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• VCAMUE034

  Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music

  Elaborations

  • using technology to manipulate specific elements such as pitch or timbre to create intended effects in composition and performance
  • manipulating their voices and/or instruments through timbre and expressive techniques to convey intended style, considering safety, correct posture and technique
  • use recordings to research different ways of interpreting notated solo or ensemble music, or to create a specific feel, for example straight/swing, smooth, tense, light
  • experimenting with different types of notation to communicate and record ideas
  • identifying musical ideas behind variations of the same piece of music, for example, why does the same piece sound different when different musicians play it?, which version do they prefer and why?

  VCAMUE034 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCAMUM018

  Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community

  Elaborations

  • practising techniques for singing songs and playing classroom instruments, for example through music games
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • learning songs that feature patterns or familiar language, for example, working with a Koorie Elder to learn counting songs, colour songs or alphabet songs in the local Aboriginal language
  • improvising and documenting (notate) patterns and soundscapes, for example using graphic notation
  • using questions such as ‘what did this music make you think about and why’ as a starting point for making decisions about how music will be performed

  VCAMUM018 | The Arts | Music | Foundation Level | Music Practices

• VCADRR016

  Respond to drama and describe some of the characteristics they observe

  Elaborations

  • responding to who, what, where questions in relation to Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples
  • participate in teacher directed class discussions about likes, dislikes, opinion about a play
  • guided to explore the basic features of their own and others performance such as what features they like best, characters, special effects
  • identifying drama to places and spaces at school and in the community

  VCADRR016 | The Arts | Drama | Level D | Respond and Interpret

• 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

• 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

• VCAVAR016

  Respond to visual artworks expressing what they like and dislike

  Elaborations

  • demonstrating acceptable audience behaviour viewing artworks
  • experiencing guided discussions to explore, identify and express the basic features of their own and others’ art works, identifying the main materials used, what features they like best and characteristics of their art works
  • experience art in their lives and communities, for example, assisting to create a class diary of ‘art experiences’ and recording visual artworks and their purpose, link to sustain and communicate cultural knowledge, matching artworks to their location and/ or who like what
  • exploring and learning how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others
  • experiencing and identifying the role of artist and audience

  VCAVAR016 | The Arts | Visual Arts | Level D | Respond and Interpret

• VCAVAP031

  Create and display artwork considering how ideas can be expressed to an audience

  Elaborations

  • identifying a range of audience interpretations of the same artwork
  • analysing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?
  • recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.
  • reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
  • presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

  VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform

• The Arts | Media Arts: Learning in Media Arts

  In Media Arts students engage with communications technologies and cross-disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screen-based or hybrid artworks. Students explore, view, analyse and participate in media culture from a range of viewpoints...

  Overview material | Media Arts

• VCADAR046

  Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts

  Elaborations

  • investigating the influence of Australian and international dance artists and companies on dance practices, including the influence of those who identify as belonging to specific cultural groups, for example investigating the role and influence of Bangarra
  • considering how global trends in dance influence the development of dance in Australia, for example, how global trends in street dance influence Australian dance, or how effectively have ballet conventions been manipulated within a work to communicate ideas and intentions
  • identifying the impact of media and social and technological change on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components or the way that dance by groups such as Djuki Mala (The Chooky Dancers) can be shared across the globe via social media
  • interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

  VCADAR046 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• 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

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• 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

• VCAMUR028

  Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology

  Elaborations

  • identifying the features of music used in different contexts, and, using music terminology describe the ways in which it fulfils specific purposes in its composition and presentation
  • discussing the planning, developing or refining of aspects of music they are composing or preparing to perform and how their music has been influenced by music they have listened to or previously performed
  • evaluating compositions, performances and creative processes, for example, ‘how successfully did the group collaborate to communicate the intended ideas in the composition?’
  • comparing the expectations and requirements of performers and audience in different cultural and social settings and apply this learning in their own performances, for example, viewing a performance at a Tanderrum and talking with a representative from the local Koorie community about how the performance space is organised and using ideas from this conversation to plan how the performance space will be organised for their next performance
  • comparing music in their community to music of other cultures, times and locations, for example, ‘what clues in the music tell us where it was made, who made it and why? Do you use similar ideas in your music?

  VCAMUR028 | The Arts | Music | Levels 3 and 4 | Respond and Interpret