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• VCAVCDV002

  Use manual and digital drawing methods and conventions to create a range of visual communications

  Elaborations

  • using observational drawing to represent form, materials and surface textures
  • using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design
  • discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?
  • using paraline and orthogonal drawing systems to illustrate simple packaging forms
  • demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

  VCAVCDV002 | The Arts | Visual Communication Design | Levels 7 and 8 | Visual Communication Design Practices

• VCADAR039

  Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making

  Elaborations

  • identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
  • using questions to compare dance styles in different contexts, for example, ‘How does the dance relate to its social context and that of its audience?’, and ‘What are the conventions or protocols for viewing and performing the dance?’
  • investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
  • recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

  VCADAR039 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCADAR038

  Analyse how choreographers use elements of dance and production elements to communicate intent

  Elaborations

  • deconstructing sections of a dance, for example identifying and describing recurring movement/s within sequences or the use of the elements of dance and production elements in a contemporary dance choreographed by an Aboriginal or Torres Strait Islander
  • identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transition and forms are used to communicate intent.
  • presenting an informed opinion about a dance performance using descriptive, style-specific terminology, for example, identifying philosophical, ideological or political perspectives presented in the dance and considering how these perspectives affect the audience’s interpretation
  • accessing and researching choreographers’ works through real or virtual performances to research choreographers’ intentions

  VCADAR038 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCAVCDR005

  Identify and describe the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts

  Elaborations

  • identifying the effectiveness of methods, media and materials in a range of visual communications
  • identify the use of design elements and principles in a range of visual communications and how these are used to effectively communicate ideas and engage the target audience.
  • identifying how design elements and principles are used in combination with drawing conventions, materials, methods and media to communicate ideas to a target audience
  • discussing how the use of materials, methods, media, design elements, design principles are applied to visual communication styles from different times and places, for example, investigating presentations from Aboriginal and Torres Strait Islander peoples and the styles that reflect particular ‘countries’ and groupings
  • discussing the influence of the target audience on visual communications, for example, how the target audience and purpose of a visual communication affects the use of design elements and principles and processes in visual communications

  VCAVCDR005 | The Arts | Visual Communication Design | Levels 7 and 8 | Respond and Interpret

• VCADAD036

  Structure dances using choreographic devices and form

  Elaborations

  • selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
  • using questions to analyse the form and use of elements in a dance, for example, how elements of dance been used by the choreographer to express their stated intention, what choreographic devices are evident in the dance, what choreographic form has been used
  • analysing and evaluating structural choices made by documenting their process in a journal, blog or video recording, securing permissions as necessary
  • responding to feedback by changing aspects of the dance to enhance communication of ideas, for example, by changing the order and pattern of dance movement, phrases or sequences or by using choreographic devices
  • using collaborative planning, selection and evaluation process to structure group dances

  VCADAD036 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCAMAR039

  Identify specific features and purposes of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore viewpoints and enrich their media arts making

  Elaborations

  • surveying the history of television programming in both public and private sectors, commenting on the differences between contemporary and historical examples.
  • comparing a media artwork such as an animation from a sole producer and an international organization, commenting on differences in style
  • analysing the role of media artworks and media artists in transmitting cultural information to create awareness of contemporary issues, including those of Aboriginal and Torres Strait Islander media artists
  • conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiences, for example, games players, social media users, television viewers
  • evaluating how the meanings of media artworks can vary for different audiences and in different contexts for example, the different meanings of media artworks produced for live concerts compared to those produced for viewing online.

  VCAMAR039 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VCAVAE033

  Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks

  Elaborations

  • combining and adapting materials, techniques, technologies and art making processes to explore ideas
  • discussing how artists have applied materials and techniques to express emotions and consider this in their own art practice, for example, why and how artworks make them feel emotional, and can they apply a similar technique to their artworks?
  • observing and investigating how artists select and apply different visual arts techniques to express themes, concepts and ideas and considering how they could use these in their own art making
  • combining, adapting and manipulating images and objects from several sources to develop a theme in their artworks
  • exploring why artists have use specific stylistic qualities in their art works, for example, – why an artist use a particular style of expression? What other forms and styles suit the message the artist is conveying?

  VCAVAE033 | The Arts | Visual Arts | Levels 7 and 8 | Explore and Express Ideas

• VCAMUE033

  Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects

  Elaborations

  • identifying use of elements of music, for example, pitch contour/phrasing , articulations, dynamics, tempo, tone colour, melodic or rhythmic patterns in music they listen to and perform or transcribing ideas for use in own performance or composition
  • improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
  • experimenting with texture by layering sound in different ways, for example, using looping software
  • manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating timbre, dynamics or by trialling use of different bowing or breathing techniques or use of equipment such as a plectrum, and using this knowledge when learning a new solo, improvising or composing an ensemble piece
  • using listening response as starting points for improvisation, composition or performance, for example, how are the elements of music manipulated to create an effect/mood/feel? How can I manipulate dynamics/articulation/tone colour to achieve this effect in performance?

  VCAMUE033 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas