Search results

Result list

• Music: Levels 1 and 2 description

  In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students share their music with peers. They present music for school events and experience diverse music as...

  Level description | The Arts | Music

• 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

• 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

• 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

• 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

• VCAMAR024

  Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks from Aboriginal and Torres Strait Islander peoples sustain and communicate cultural knowledge
  • identifying the artistic intentions in media artworks they make and view
  • identifying features in media artworks, including elements such as time, sound, colour and lighting, and story principles such as characters and setting
  • identifying how media language and technologies are used to tell stories, for example, discussing how a family story is told using images and text

  VCAMAR024 | The Arts | Media Arts | 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

• 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

• Media Arts: Levels 1 and 2 achievement standards

  By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.

  Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.

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

• Media Arts: Levels 1 and 2 description

  In Levels 1 and 2, students explore media arts and experiment with story and elements of media arts. They develop an understanding of a range of media artworks. They make and share their media artworks as artists and audience.

  Students become aware of structure, intent, character and settings as...

  Level description | The Arts | Media Arts

• VCAMAP023

  Create and present media artworks that communicate ideas and stories to an audience

  Elaborations

  • capturing and sequencing images and text in a multimodal presentation that demonstrates a range of stories
  • collecting and sharing stories from a range of community areas, starting with their local area, and including Aboriginal and Torres Strait Islander communities, and presenting them in a multimodal form
  • creating, rehearsing and recording a sound sequence for a specified audience
  • producing and presenting a media artwork for a particular purpose, for example, creating an animation based on a class discussion on a social issue or theme

  VCAMAP023 | The Arts | Media Arts | Levels 1 and 2 | Present and Perform

• 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

• VCAMAM022

  Use media technologies to capture and edit images and sounds and text to tell stories

  Elaborations

  • using digital cameras to capture still or moving images, reviewing captured images, zooming in and out, and deleting unwanted images, to sequence a story
  • using sound recording technology to create, record and edit sound effects to support a story
  • using computer software to add captions to images to enhance meaning to a series of still images
  • selecting and arranging images, sounds and text to organise the structure of a story

  VCAMAM022 | The Arts | Media Arts | Levels 1 and 2 | Media Arts Practices

• VCADRP023

  Present drama that communicates ideas, including stories from their community, to an audience

  Elaborations

  • presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as re-telling a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action, ideas and stories in their drama
  • considering meanings and interpretations when rehearsing and performing sequences of ideas to communicate stories through drama, for example, ‘what do they want the audience to think about their drama?
  • enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

  VCADRP023 | The Arts | Drama | Levels 1 and 2 | Present and Perform

• 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