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• The Arts | Visual Arts: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Visual Arts

• The Arts | Visual Communication Design: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Visual Communication Design

• Music: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to music independently and collaboratively, with their peers, teachers and communities.

  Students using listening skills to identify and make decisions about how they can manipulate rhythm, pitch, dynamics and expression, form and structure, and timbre...

  Level description | The Arts | Music

• The Arts: About the Arts

  In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.

  The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped...

  Overview material | The Arts

• The Arts | Dance: Rationale and Aims

  Rationale

  Dance is expressive movement with purpose and form. Through Dance, students express, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has...

  Overview material | Dance

• The Arts | Dance: Structure

  The Dance curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strands

  Strand	Explore and Express Ideas	Dance Practices	Present and Perform	Respond and Interpret
  	Focuses on exploring and shaping ideas to express and communicate intentions. Students...

  Overview material | Dance

• The Arts | Drama: Structure

  Strands

  The curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Drama Practices	Present and Perform	Respond and Interpret
  	Focuses on imagining and creating characters, roles and situations. Students...

  Overview material | Drama

• The Arts | Music: Structure

  Strands

  The Music curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Music Practices	Present and Perform	Respond and Interpret
  	Focuses on exploring sound and silence and ways of using voice, body percussion...

  Overview material | Music

• VCADRP019

  Present drama that communicates ideas and stories

  Elaborations

  • using questions to guide rehearsal and performance of sequences of ideas to communicate stories, for example, what do they want the audience to think about their drama?
  • presenting scenes the class has developed in response to a stimulus such as an image or a poem
  • using facial expression, objects and props to enhance their performance and engage the audience
  • using questions to evaluate performances, for example, ‘what did they enjoy most about the drama and why?’

  VCADRP019 | The Arts | Drama | Foundation Level | Present and Perform

• VCADRP044

  Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience

  Elaborations

  • working collaboratively as a member of a creative team to direct the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
  • exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
  • using evaluative questions to maintain a focus on creative aims and intentions, for example, at critical stages through the play-making processes asking a series of questions such as ‘How are the elements of drama being used to convey ideas? How are materials manipulated in this drama? How are the director and performers shaping skills and processes to make and communicate meaning? How are design elements being used?

  VCADRP044 | The Arts | Drama | Levels 9 and 10 | Present and Perform

• VCADAD030

  Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences

  Elaborations

  • participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
  • making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
  • rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
  • preparing and presenting a work in progress, developing and asking questions to check whether intended ideas have been perceived by the audience and make refinements to the dance in response to feedback
  • using questions to develop understanding of forms and elements, for example, the clues in a dance re where it was made, by whom and why, or dances they are familiar with, or the styles of dance found in their community, or how they would represent their neighbourhood in a dance

  VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices

• VCADAD018

  Use choreographic devices to organise movement ideas and create dance sequences

  Elaborations

  • imitating and extending ideas presented by another dancer, teacher, film or a peer
  • extending single movement ideas into phrases and sequences by joining movements together, learning movement patterns varying known movement patterns, for example, changing body part, direction, level
  • using questions to explore forms and elements, for example, as students create movement, they respond to questions from peers and/or teachers such as ‘which levels are you using in this dance?’
  • developing awareness of and taking responsibility for safe dance practice, for example, being aware of self and others in the dance space, the boundaries of the dance space, and needs such as hydration
  • learning and practicing skills and techniques such as coordinating breathing and movement, developing movement memory, copying and mirroring movement, combining stillness and movement, and different locomotor movements, for example, walking, skipping, running, sliding, galloping

  VCADAD018 | The Arts | Dance | Foundation Level | Dance Practices

• 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

• VCADAE041

  Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent

  Elaborations

  • improvising with the elements of dance and analyse movement choices to reflect their individuality and to clarify their choreographic intent
  • manipulating a variety of style-specific movements safely to support their intent, for example, using a range of techniques to extend movement phrases from learnt works
  • setting choreographic goals and developing their own movement vocabulary and style, for example, using problem-solving techniques to develop aesthetic qualities in movement sequences
  • asking questions to evaluate use of elements, for example, how are the elements of space and dynamics are being manipulated in the student’s work to convey their ideas?

  VCADAE041 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• 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

• VCADRD022

  Use voice, facial expression, movement and space to imagine and establish role and situation

  Elaborations

  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation
  • practising movement within a space to create the difference between their performance space and the audience space
  • manipulating objects, puppets, 2D images and available technologies to create stories
  • responding to feedback as they develop their drama, for example, responding to questions such as ‘how is the character’s mood communicated?, why did they use a freeze-frame (tableaux) in their drama?’

  VCADRD022 | The Arts | Drama | Levels 1 and 2 | Drama Practices

• VCADRD018

  Use voice, facial expression, movement and space to imagine and improvise characters and situations

  Elaborations

  • communicating verbally using voice and movement to explore ways in which their characters speak and move, for example, when taking on roles in teacher-led drama
  • communicating non-verbally using facial expression and movement to explore and show a character’s feelings
  • participating in directed role-play
  • practising staying in role in short improvisations, for example, using responses to questions such as ‘how do you know the character’s feelings?’

  VCADRD018 | The Arts | Drama | Foundation Level | Drama Practices

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCADRE017

  Explore ideas for characters and situations through dramatic play

  Elaborations

  • taking part in purposeful dramatic play
  • using stimuli such as stories, poems, music and images to explore ideas and feelings, for example, working with a local Koorie person to explore the way characters in a story might move or feel
  • experimenting with dramatic forms such as mime and puppetry
  • using own experiences and observations as a basis for creating imaginary worlds and characters using available objects as props, responding to questions such as what voice and movement have you noticed in others’ performances that could be used in their drama

  VCADRE017 | The Arts | Drama | Foundation Level | Explore and Express Ideas