by most states to offer at least two music subjects, such as Performance and Theory in South Australia. Performance is the most assessed component and was weighted upwards from 25%. Another change was the shift away from norm-based assessments used in 70s and early 80s to criteria-based assessments. The proportion of internal and external examination varied by state. Outside the classroom, most states provided students the opportunity to experience touring performing arts and music programs of various styles. For example, Queensland's art council had an extensive music program that offered over 4000 performances a year for school audiences. Dance Before dance education was included in the Australian Curriculum, the Theatre Board of the Australia Council held a Dance Education Conference in 1974 to initially communicate the issues of performing arts companies and its connection to Australian education. From 12 – 15 August 1977, there was another conference with 240 people in attendance. Discussed in the conference were of the major issues facing dance education in Australia. These included: The articulation of dance to the broader community (professionals in the dance field) The experimental “fringe” associated with finding a new articulation of dance Education of dance teachers Before 1991, dance educators in both public and private sectors had difficulty in categorically defining the framework of dance education. There was no unified teaching approach or facilities suitable for the dance like other arts subjects, such as visual arts, music, and drama. Some schools focused on performance and acquisition of technical skills of certain dance, while others taught mainly social forms of dance, which intended to provide students with the social skills they needed in the adult world. There were also very few courses that involved students to analyse, evaluate, and appreciate a dance work as students were not equipped with the skills and understanding to do so. In a 1991 position paper, the Australian Association for Dance Education proposed a framework for dance studies in the P-12 curriculum, stating their purpose that:Dance is part of the history of human movement, part of the history of human culture and part of the history of human communication. These three elements are brought together and realised through dance activity. Therefore, dance activity is an important factor in human social development (Gulbenkian Report 1981, p. 1).The global framework proposed 3 key outcomes: making dance (composition), performance, and appreciation. Drama On 21 September 2015, the Australian Curriculum