Economic Growth and Living Standards
Students will investigate the relationship between economic growth, productivity, and improvements in living standards.
Key Questions
- Analyze how increased productivity contributes to economic growth.
- Evaluate whether economic growth always translates into improved quality of life for all citizens.
- Predict the long-term consequences of sustained low economic growth for a nation.
ACARA Content Descriptions
About This Topic
Choreographic Devices are the 'tools' used to structure and develop movement into a cohesive piece of art. In Year 8, students move beyond simple sequences to explore devices like Canon (doing the same move at different times), Unison (moving together), and Retrograde (doing a move in reverse). This topic aligns with ACARA's focus on using choreographic devices to organize movement and communicate a theme.
These devices allow students to build 'motifs', signature movements that represent an idea, and vary them to keep the audience engaged. In the Australian classroom, this is often taught through collaborative group work, where students must negotiate how to layer their individual movements into a group structure. This topic is highly logical and benefits from 'visualizing' the dance, using drawings or digital tools to plan the patterns before performing them.
Active Learning Ideas
Simulation Game: The Human Kaleidoscope
In groups of four, students create a simple 8-count motif. They then must perform it as a 'Canon' (one after the other), then in 'Unison', and then with two people in 'Retrograde'. They discuss which version looked most 'powerful'.
Inquiry Circle: Motif Development
Students choose a 'verb' (e.g., 'reach' or 'collapse'). They create a 2-second movement for it. They then must 'develop' it using three devices: 'Fragmentation' (using only part of the move), 'Repetition', and 'Level Change'.
Gallery Walk: Choreographic Maps
Groups draw a 'map' or diagram of their dance structure on a large sheet of paper (e.g., showing where the canon happens). Other groups walk around and try to 'read' the structure before seeing the dance performed.
Watch Out for These Misconceptions
Common MisconceptionChoreography is just making up moves as you go.
What to Teach Instead
Choreography is a deliberate design process. Using 'structure cards' (e.g., 'insert a canon here') helps students see that a dance needs a plan to be effective.
Common MisconceptionUnison is the only way to show a group is 'together'.
What to Teach Instead
Canon or 'Call and Response' can show a much more complex group dynamic. Experimenting with these devices helps students see that variety creates more interesting narratives.
Suggested Methodologies
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Frequently Asked Questions
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