Choreography and composition
Choreography and composition
Embedded Files
Successful items are those items that contain a strong theme, appropriate music choice and movements and are age and ability appropriate for your students.
When creating your work, it is important to identify the intended concept / intent or theme. Spend time reflecting on what you are trying to communicate to the audience and how you are going to communicate it – through movement, music, costuming, props, staging and lighting.
All items must be appropriate for young audience members to view.
Sensitivity should be displayed in the treatment of themes such as romantic relationships, depression, suicide, racism, sexism, drug and alcohol abuse etc. If these themes are explored by senior students, they should be treated in an abstract context rather than representational. These themes are not suitable for primary or junior secondary students.
Performances that have disturbing, violent or culturally inappropriate content or costuming may possibly be removed from the festival.
All performances must be viewed in full by the school principal prior to the festival and have their endorsement of the content.
Questions to explore throughout the choreographic process:
What is the dance about?
What is the concept/intent, theme or narrative being developed?
How do you intend to develop your idea?
Does the movement support the concept/intent, theme or narrative?
How do you intend to develop the relationship between dancers/characters?
How will you explore the elements of dance? e.g. shapes, space and formations?
How will you create variations or dynamic contrasts? e.g. variations in time - frantic rush to a moment of stillness
Does the movement help to convey the intent of the piece?
Does music choice and costuming enhance the concept/intent, theme or narrative?
What atmosphere and ‘feeling’ do you want to create?
Is the concept/intent, theme or narrative clear to the audience from beginning to end?
When composing your work consider the following to vary and contrast the movement:
have different groups of students performing simple varied movements simultaneously
unison choreography should form only part of your dance
contrast locomotor (travelling) movement and non-locomotor (non-travelling)movement
work on a variety of levels – standing, kneeling, on the floor, jumping
develop a movement phrase, which can be repeated throughout your dance
move in lines, circles, triangles, squares, diagonals and staggered lines
perform the same movement in different directions
use entries and exits where the dancers are not on the stage throughout the whole item.
Refer to the Creative Arts K-6 Syllabus, Dance 7-10 Syllabus and Dance Stage 6 Syllabus for guidance in the elements of composition relevant for your students.
Safe dance guidelines
Safe dance guidelines
Students should always warm up and cool down before and after they perform. Do a cardiovascular warm-up first before attempting to stretch. This makes the muscles more pliable before flexibility work and before being ready to dance. Be sure to warm up all major joint areas and muscle groups.
Students must dance within their own capabilities. Do not execute movements that extend past a student’s range of flexibility, strength, endurance or training.
Always dance with awareness of alignment, i.e. knees over toes. Students should use their centre at all times. This means pressing the stomach back to the spine and flattening out the stomach.
The following can be considered to be unsafe depending on the student’s training:
splits
full neck roll
sustained forward flexion or back arches without support
gymnastic tricks/movements - for example: flips, forward/backward rolls, walkovers
heavy landings from jumps or into the floor
rolling up onto the neck/backward or full neck rolls
break dancing movements such as the ‘worm’ and head spins
falling/landing on knees rather than lowering down to the floor
unstable or under-rehearsed lifts or weight-bearing movements
quick and repetitive plies.
Costumes and props
Costumes and props
Costumes
Costumes
Costumes need not be elaborate or expensive to be eye-catching. Costumes should support your item concept and complement the movement intention.
Rehearse in costumes prior to the festival to ensure fit and comfort issues for the students have been addressed.
Costumes should be appropriate for the performer’s age, gender, and a range of body shapes. Students' dignity should be respected at all times.
Undergarments should not be seen when dancers are performing in costume.
Bare midriff, cut-away tops, plunging necklines and high-cut leotards are not acceptable.
Changing costumes on stage is not permitted.
Good grooming is an essential part of an onstage presentation. Hair should be well-groomed and pulled back from faces
The use of aerosol hairspray is not permitted in the building.
Props
Props
If using props, they should appear as an integral part of the item, complementing, not dominating it.
Please consider:
there is a Work Safe limit of 25 kgs on all props
they should be able to be safely carried by one student
free-standing props must be secure and weighted at the bottom if necessary
props on wheels must have safety locks
coordinating teachers and choreographers will be directed by the stage management team on the safest most logical way that props are set and removed from the stage
keep in mind there is limited time to set up props and often limited light.
Third-party content attributions
Third-party content attributions
Photography by WinkiPoP Media
Far South Coast Dance Festival
artsunit.nsw.edu.au/local-arts-programs/far-south-coast-dance-festival
The Arts Unit
artsunit.nsw.edu.au
Produced by The Arts Unit © State of New South Wales (Department of Education), 2026.The copyright material published on this website is subject to the Copyright Act 1968 (Cth), and is owned by the NSW Department of Education or, where indicated, by a party other than the NSW Department of Education.
[WARNING]Some of this material may have been copied [and communicated to you] in accordance with the statutory licence in section 113P of the Copyright Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Page updated
Report abuse