Unit rationale, description and aim
In this unit, pre-service teachers engage in an in-depth study of Dance and Drama, exploring their distinct roles within The Arts learning area. Dance and Drama make a unique contribution to young people’s learning, fostering creativity, confidence, and social development. To provide meaningful arts education, teachers must develop strong content knowledge, curriculum understanding, and pedagogical skills in both disciplines.
Unit content builds understanding of the concepts, practices, and conventions of Dance and Drama as discrete art forms and their educational value. Pre-service teachers will participate in practical experiences involving making, performing, and responding. They will develop confidence in using arts-specific language, critically reflect on their learning, and evaluate teaching strategies.
A key focus will be planning and justifying a learning sequence that demonstrates knowledge of arts-based pedagogy, curriculum, and assessment. The unit also emphasises inclusive practice and the integration of cross-curriculum priorities, including Aboriginal and Torres Strait Islander perspectives.
This unit equips pre-service teachers with the knowledge, skills, and values needed to design and deliver engaging, developmentally appropriate Dance and Drama programs for primary students.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate broad knowledge and understanding of d...
Learning Outcome 01
Explain the contribution of drama and dance in fos...
Learning Outcome 02
Design dance and drama learning experiences that e...
Learning Outcome 03
Apply a range of discipline-specific teaching stra...
Learning Outcome 04
Reflect on and justify pedagogical decisions in dr...
Learning Outcome 05
Content
Topics will include:
· The Arts and their role in society and education
· The Arts Curriculum; subjects, content, strands and connections
· Abbs model of aesthetic learning
· Aboriginal and Torres Strait Islander artists and companies
· Dance Education
o Introduction to Dance: key features, histories and traditions
o Embodied learning in Dance
o Elements of Dance
o Dance-based pedagogies
o Planning approaches for Dance
o Composing/Creating Dance works
o Performing and Presenting Dance works
o Responding/Appreciating Dance works
o Safe Dance practice
o Assessment in Dance
o Dance across the curriculum; connecting with other Arts subjects, learning areas, General Capabilities and Cross-curriculum Priorities
· Drama Education
o Introduction to Drama: key features, histories and traditions
o Embodied learning in Drama
o Elements of Drama
o Drama-based pedagogies
o Planning approaches for Drama
o Presenting and performing Drama works
o Developing practices and skills for Drama
o Creating and Making Drama works
o Safe Drama practice
o Assessment in Drama
o Drama across the curriculum; connecting with other Arts subjects, learning areas, General Capabilities and Cross-curriculum Priorities
Assessment strategy and rationale
The assessment tasks in this unit are designed to reflect authentic teaching practices in primary Dance and Drama education. They provide pre-service teachers with opportunities to apply discipline-specific pedagogies, engage in critical reflection, and demonstrate curriculum knowledge. The assessments promote reflective, inclusive, and evidence-based teaching approaches. They are structured to build autonomy, collaboration, and critical engagement—key capabilities for effective arts educators.
The Dance assessment comprises a reflective critical journal and a lesson plan critique. These support the development of pedagogical confidence and analytical thinking by encouraging students to evaluate their own skill development and assess the effectiveness of existing teaching materials ensuring alignment with curriculum expectations.
The Drama assessment comprises designing a process drama experience with written justification. This task fosters creativity, curriculum alignment, articulation of the educational value of drama, and making informed pedagogical decisions grounded in theory and practice.
As this unit contains practical skill-based content, engagement with 80% of the practical tutorials is recommended as per Section 5.9h of the ACU Assessment Procedure. For students in the online mode, there will be a nominated schedule of tutorial exercises equivalent to practical tutorials.
To pass the unit, students must submit and pass both assessment tasks.
Overview of assessments
Assessment Task 1: Reflective Journal and Lesson ...
Assessment Task 1: Reflective Journal and Lesson Analysis (Dance)
Compile a logbook, progressively developed across lectures and tutorials, to develop and evaluate your pedagogical understanding and critical thinking in Dance education.
Your logbook will comprise two interrelated components: (1) a reflective journal that analyses your learning and development in learning and teaching Dance; and (2) a reflective critique and improvement of two primary-level Dance lesson plans
50%
Assessment Task 2: Learning Plan with Justificati...
Assessment Task 2: Learning Plan with Justification (Drama)
Design a learning plan outlining a process drama experience suitable for middle primary students. You will need to: (1) create clear learning goals, (2) actively engage students with the elements of drama, (3) use skills of drama, and (4) identify appropriate curriculum links.
Prepare a justification and explanation that critically reflects on the pedagogical decisions in your plan. Draw on relevant theory, pedagogy, and curriculum documents to support your decision-making, including why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases.
50%
Learning and teaching strategy and rationale
This unit provides pre-service teachers with immersive opportunities to experience Dance and Drama education in action. Through active participation in making and responding activities, pre-service teachers explore how these art forms foster creativity, collaboration, and embodied learning in primary education.
By engaging in authentic creative practices, pre-service teachers deepen their understanding of Dance and Drama and develop discipline-specific pedagogical strategies. They build confidence in planning and delivering inclusive, curriculum-aligned learning experiences that support diverse learners. Reflective practice is embedded throughout, encouraging critical evaluation of personal learning and teaching approaches.
Learning and teaching strategies include asynchronous online lectures, practical tutorials focused on arts-making and responding, and collaborative group tasks. Pre-service teachers will co-design and present teaching and learning activities, applying their knowledge in performance and planning contexts.
To meet the required standard, pre-service teachers are encouraged to engage fully with all learning activities and assessments. The unit is supported by a Canvas site, offering access to lecture materials, readings, videos, discussion boards, and other resources that connect on-campus learning with school-based practice.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO2, LO3
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO2, LO3
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1, LO2
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO3
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO3
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.
Relevant learningLO1, LO2, LO4, LO5
Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.
Relevant learningLO1, LO2, LO3
Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.
Relevant learningLO1, LO3
Representative texts and references
Recommended Texts and Documents
Dinham, J. (2022). Delivering Authentic Arts Education, Cengage Learning Australia.
Curriculum Documents
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian Curriculum: The Arts, Version 9.0. https://v9.australiancurriculum.edu.au/
New South Wales Education Standards Authority. (2024). Creative Arts K–6 Syllabus (2024). NSW Curriculum. https://curriculum.nsw.edu.au/learning-areas/creative-arts/creative-arts-k-6-2024/overview
Victorian Curriculum and Assessment Authority. (n.d.). Victorian Curriculum: The Arts, Version 2.0. Victorian Curriculum F–10. https://f10.vcaa.vic.edu.au/overview/aboutVictorian Curriculum F–10+1Victorian Curriculum+1
Recommended References
Abbs, P. (1987). Living powers: the arts in education. The Falmer Press.
Caldwell, B., & Vaughan, T. (2012). Transforming education through the arts. Routledge.
Dyson, J. (2019). More than words can say. (3rd ed.). Canberra, Australia: National Advocates for Arts Education. Retrieved from https://static1.squarespace.com/static/5c7763c2778897204743a4c4/t/5ce4e34ad77bf50001a63f5c/1558504312124/MTWCS_2019.pdf
Ewing, R. (2010a). The arts and Australian education: Realising potential. Australian Education Review 58. Melbourne, Victoria: Australian Council for Educational Research.
Ewing, R.A, & Saunders, J.N. (2016). The school drama book: Drama, literature and literacy in the creative classroom. Sydney, NSW: Currency Press.
Gibson, R., & Ewing R. (2020). Transforming the curriculum through the arts (2nd ed.). Palgrave Macmillan.
Haseman, B. & O’Toole, J. (2017). Dramawise Reimagined: Learning to manage the elements of drama. Sydney, NSW: Currency Press.
Martin, A., Mansour, M., Anderson, M., Gibson, R., Liem, G., & Sudmalis, D. (2013). The role of arts participation in students’ academic and nonacademic outcomes: a longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709–727. Retrieved from https://doi.org/10.1037/a0032795
McCarthy-Brown, N. (2017). Dance pedagogy for a diverse world: Culturally relevant teaching in theory, research and practice. Jefferson North Carolina: McFarland & Company.
Miller, C., & Saxton, J. (2016). Into the story 2. More stories! More drama! Chicago, IL: Intellect Ltd.
Morgan, N. & Saxton, J. (1987). Teaching drama: A mind of many wonders. Cheltenham, England: Stanley Thornes Publishers Ltd. Miller, C., & Saxton, J. (2004). Into the story, language in action through drama. Portsmouth, NH: Heinemann.
Neelands, J., & Goode, T. (2000). Structuring drama work: A handbook of available forms in theatre and drama. (2nd ed.). Cambridge, England: Cambridge University Press.
O’Toole, J., & Dunn, J. (2022). Pretending to learn: Teaching Drama in the Primary and Middle Years.
Rank, K. (2014). Teaching primary dance: A primer for generalist primary teachers. Carlton South, Vic: Education Services Australia.
Roy, D., Baker, W., & Hamilton, A. (2019). Teaching and the arts: Early childhood and primary education (3rd ed.). Cambridge UK: Cambridge University Press.
Russell-Bowie, D. (2014). MMADD about the arts! An introduction to primary arts education (4th ed.). Frenchs Forest, NSW: Pearson Australia.
Saunders, J.N., Dunn, J., & Chapman, E. (2021). A continuum of drama learning: a resource to support professional conversations and planning from Foundation to Year 10. Australian Drama Education Magazine (17) 49-65, Brisbane, Queensland: Drama Australia.
Sinclair, C., Jeanneret, N., & O’Toole, J. (2017). Education in the arts (3rd ed.). Melbourne, Vic: Oxford University Press Australia.