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• 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

• 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

• VCAVAP031

  Create and display artwork considering how ideas can be expressed to an audience

  Elaborations

  • identifying a range of audience interpretations of the same artwork
  • analysing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?
  • recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.
  • reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
  • presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

  VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform

• VCAMUE041

  Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions

  Elaborations

  • manipulating sound sources and technology to suggest or replicate style
  • experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores and charts, from different styles
  • using varied traditional and invented notation and technology to document compositions and indicate their intentions for how performers should interpret the work
  • interpreting how changes in instrumentation and orchestration affect the interpretation of this piece

  VCAMUE041 | The Arts | Music | Levels 9 and 10 | Explore and Express Ideas

• VCAVAP044

  Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience

  Elaborations

  • visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the evaluate the effective display or exhibition of artworks
  • exploring a range of artworks in different settings and discuss how the location can influence the viewer’s understanding of the artwork.
  • developing and expressing ideas as images, objects and spaces for example, presenting artworks and highlight how artworks demonstrate the interaction between the artist and the audience
  • discussing the presentation and relationships of artworks in an exhibition, and how the display enhances the relationship between the artist and audience
  • applying ethical understandings to a theme, concept or subject matter when making their artworks.
  • investigating the role of commercial galleries and collectors in the making of artworks, for example, sponsorship of work and artworks commissioned for a commercial business
  • documenting experiences and observations from visiting an exhibition and apply this knowledge to develop a physical or virtual exhibition of their own or others’ artworks

  VCAVAP044 | The Arts | Visual Arts | Levels 9 and 10 | Present and Perform

• VCADAE021

  Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance

  Elaborations

  • trialling ways of safely using the whole body and different body parts, bases and zones to communicate ideas, experiences and feelings, for example, making a rounded shape to explore ideas about enclosed spaces
  • exploring options for creating and extending movements, alone and then with a partner, for example, forming and changing shapes within space
  • using questions to explore ways of using forms and elements, for example, dancers consider how they can communicate an emotion or idea, how a shape can be varied, how two shapes can be combined
  • using stimulus materials to explore ideas for dance, for example, using percussion instruments or body percussion to explore how movements can be varied by performing them at different speeds, or identifying patterns in images and recreating the ideas through movement

  VCADAE021 | The Arts | Dance | Levels 1 and 2 | Explore and Express Ideas

• VCADAR024

  identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge

  Elaborations

  • identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
  • recognising that dance can show that people have different feelings about the world based on their experiences
  • using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
  • recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

  VCADAR024 | The Arts | Dance | Levels 1 and 2 | Respond and Interpret

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCADAR032

  Explain how the elements of dance and production elements communicate ideas in dances from different contexts they make, perform and view, including in dances by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the purpose of movements, elements of dance, production elements and use of projection and focus and how these can affect the mood of the audience
  • using questions to compare features of dances from different societies and cultures for example, when comparing dances from India and Australia, what do they recognise, what is new to them, how do the dancers express ideas, and what performance spaces are used
  • identifying and discussing the significance intended by a choreographer’s use of movement, space and energy, for example, the use of space and energy in an Aboriginal or Torres Strait Islander dance performed in their local community, a Chinese ribbon dance, or a Sumatran tambourine dance
  • using questions to interpret a dance, for example, how the movement of the body is used to convey ideas about a story, character or idea, or how was space, costume and/or multimedia used to communicate ideas in the dance
  • considering social and cultural influences as part of a discussion about the role of dance across societies, cultures, environments, locations and times, for examples, the protocols for performing an Aboriginal or Torres Strait Islander dance, conventions of a Kecak dance from Bali
  • expressing opinions about the way dancers communicate their intentions through use of technical and expressive skills

  VCADAR032 | The Arts | Dance | Levels 5 and 6 | 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

• 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

• VCAMUE025

  Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments

  Elaborations

  • varying the use of the elements of music to create different effects, for example, singing with gradual dynamic and tempo changes or altering the expressive shape of repeating phrases
  • exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, or changing the playing technique on an instrument
  • identifying and explaining features in music using terminology and a range of notation
  • using imagination to explore concepts, for example, lightness and weight, considering the effective use of the elements
  • using movement to demonstrate an understanding of musical form, for example, changing actions as the music changes or devising a movement sequence to show different sections in a song or instrumental piece.

  VCAMUE025 | The Arts | Music | Levels 3 and 4 | Explore and Express Ideas

• 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

• VCADAP003

  Be involved in making and sharing dance that communicates ideas

  Elaborations

  • viewing own performance and reacting to elements
  • performing as part of a dance group, to classmates, teachers and parents
  • reacting to the audience, for example, change in expression when they hear or see known adults
  • experiencing the presenting of their dance in a digital format

  VCADAP003 | The Arts | Dance | Level A | Present and Perform

• 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

• 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

• VCADAD014

  Improvise and sequence dance movements to communicate moods and feelings

  Elaborations

  • dancers changing tempo and rhythm as the music changes
  • exploring and practising a range of movement types, for example light and heavy movements
  • practising to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor), bending, stretching, twisting, turning (non-locomotor)
  • practising to begin to develop technical skills of body control, balance and coordination and responding to teacher’s feedback

  VCADAD014 | The Arts | Dance | Level D | Dance Practices

• VCAMUE013

  Explore and imitate sounds, pitch and rhythm patterns using, voice, movement, body percussion and/or instruments

  Elaborations

  • copying rhythms and basic music patterns and adapting to changes to rhythm and tempo in music
  • responding to and attempting to change rhythm or tempo when prompted for example taking turn to make and copy
  • using their body and/or voice to communicate an imaginative and sensitive response to stimulus material for example moving and performing with an understanding of beat and tempo
  • listening to and imitating simply musical patterns, for example by clapping, singing and playing a musical instrument
  • holding and playing classroom instruments safely and correctly
  • beginning to recognising familiar instrument timbres, for example when they hear a drum or triangle
  • imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing

  VCAMUE013 | The Arts | Music | Level D | Explore and Express Ideas