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The Key Competencies and Dance

Writer: Julie Cadzow. Dance engages students in learning that contributes to the development of the Key Competencies.These are some of the ways that students can develop the Key Competencies through participation in Dance activities.

Managing Self

Using the body as an instrument for artistic expression through movement

Motivation - participating in introductory sessions, offering ideas

Goals - evaluating dance activities, reflecting on performances

"Can do" attitude - developing practical knowledge (PK strand), feedback/feed forward about composition tasks (DI strand)

Knowing who they are, where they come from and where they fit in - UC strand activities,

Aware of actions affecting others - Awareness of Dance Element of Space, safe dance practice, group tasks, pair work,

Know when to follow lead or make own decisions - DI strand

Evaluation - self-reflection on dance compositions, practical dance knowledge and performance, and developing skills in self-appraisal

Developing constructive attitudes and approaches to challenges - using scaffolded dance activities to develop confidence and technique

Work and Study skills - organising dance work to meet deadlines

Physical Skills - improving co-ordination, flexibility, agility, strength and endurance through participation in Dance, developing an awareness and control of locomotor and non-locomotor skills, developing body care skills though participation in dance warm-up and warm-down activities

Relating to Others

Interacting with others - class, group and paired dance activities, performance, discussions

Interacting in a variety of contexts - as above

Listening skills - responding through movement

Recognise different points of view - group composition tasks, observation and feedback of performances, exposure to different Dance genre

Negotiating skills - discussions about composition tasks

Sharing of ideas - as above, dance reviews, performance

Open to new ideas - reviewing and discussing dances, DI activities

Adaptable - using Dance devices and structures, manipulating movement

Read situations - compete v co-operate - rehearsal and performance contexts

Evaluation - reflection on group dance compositions and performance, and developing skills in appraising others

Commitment - perseverance and responsibility in contributing to group dance activities

Communication - presenting other's dance works to a range of audiences Consideration - considering other's cultural beliefs, protocols and practices when composing, rehearsing and performing dance

Participating and Contributing

Participating locally, nationally, globally - UC strand - and awareness of dance from around the world

Being part of kinship, interest, culture - performing dance as a group and receiving feedback, Cultural Dance festivals, rehearsal process for performance Contributing - to the class, the cultural life and well-being of the school and the wider school community in dance performances

Purposes of learning, work or recreation - understanding the purposes of Dance within their own and other's cultures

Responding as a group member - dance review activities

Connecting to others - participation in a range of grouped dance activities

Group activities - used constantly in dance lessons - warm-ups, composition tasks, performance and responding

New roles as confidence develops - participating, performing, responding

Balancing rights, roles, responsibilities - productions, sharing tasks, weight sharing and taking

Exploring and questioning concepts and ideas through danceCollaboration - working with others to present dance for enjoyment, recreation and cultural expression

Using Language, Symbols and Texts

Dance as a text - communication through movement

Choreographing dance to make objects and images as forms of personal and cultural expression.

Working with and making meaning from codes, language and symbols for representing and communicating information - using actions words in DI activities, using dance vocabulary, narrative dances, pathway cards, poems and stories => dances

 Texts of all kinds - written, spoken, visual, informative and imaginative, informal and formal, mathematical, scientific and technological - research activities

Interpret - using diagrams and shapes to create movement and presenting work to a range of audiences

Use words, numbers, images, movement, and technologies in range of contexts - dance vocabulary, pictures, stories and poetry as stimuli for dance

ICT - production technologies for dance = lighting, set design, costuming, film, videoing dances, computer programmes, constructing new dance knowledge via the Internet

Access information - researching dance genres

Numeracy skills - recognising and using rhythms, patterns and relationships in time and space, using repetition, sequence and variation in dance works.


Processes: creative, critical, metacognitive, reflective - reviewing own and others choreography and dances

Research, organization, evaluation for - exploring movement, organising movement into sequences for dance

Developing understanding, making decisions, shaping actions, constructing knowledge - exploring movement, practical knowledge, combining, linking, reorganising movement

Intellectual curiosity - differentiated practical and research activities, developing choreography

Problem solving skills - exercising imagination, initiative, flexibility and judgementthough movement, experimentation with new movement

Information Skills - locating information from various sources, organising and presenting movement and dance research, analysing and synthesising movement ideas

Active seekers, users and creators of knowledge - PK, DI and CI strands

Reflect on own learning - student evaluations, reviews

Draw on personal knowledge and intuitions - PK => DI

Ask questions - introductory activities, during DI and CI tasks

Challenge basis of assumptions and perceptions - performing movement in a new way, observing other's dance

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