Search results

Result list

• VCADRE040

  Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama

  Elaborations

  • communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
  • establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
  • exploring the implied or underlying aspects of character and dramatic action
  • using questions to frame devising process, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion was most strongly felt as you viewed the drama?

  VCADRE040 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCADAD043

  Structure dances using movement motifs, choreographic devices and form

  Elaborations

  • structuring dances using devices such as chance theory and changing the order and pattern of dance movement phrases or sequences
  • developing movement motifs by manipulating the elements of dance to communicate their choreographic intent, for example, eliciting a particular emotional response from an audience
  • trialling and selecting choreographic devices and form to suit choreographic intent
  • responding to self-evaluation and feedback, for example, by varying and modifying motifs, structure and form to clarify communication of the choreographic intent

  VCADAD043 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• VCAMAM043

  Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes

  Elaborations

  • refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
  • designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
  • trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

  VCAMAM043 | The Arts | Media Arts | Levels 9 and 10 | Media Arts Practices

• VCADRR045

  Evaluate how the elements of drama, forms and performance styles in devised and scripted drama to convey meaning and aesthetic effect

  Elaborations

  • analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
  • evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
  • evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
  • considering how drama theory has been used in creating and performing the text
  • using questions as the basis for an evaluative discussion, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?’

  VCADRR045 | The Arts | Drama | Levels 9 and 10 | Respond and Interpret

• VCADRD042

  Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performances spaces

  Elaborations

  • adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor-audience relationships
  • conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions, and dialogue to engage audiences
  • exploring, reworking and refining the dramatic action through rehearsal and hone expressive performance skill to enhance actor-audience relationships
  • exploring and rehearsing forms and styles recognised as contemporary styles, for example, work with practitioners to explore contemporary styles used by Aboriginal and Torres Strait Islander dramatists

  VCADRD042 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCAVAE040

  Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works

  Elaborations

  • developing visual images by combining and adapting materials, techniques, technologies and art making processes
  • exploring and applying ideas inspired by the style of other artists in their own artworks
  • exploring and reflecting on the connections between their own artworks and artworks from different contexts and cultures
  • experimenting with digital and virtual technologies in their artworks to enhance intended meaning
  • exploring the practices of a range of artists and identifying the influences on the development of the artists’ personal style.
  • conceptualising how visual conventions can express ideas in their artwork

  VCAVAE040 | The Arts | Visual Arts | Levels 9 and 10 | Explore and Express Ideas

• VCADAE040

  Explore personal movement style by combining elements of dance and using improvisation and safe dance practice to develop new movement possibilities

  Elaborations

  • extending their movement vocabulary to explore stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures, times and locations to inform their choreographic practice
  • exploring use of elements of dance in dance styles from different locations, times and culture as a stimulus for improvisation
  • developing a personal movement vocabulary by combining elements of dance to find new ways of moving, in response to a stated choreographic intention
  • investigating the use of elements of dance in works of artists from other cultures and locations and adapting dance ideas to create movements that represent a synthesis of influences

  VCADAE040 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• VCAMUP044

  Perform music applying techniques and expression to interpret the composer’s use of the elements of music and compositional devices

  Elaborations

  • setting up the performance space and using production elements to enhance a sense of style for an audience
  • performing music from scores made by themselves and others, exploiting musical features of works across a range of styles and contexts in performance, for example, how are these two performances different, which one was more successful with audiences and why?
  • recognising the influence of social, cultural and historical developments and incorporating these into their performance, using performance techniques and manipulating expressive elements to communicate the composers’ intentions
  • using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles
  • using listening as a research tool to develop aims for a performance, for example, comparing performances and identifying features that audiences connect to

  VCAMUP044 | The Arts | Music | Levels 9 and 10 | Present and Perform

• VCAMAE040

  Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text

  Elaborations

  • combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
  • constructing characters for a computer game that appeals to diverse audiences
  • experimenting with images, sounds and text to develop representations of current social issues
  • combine different images, sounds and texts from different genres to create an interactive website on a current youth issue or culture

  VCAMAE040 | The Arts | Media Arts | Levels 9 and 10 | Explore and Represent Ideas

• VCADAD042

  Practise and refine technical and expressive skills to develop proficiency in genre and style-specific techniques

  Elaborations

  • practising techniques used to perform increasingly complex dances of different styles and genres
  • identifying and analysing dance styles and traditions, applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
  • refining technical skills in response to self-reflection and feedback to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
  • evaluating work in progress, for example, asking questions such as ‘how successful were the dancers in executing the planned movement?’

  VCADAD042 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• VCAVAV043

  Conceptualise, plan and design art works that express ideas, concepts and artistic intentions

  Elaborations

  • analysing and documenting the practices of selected visual artists and designers, including Aboriginal and Torres Strait Islander artists, to investigate their use of materials, technologies, techniques and processes, when developing their intentions
  • developing an individual focus for a series of artworks based on a given theme, concept or subject matter
  • developing different options for making artworks in different forms, that have similar concepts, for example, artworks made from different materials or produced in a different form to change the meaning of the artwork
  • applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
  • planning, manipulating and/or appropriating images, objects and spaces into new contexts and meanings, applying a personal aesthetic

  VCAVAV043 | The Arts | Visual Arts | Levels 9 and 10 | Visual Arts Practices

• VCAMUR045

  Evaluate a range of performances and compositions to inform and refine their own music making

  Elaborations

  • analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles, for example, features of a piece that are typical of the social context in which it was created
  • listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music, for example ‘what historical influences are evident in this performance?
  • comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice, for example, evaluating the use of the elements of music when listening to and interpreting music
  • investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music, for example, How are the elements of music used in this piece to convey a cultural identity?

  VCAMUR045 | The Arts | Music | Levels 9 and 10 | Respond and Interpret

• VCADAR046

  Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts

  Elaborations

  • investigating the influence of Australian and international dance artists and companies on dance practices, including the influence of those who identify as belonging to specific cultural groups, for example investigating the role and influence of Bangarra
  • considering how global trends in dance influence the development of dance in Australia, for example, how global trends in street dance influence Australian dance, or how effectively have ballet conventions been manipulated within a work to communicate ideas and intentions
  • identifying the impact of media and social and technological change on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components or the way that dance by groups such as Djuki Mala (The Chooky Dancers) can be shared across the globe via social media
  • interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

  VCADAR046 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• VCADRR046

  Analyse a range of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore differing viewpoints and develop understanding of drama practice across local, national and international contexts

  Elaborations

  • evaluating conventions from past forms and styles to consider how these can be incorporated into own drama and contemporary practice, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
  • identifying and describing the actor-audience relationship in different dramatic contexts, forms and styles
  • linking conventions from different forms with purposes, origins and contexts
  • identifying the impact of media, and social and technological changes on drama practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
  • interrogating the cultural and social roles and responsibilities of the theatre industry, recognising the power of drama in advocating for, and being a catalyst of change, for example, investigating how the work by contemporary Aboriginal and Torres Strait Islander writers and performers for television, film, circus and comedy is impacting on community understanding about issues such as land rights and reconciliation

  VCADRR046 | The Arts | Drama | Levels 9 and 10 | Respond and Interpret

• VCAVCDV008

  Use manual and digital drawing methods to create visual communications in the specific design fields of Environmental, Industrial and Communication Design

  Elaborations

  • developing and refining visual communications using relevant drawing conventions and methods specific to a selected design field such as environmental, industrial and communication design
  • investigating the use of drawing systems to communicate ideas in different design fields, for example, manual, digital or technical drawing systems used in the different design fields of industrial, environmental and communication design.
  • selecting manual and technical drawing conventions relevant to different stages of the design process, for example, visualisation, development and refinement
  • using paraline, orthogonal and perspective drawing systems to communicate concepts in the development and refinement of visual communications
  • selecting and applying relevant manual and digital drawing methods conventions in the design process to communicate ideas
  • investigating the history of drawing conventions in visual communication design, for example, how drawing conventions relevant to specific design fields have changed over time, considering the use of methods, materials and media
  • evaluating the use of personal aesthetic, visual language and drawing conventions when creating visual communications

  VCAVCDV008 | The Arts | Visual Communication Design | Levels 9 and 10 | Visual Communication Design Practices