[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-177978-105":53,"doc-detail-177978-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","levels-910-dance-activity-laban-effort-actions-dance-sequence","Levels 9/10 Dance Activity - Laban Effort Actions Dance Sequence","","Levels 9/10 Dance Activity explores how numeracy can be taught and learned through embodied dance. It links mathematical aspects of spatial exploration, rhythm, structure, and symbolisation to core dance elements, including space, time, dynamics, relationships, and form. Learners use patterns, sequences, geometry, and algebraic thinking to shape choreographic decisions, while developing numeracy understanding through movement vocabulary and Laban-style effort notation that supports planning, teaching, and assessment.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/levels-910-dance-activity-laban-effort-actions-dance-sequence/177978/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/levels-910-dance-activity-laban-effort-actions-dance-sequence/177978.png","ImageObject",442,249,{"name":88,"@type":89},"Dozel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-03","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What numeracy concepts can be connected to dance in Levels 9 to 10?","Question",{"text":109,"@type":110},"Four key aspects are spatial exploration, rhythm, structure, and symbolisation. These connect to dance elements such as space, time, dynamics, relationships, and form.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do students use dance patterns and sequences to express choreographic intentions?",{"text":114,"@type":110},"Students explore forms such as binary, ternary, rondo, theme and variation, and palindromes to communicate intended structure within choreography.",{"name":116,"@type":107,"acceptedAnswer":117},"How does Laban notation support teaching and assessing dance?",{"text":118,"@type":110},"Laban’s systematic notation structures planning, teaching, and assessment by describing effort qualities that reflect time, space, force, and flow in a movement or sequence.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},177978,1790632384,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":8,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":79},962085662650,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Levels 9/10 Dance Activity\nLaban Effort Actions Dance Sequence\nIntroduction to Numeracy in Dance\nDance students undertake tasks to make and respond to choreography and performance. Students use their bodies in a variety of ways to understand and communicate an intention, and to understand how choreographers manipulate the elements of movement to express ideas. There are at least four aspects of mathematics that can be related to dance: spatial exploration, rhythm, structure, and symbolisation (Watson, 2005). People learn about shape by physically interacting with it. Kinaesthetic and musical sensitivities are joined together in the rhythms of dance. Abstract representations of structure, such as permutations, combinations, graph theory, and groupings, are manifested in many traditional dances. Dancers and choreographers seek notations to convey the complexities of dance, so that its communication and preservation do not depend on a continuous line of teachers.\nKey elements of dance that may involve numeracy are:\nSpace: three-dimensional shapes and pathways\nTime: duration, speed, and metre\nDynamics: the range of force and flow in combination; height applied to execute a movement or sequence\nRelationships: spatial awareness and spatial organisation\nForm: the shape or structure of a dance according to a preconceived plan\nThe potential use of dance to motivate mathematical ideas lies in the relationship between movement, mind, and memory, and develops through experience and the senses. Dance students explore skills, concepts, and ideas kinaesthetically. That is, they use their bodies to explore their world and communicate ideas to others. Dance students develop skills that are “transferable across learning contexts and support development of literacy and numeracy capabilities” (Australian Curriculum, Assessment and Reporting Authority, n.d.). A range of ways that students can embody transferable numeracy concepts in Dance Levels 7 to 10 can include:\nUsing spatial skills when planning and analysing relationships between body and space to communicate an intention\nConsidering mathematical concepts alongside choreographic aspects, such as using explicit mathematical language to articulate the thinking that underpins bodily performance of time, space, dynamics, level, direction, dimension, shape, plane, angles, and pathways\nExtending and developing patterns through manipulation of groupings of symmetry and asymmetry\nExtending and developing patterns through manipulation of group structures in unison, contrast, and canon\nUsing physical tools (i.e., the body) to experiment with tempo, momentum, duration, acceleration, and deceleration\nStudents acquire knowledge and skills in numeracy throughout their lifespan. In Levels 7 to 10 Dance, students continue to apply and develop their numeracy capabilities. For example, students use their knowledge of patterns and sequences to explore and develop dance forms such as binary (A, B), ternary (A, B, A), rondo (A, B, A, C, A), theme and variation (A, A1, A2, A3, etc.), and palindrome (A, B, C, B, A) to convey choreographic intentions. Students can use their understanding of geometric properties to determine the area of the performance space and to explore concepts such as positioning and locating when designing floor patterns and pathways. Students extend their knowledge of measuring time when choreographing to music. In doing so, they also employ algebraic thinking, such as recognising and analysing patterns in music (melodic, rhythmic, etc.) or analysing the rhythmic pattern of a piece of music and determining how to manipulate the dance element of time. Students also use timelines when studying changes in dance styles over time. By incorporating these mathematical concepts, students are able to make and respond to dance works.\nDeveloping Numeracy Understanding in Dance\nDance is deliberate, planned movement for aesthetic purpose and/or to express or convey meaning. Dance cannot be engaged with at","cbCaierk2roDTKAY","https://ap.wps.com/l/cbCaierk2roDTKAY","docx",124055,"English","# Introduction to Numeracy in Dance\n## Key elements of dance involving numeracy\n## Using dance to develop mathematical ideas\n# Developing Numeracy Understanding in Dance\n## Embodied numeracy through body actions\n## Dance notation and Laban Effort Actions","[{\"question\":\"What numeracy concepts can be connected to dance in Levels 9 to 10?\",\"answer\":\"Four key aspects are spatial exploration, rhythm, structure, and symbolisation. These connect to dance elements such as space, time, dynamics, relationships, and form.\"},{\"question\":\"How do students use dance patterns and sequences to express choreographic intentions?\",\"answer\":\"Students explore forms such as binary, ternary, rondo, theme and variation, and palindromes to communicate intended structure within choreography.\"},{\"question\":\"How does Laban notation support teaching and assessing dance?\",\"answer\":\"Laban’s systematic notation structures planning, teaching, and assessment by describing effort qualities that reflect time, space, force, and flow in a movement or sequence.\"}]","Levels 9/10 Dance Activity - Laban Effort Actions Dance Sequence | DOCX",1788329958]