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• VCAMUE021

  Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion

  Elaborations

  • improvising short pitch and rhythm patterns using voice and instruments
  • using voice and body percussion to experiment with the elements of music and create contrasting musical ideas, for example, noise and silence, faster and slower, longer and shorter, higher and lower, louder and softer, happy and sad
  • recording music ideas using technologies and graphic notation
  • exploring contrasting tone colours on the same instrument, for example, scraping and hitting a drum, using hands and different beaters
  • using listening as a starting point for exploration, for example, discussing how other performers use loud and soft or identifying ideas that could be used in compositions

  VCAMUE021 | The Arts | Music | Levels 1 and 2 | Explore and Express Ideas

• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCAMUP023

  Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience

  Elaborations

  • working collaboratively to make choices about dynamics to perform a variety of music such as songs and rounds using their natural voice
  • following cues when performing songs and short instrumental pieces they have learnt
  • experimenting with contrasting tempos and sudden and gradual changes of dynamics to achieve particular effects in performance
  • accurately playing and singing rhythmic and melodic phrases and patterns using their voices, tuned and untuned instruments
  • clapping the repeating pattern in a piece, identifying which instruments played the melody and the accompaniment

  VCAMUP023 | The Arts | Music | Levels 1 and 2 | Present and Perform

• VCAMUR024

  Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describing shapes and patterns in music they have composed or performed, for example, clapping a repeating rhythmic pattern in a song
  • focussing attention on other musical parts when composing or performing in a group, for example, what instruments play the melody? The accompaniment? Is the texture thick or thin in the opening/middle/end section of your composition?
  • when listening, describe how the different use of elements of music creates moods, effects or contrast
  • identifying where they might see and hear music in their lives and community and discussing their experiences, for example, sharing experiences of taking part in music performances or attending a Harmony Day concert featuring performances by a Koorie rock band and performers representing other cultural groups in the local area and asking questions such as why is music an important part of many celebrations or why did I feel like singing and dancing with the performers?

  VCAMUR024 | The Arts | Music | Levels 1 and 2 | Respond and Interpret

• VCAVAE021

  Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create

  Elaborations

  • looking at an artworks and present a range of interpretations of the subject matter based on their ideas, experiences, observations and/or imagination
  • observing and recording the people and objects they experience in their daily lives using different art forms and materials
  • exploring the use of visual conventions in artworks, for example, what colours were used, and how, why is the colour it used in this way?, and express these conventions in their own artworks
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography
  • identifying and using visual conventions in their artworks focusing on different styles, subject matter and art forms from different cultures and historical periods, including artworks by Aboriginal and Torres Strait Islander peoples

  VCAVAE021 | The Arts | Visual Arts | Levels 1 and 2 | Explore and Express Ideas

• VCAVAP023

  Create and display artworks to express ideas to an audience

  Elaborations

  • sharing ideas with their classmates about the expressive choices they made in their artwork
  • discussing specific themes when displaying artworks, for example, at the local gallery or in their classroom
  • discussing an exhibition of artworks surrounding a theme and consider the visual conventions of the artworks and how they convey meaning, for example what an artwork or design makes them think about and why?
  • discuss and decide how to display their artwork to present their ideas to an audience

  VCAVAP023 | The Arts | Visual Arts | Levels 1 and 2 | Present and Perform

• VCAVAR024

  Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas

  Elaborations

  • identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas
  • discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?
  • describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts, for example how Aboriginal and Torres Strait Islander artists use visual conventions to express ideas
  • describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions
  • describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

  VCAVAR024 | The Arts | Visual Arts | Levels 1 and 2 | Respond and Interpret

• VCAVAV022

  Experiment with different materials, techniques and processes to make artworks in a range of art forms

  Elaborations

  • experimenting with a range of materials, processes and technologies to visually express their experiences, ideas and emotions
  • comparing the qualities and properties of materials such as paint, crayons, clay and found objects, and select appropriate materials and art forms to express a specific concept or theme
  • using and experimenting with a range of techniques and processes to demonstrate various compositional effects based on their intentions and choice of subject matter
  • identifying and following technical processes and safe practices in relation to specific art processes to make artworks, for example, following the steps for printmaking using a stamping technique, or using construction techniques in sculpture

  VCAVAV022 | The Arts | Visual Arts | Levels 1 and 2 | Visual Arts Practices

• Visual Arts: Levels 1 and 2 achievement standards

  By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.

  Students describe artworks they make and view, including where and why artworks are made and viewed.

  Level description | The Arts | Visual Arts | Levels 1 and 2

• Visual Arts: Levels 1 and 2 description

  In Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why...

  Level description | The Arts | Visual Arts