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• 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

• VCAVCDP009

  Develop a brief that identifies a specific audience and needs, and present visual communications that meet the brief

  Elaborations

  • refining visual communications in different design fields using manual and digital methods and justifying the method used relevant to the design field selected
  • refining visual communications by applying and documenting the use of design elements and principles, materials and media relevant to a design brief
  • using creative, critical and reflective thinking to generate, develop and refine ideas for visual communications
  • investigating different locations and contexts where visual communications are presented, for example, the context and location of where the work is presented and their influence on the communication of ideas
  • investigate historical and social contexts and their influence on visual communication fields, for example, the development of a brand identity in the marketplace
  • applying ethical understanding to communicate ideas in visual communications, for example, acknowledging the source of existing imagery in a visual communication or the use of appropriate imagery for the age of the target audience

  VCAVCDP009 | The Arts | Visual Communication Design | Levels 9 and 10 | Present and Perform

• VCAMAE034

  Develop media representations to show familiar or shared social and cultural values and beliefs

  Elaborations

  • investigating different viewpoints and making decisions about how they will represent a theme, concept or idea, considering media conventions and genres
  • manipulating combinations of technical and symbolic elements such as composition, time, space, sound, movement, lighting, to represent ideas and feelings in their media artworks
  • discussing and documenting their choices of representation to strengthen meaning in their media artworks
  • discussing the different intentions of media artists and the influence of media artworks on different audiences, for example, how ideological or political perspectives are used to engage particular audience
  • exploring media artworks that provide different ideas and concepts based on viewpoints and institutional practice, for example, the depiction of cultural groups and social values in Australian film and television

  VCAMAE034 | The Arts | Media Arts | Levels 7 and 8 | Explore and Represent Ideas

• VCAVCDE006

  Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience

  Elaborations

  • investigating different communication needs and target audiences in the visual communication design fields of environmental, communication and industrial design
  • researching a range of contexts to develop a brief in environmental, communication and industrial design.
  • understand the influences and constraints on the brief, for example, financial and physical constraints
  • researching the needs of a target audience relevant to the brief developed, for example, conduct surveys that reflect audience interests

  VCAVCDE006 | The Arts | Visual Communication Design | Levels 9 and 10 | Explore and Represent Ideas

• Drama: Levels 9 and 10 description

  In Levels 9 and 10, students develop more sophisticated approaches to making and responding to drama independently, in small groups, and with their teachers and communities. They continue to explore drama as an art form through improvisation, scripted drama, rehearsal and performance.

  Students...

  Level description | The Arts | Drama

• VCADRR039

  Identify and connect specific features and purposes of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore viewpoints and enrich their drama making

  Elaborations

  • identifying contexts, for example, social, historical or cultural relevant to the forms and styles represented in their drama
  • locating and exploring specific examples of contemporary Australian, Asian and other world drama
  • describing the role of drama in different cultures and use this information when planning their own drama
  • considering the cultural context in which the drama they view was made, for example, what are the protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performances? What historical forces and influences are evident in the drama? How does this style of drama vary from drama that is typical of other traditions or other locations?

  VCADRR039 | The Arts | Drama | Levels 7 and 8 | Respond and Interpret

• VCAMUR046

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

  Elaborations

  • evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
  • comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
  • evaluating their own and others’ music, and using feedback to refine and improve performances and compositions
  • discussing the influence of music on the development of personal and cultural identity in local, national and international contexts, for example, by considering songs by Aboriginal and Torres Strait Islander musicians and/or other Australian musicians who draw on the cultures of their families and asking questions such as what is the cultural context in which this music was composed or performed or how does this music relate to cultural identity of its composer/performer?

  VCAMUR046 | The Arts | Music | Levels 9 and 10 | Respond and Interpret

• VCAMAR032

  Explain how the elements of media arts and story principles communicate meaning and viewpoints by comparing media artworks from different social, cultural and historical contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
  • researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks, for example, comparing TV representations of families
  • discussing the role of media artworks in sharing cultural information about a group of people, including Aboriginal and Torres Strait Islander peoples, and their spirituality using appropriate images and story principles
  • describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
  • discussing safety issues and cultural sensitivities in relation to acceptable and unacceptable use to personal and cultural images, sounds, and texts when making and publishing media artworks

  VCAMAR032 | The Arts | Media Arts | Levels 5 and 6 | Respond and Interpret

• VCAVAR046

  Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints

  Elaborations

  • analysing the role of visual arts as a means of challenging prevailing traditional ideas, for example, how contemporary Aboriginal and Torres Strait Islander artworks challenge prevailing traditional ideas about traditional art styles from this culture
  • identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
  • discussing the range of viewpoints expressed about an artwork or art issue
  • considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues
  • interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change

  VCAVAR046 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCAMUR039

  Identify and connect specific features and purposes of music from contemporary and past times including the music of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their music making

  Elaborations

  • identifying contexts, for example, social, historical or cultural contexts relevant to the forms and styles represented in music they listen to and/or perform
  • locating and exploring specific examples of contemporary Australian or Asian music, through questions such as ‘How does this music relate to its social context, its makers and audiences? What are the protocols for performing Aboriginal and Torres Strait Islander music and other culturally specific performances? What historical forces and influences are evident in the music? How does this style of music vary from those seen in other traditions or other locations?
  • describing the role of music in different cultures including local Koorie culture and using this information when planning performances or compositions, for example, when planning a program for a multi-cultural day concert that will feature performances by students and members of the local community of music created by the students and other performers
  • using scores or charts to annotate features and ideas for interpretation, for example, annotating the score of a work they have created to prepare for a rehearsal

  VCAMUR039 | The Arts | Music | Levels 7 and 8 | Respond and Interpret

• VCADRR038

  Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning

  Elaborations

  • identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
  • identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
  • discussing how the elements of drama and stagecraft have been used in a performance they have seen
  • researching directors’ works through real or virtual performances to interpretations of scripted drama, considering implications for their own work

  VCADRR038 | The Arts | Drama | Levels 7 and 8 | 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

• 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

• Media Arts: Level B description

  In Level B, students explore media arts. They explore how media artworks can represent the world and that they can make media artworks to represent their ideas about the world.

  Students learn about safety in using technologies and in interaction with others. They experience the role of artist....

  Level description | The Arts | Media Arts

• Media Arts: Level C description

  In Level C, students explore media arts. They explore and learn about how media artworks can represent elements of the world and that they can make media artworks to represent their ideas about the world. Students become aware of simple structure, character and settings as they explore ideas and...

  Level description | The Arts | Media Arts

• The Arts | Music: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Music

• Drama: Level C description

  In Level C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

  Students become aware of role and situation as they listen and respond...

  Level description | The Arts | Drama

• Drama: Level D description

  In Level D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

  Students become aware of role and situation as they listen and respond...

  Level description | The Arts | Drama

• Media Arts: Level D description

  In Level D, students explore media arts. They learn how media artworks can represent the world and that they can make media artworks to represent their ideas about the world. Students become aware of character and settings as they explore ideas and construct stories. They learn about composition...

  Level description | The Arts | Media Arts

• Music: Level B description

  In Level B, students explore music. They listen to and explore sound and how music can represent the world and that they can make music. They share their music with peers and experience music as part of an audiences.

  Students learn to listen to music and experience rhythm, pitch, dynamics and expression...

  Level description | The Arts | Music