3 weeks.

Driving question

Could dance be meaningful without structure?


Students begin to investigate various choreographic forms exploring narrative form, binary form, ternary form, rondo form and the use of canons. Students will work through each task in the lesson sequence, developing knowledge, understanding and skill in creating a composition work through these various forms.


Stage 4

A student:

  • 4.2.1 identifies and explores aspects of the elements of dance in response to a range of stimuli
  • 4.2.2 composes dance movement, using the elements of dance, that communicates ideas
  • 4.3.1 describes dance performances through the elements of dance

Stage 5

A student:

  • 5.2.1 explores the elements of dance as the basis of the communication of ideas
  • 5.2.2 composes and structures dance movement that communicates an idea
  • 5.3.1 describes and analyse dance as the communication of ideas within a context

Dance 7-10 Syllabus copyright NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.


Students will explore a range of tasks based around the various choreographic forms, investigating their creativity within exploring an intent. Students will work through the attached PowerPoint presentation exploring narrative form, binary form, ternary form, rondo form and the use of canons. The use of reflection through process diary entries will further engage students, creating deeper understanding within the compositional process.

Cross-curriculum content and key competencies

  • Literacy
  • Numeracy


All activities require students to demonstrate their learning and are all formative assessment activities.

Return to top of page Back to top