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• VCAMUP031

  Rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the elements of music and using performance skills, to communicate ideas and intentions to an audience

  Elaborations

  • considering the layout and sound quality of performance spaces when planning live performances
  • exploring and applying different performance styles, and drawing on music from other locations, cultures and times as sources of ideas, for example, using relevant protocols for representing community or cultural stories such as songs or stories from the local Koorie community in performance
  • using appropriate breath control, phrasing and interpretation in a range of contexts
  • applying the tone colours of instruments and sounds from different times, places and cultures, for example, the djembe or angklung
  • describing intentions for a performance, for example, what do the performers intend audiences to experience and understand from the music? How will performers manipulate elements of music to create these effects?

  VCAMUP031 | The Arts | Music | Levels 5 and 6 | Present and Perform

• 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

• 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 | Media Arts: Structure

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

  Strand	Explore and Represent Ideas	Media Arts Practices	Present and Perform	Respond and Interpret
  	Exploring and experimenting with ideas and representations using images, sound and text. Manipulating...

  Overview material | Media Arts

• The Arts | Visual Arts: Structure

  Strands

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

  Strand	Explore and Express Ideas	Visual Arts Practices	Present and Perform	Respond and Interpret
  	Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations...

  Overview material | Visual Arts

• 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

• 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

• 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