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• VCADRE041

  Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

  Elaborations

  • analyse and create performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
  • apply the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
  • using questions to build an understanding of ways context can influence creative choices, for example, how does the drama relate to the social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences might be evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? How are global trends in drama influencing Australian drama?

  VCADRE041 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCADRE029

  Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations

  Elaborations

  • experimenting with empathy to develop characters and relationships in drama including considering perspectives, exploring responses and challenging stereotypes
  • exploring physical, fictional and emotional spaces to create characters and situations and imagined feelings, for example, considering questions such as ‘How is the voice, movement, gesture and the body used to represent a character, situation or idea?’
  • manipulating dramatic action and use of available technologies to create different meanings
  • comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures including considering how they can use specific techniques relating to voice, movement, situation, space and time, and tension in their own work

  VCADRE029 | The Arts | Drama | Levels 5 and 6 | Explore and Express Ideas

• VCAMAR028

  Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
  • comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
  • comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
  • writing about and discussing with others the meaning of their own media artworks using appropriate language

  VCAMAR028 | The Arts | Media Arts | Levels 3 and 4 | Respond and Interpret

• VCAMUE017

  Explore sound and silence and ways of using their voices, movement and instruments to express ideas

  Elaborations

  • exploring ways of producing sound using their voices, body percussion, acoustic and electronic/digital instruments and objects individually and in groups, for example, responding to questions such as how can voices and instruments create long/short/loud/soft sounds?
  • practising matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
  • improvising movement to represent rhythmic patterns in songs they are learning
  • creating long/short/loud/soft sounds with their voices or instruments
  • experimenting with ways of using graphic notation to represent different qualities of sounds in music they are improvising, for example, high/low, long/short

  VCAMUE017 | The Arts | Music | Foundation Level | Explore and Express Ideas

• VCAMUM026

  Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms

  Elaborations

  • practising singing and playing a range of music from different cultures, including cultures within their local community
  • experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo or adding introductions, accompaniment patterns or movement
  • exploring given rhythm and pitch patterns, structures or timbres to improvise and create music and record the resulting compositions, for example, manually or with technology, using a combination of graphic and conventional notation
  • practising reading traditional and invented notation in music as they rehearse and perform
  • researching information to guide decisions about how the music should be performed, for example, why was this music written, who were the original performers, how can performers communicate the composer’s ideas?

  VCAMUM026 | The Arts | Music | Levels 3 and 4 | Music Practices

• VCAMUR012

  Respond to music and explore why people make and listen to music

  Elaborations

  • beginning to identify and name some elements and items used in music, for example instrument
  • responding to various music, e.g. clap or sing along
  • clapping, tapping, moving to music and can indicate if he/she would like or want more
  • seeking out or identifying and requesting preferred music, e.g. favourite CD
  • exploring and identifying locations they have experience music in their lives and communities and the purpose, for example, birthday party, cultural event, to dance, celebrate
  • sharing constructive observations about music from a range of cultures as a performer and audience member
  • describing mood/ feeling of pieces of music using their own words

  VCAMUR012 | The Arts | Music | Level C | Respond and Interpret

• VCAVAE001

  Experience creation of visual artworks

  Elaborations

  • experiencing the sound, smell and feel of various objects, react to the sensory stimulus and creating art work as a response to the experience
  • creating visual art works with support, for example their own hands are support as they use art materials such as paint and paper to create visual art works
  • exposed to sensory art experience and making basic choices by reaching for, touching, dropping materials, colours, objects
  • holding various objects, utensils for short periods of time, exploring the use of art equipment
  • exposed to colour, texture, materials used or which can be used

  VCAVAE001 | The Arts | Visual Arts | Level A | Explore and Express Ideas

• VCAVAP027

  Explore different ways of displaying artworks to enhance their meaning for an audience

  Elaborations

  • making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
  • discussing how artworks are made and how the choice of materials can influence the meaning of artworks, for example, what the artwork is made of, the choice of material to enhance the audience’s understanding of the artist’s intention
  • exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
  • comparing the visual conventions in artworks made for specific purposes, for example, how the artist expresses an idea to show the audience a particular viewpoint

  VCAVAP027 | The Arts | Visual Arts | Levels 3 and 4 | Present and Perform

• 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

• VCAMAR045

  Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts

  Elaborations

  • explaining how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
  • reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
  • comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
  • deconstructing a film or television work that includes representation of Aboriginal and Torres Strait Islander peoples to analyse and evaluate the representation of traditional beliefs and values within contemporary cultures

  VCAMAR045 | The Arts | Media Arts | Levels 9 and 10 | Respond and Interpret

• VCAMUR016

  Respond to music and describe features they observe, including likes and dislikes

  Elaborations

  • exploring the basic features of their own and others’ music, through guided learning experiences to identifying the main elements, what features they like best
  • demonstrating acceptable audience behaviour when in the classroom and when attending school functions, for example watching for extended period of time and responding to performance and clapping at the conclusion
  • listening to and identifying simple musical patterns and changes to rhythm and tempo in music
  • contributing to classroom conversation about aspects of music have made or experienced
  • identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates a sense of identity and community
  • participating in discussion on social and cultural elements of music, for example Where is this music from? Why was it made? What is it about?
  • describing music using their own words and learnt music terminology, for example loud, soft, happy, sad
  • listening to and talking about music and musical instruments from different contexts and cultures

  VCAMUR016 | The Arts | Music | Level D | Respond and Interpret

• VCADAR028

  Identify how the elements of dance and production elements are used to express ideas in dance they make, perform and view, including in dances from local Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of a dance they are making and how their dance has been influenced by dance they have viewed or performed
  • using questions to interpret dance from different times, places and locations, for example, what clues in the dance tell students where it was made, by whom and why, or can the students dance their journey from school to home?
  • comparing the expectations and requirements of performers and audience in different cultural settings, for example, viewing a dance performed at a Tanderrum and talking about the roles of the performers, other Aboriginal and Torres Strait Islander people taking part in the ceremony and the general audience
  • comparing dances in their local community to dances of other people, times and locations
  • using dance terminology to write about and discuss their intentions as dance-makers

  VCADAR028 | The Arts | Dance | Levels 3 and 4 | Respond and Interpret

• VCAMAR046

  Analyse and evaluate a range of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore differing viewpoints and enrich their media arts making

  Elaborations

  • examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander peoples' perspectives create and challenge views in mainstream stories
  • investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, in the production and reception of media artworks from different periods of time.
  • researching viral marketing campaigns and examining the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
  • exploring the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
  • identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations from different periods of time and cultures

  VCAMAR046 | The Arts | Media Arts | 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

• VCAMUM030

  Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing

  Elaborations

  • practising interpreting and applying more extended or complex rhythm patterns and overlaying patterns
  • making choices about how to interpret graphic and conventional forms of notation
  • exploring rhythm, pitch, texture and expressive elements, for example, dynamics, tone colour or articulation to create contrast, repetition and balance in improvisations, arrangements and compositions
  • using technology to monitor progress in learning and rehearsing music they have composed, for example, using a mobile device to record a work or using a checklist to evaluate how well the music is achieving intended effects
  • using listening responses to guide development of compositions and performances, for example, what evidence supports your decisions about the way dynamics should be used in this performance?, how can dynamics be indicated in this score?

  VCAMUM030 | The Arts | Music | Levels 5 and 6 | Music Practices

• VCAVAE033

  Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks

  Elaborations

  • combining and adapting materials, techniques, technologies and art making processes to explore ideas
  • discussing how artists have applied materials and techniques to express emotions and consider this in their own art practice, for example, why and how artworks make them feel emotional, and can they apply a similar technique to their artworks?
  • observing and investigating how artists select and apply different visual arts techniques to express themes, concepts and ideas and considering how they could use these in their own art making
  • combining, adapting and manipulating images and objects from several sources to develop a theme in their artworks
  • exploring why artists have use specific stylistic qualities in their art works, for example, – why an artist use a particular style of expression? What other forms and styles suit the message the artist is conveying?

  VCAVAE033 | The Arts | Visual Arts | Levels 7 and 8 | Explore and Express Ideas

• 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

• VCAVAV006

  Experience some materials and techniques to make artworks

  Elaborations

  • exploring techniques, technologies materials and processes through supported learning experiences for example use materials such as paper, cardboard, cloth and other natural materials to create a collages or sculptures
  • exploring material through sensory art experiences, for example bubble, shaving cream or soap flake painting
  • using basic tools and different mediums to create art works in supported art experiences
  • learning to use basic tools appropriately to create an art work, for example holding and using basic familiar utensils such as a paint brush, roller or sponge for short period of time or attempting to continue to use utensil after demonstration
  • using different mediums in structured learning experiences such as wet and dry materials, clay, play dough to create art works
  • exploring the techniques that can be used with different materials in structured art experiences for example, rolling, brushing, rolling, overlapping

  VCAVAV006 | The Arts | Visual Arts | Level B | Visual Arts Practices

• VCAVCDV008

  Use manual and digital drawing methods to create visual communications in the specific design fields of Environmental, Industrial and Communication Design

  Elaborations

  • developing and refining visual communications using relevant drawing conventions and methods specific to a selected design field such as environmental, industrial and communication design
  • investigating the use of drawing systems to communicate ideas in different design fields, for example, manual, digital or technical drawing systems used in the different design fields of industrial, environmental and communication design.
  • selecting manual and technical drawing conventions relevant to different stages of the design process, for example, visualisation, development and refinement
  • using paraline, orthogonal and perspective drawing systems to communicate concepts in the development and refinement of visual communications
  • selecting and applying relevant manual and digital drawing methods conventions in the design process to communicate ideas
  • investigating the history of drawing conventions in visual communication design, for example, how drawing conventions relevant to specific design fields have changed over time, considering the use of methods, materials and media
  • evaluating the use of personal aesthetic, visual language and drawing conventions when creating visual communications

  VCAVCDV008 | The Arts | Visual Communication Design | Levels 9 and 10 | Visual Communication Design Practices

• VCAMUE033

  Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects

  Elaborations

  • identifying use of elements of music, for example, pitch contour/phrasing , articulations, dynamics, tempo, tone colour, melodic or rhythmic patterns in music they listen to and perform or transcribing ideas for use in own performance or composition
  • improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
  • experimenting with texture by layering sound in different ways, for example, using looping software
  • manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating timbre, dynamics or by trialling use of different bowing or breathing techniques or use of equipment such as a plectrum, and using this knowledge when learning a new solo, improvising or composing an ensemble piece
  • using listening response as starting points for improvisation, composition or performance, for example, how are the elements of music manipulated to create an effect/mood/feel? How can I manipulate dynamics/articulation/tone colour to achieve this effect in performance?

  VCAMUE033 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas