be placed in
the stage space in rela2on to your idea.
Write a 3 minute viva voce (speech) which includes the following:
• Iden2fy your chosen s2mulus and intent
• Explain how you used the elements of space to convey your intent
• Consider and suggest what dynamics you would use if you had to create transi2ons to
join your shapes that would support your intent
(You may use palm cards for your viva voce if necessary. You will show your 3 shapes
and perform your viva voce to the class.) (20pts)

17. S'mulus: Frustra'on
Intent: Indecision‐ Exploring the emo'ons of the process one must go
through when making decisions and focusing on the frustra'on one can
encounter with the repe''on involved.
Shape 1 Shape 2 Shape 3
Downstage right Lef of centre Upstage lef
Viva Ques'on:
Explain and demonstrate how your knowledge of space has been used to portray
your intent.

18. Handy Hints
• The NSW Dance syllabus can be found at www.boardofstudies.nsw.edu.au
• The Curriculum Support Website includes helpful informa2on and samples of Units of Work,
Assessment Tasks, ICT integra2on, quality teaching and student tutorials related to the dance
syllabus:
www.curriculumsupport.educa2on.nsw.gov.au/secondary/crea2vearts/dance/index.htm
• Dance Company Works, a wide range of DVDs are available for purchase from:
www.marcom.com.au
www.argilms.com.au
• For shorter excerpts ofen YouTube is a useful website
www.youtube.com
• Examples of an appropriate excerpt for class tasks:
Lucy Guerin Inc – excerpt from “Aether”
hUp://www.youtube.com/watch?v=hzPFFPPQQnc
Alvin Ailey – Revela2ons; Fix Me Jesus
hUp://www.youtube.com/watch?v=4CXk1mQVCgI&feature=related