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• The Arts | Visual Communication Design: Learning in Visual Communication Design

  In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...

  Overview material | Visual Communication Design

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

• VCAMAR038

  Analyse how technical and symbolic elements are used in media artworks to create representations influenced by genre and the values and viewpoints of particular audiences

  Elaborations

  • analysing stereotypes, looking at what features have either been omitted or exaggerated in a media artwork
  • investigating the use of character types in fictional representations in comedies, to see how selected features allow for quick communication
  • deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
  • analysing a still image on the basis of photographic composition, image effects, and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples

  VCAMAR038 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• 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

• 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

• The Arts | Visual Arts: Learning in Visual Arts

  Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with and develop knowledge of visual arts, skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

  Through...

  Overview material | Visual Arts

• 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

• 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

• Visual Arts: Levels 5 and 6 achievement standards

  By the end of Level 6, students explain how ideas are expressed in artworks they make and view. They demonstrate the use of different techniques and processes in planning and making artworks .They use visual conventions and visual arts practices to express ideas, themes and concepts in their artworks.

  Level description | The Arts | Visual Arts | Levels 5 and 6

• The Arts | Visual Communication Design: 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 | Visual Communication Design

• 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

• 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

• 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

• VCAVAP044

  Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience

  Elaborations

  • visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the evaluate the effective display or exhibition of artworks
  • exploring a range of artworks in different settings and discuss how the location can influence the viewer’s understanding of the artwork.
  • developing and expressing ideas as images, objects and spaces for example, presenting artworks and highlight how artworks demonstrate the interaction between the artist and the audience
  • discussing the presentation and relationships of artworks in an exhibition, and how the display enhances the relationship between the artist and audience
  • applying ethical understandings to a theme, concept or subject matter when making their artworks.
  • investigating the role of commercial galleries and collectors in the making of artworks, for example, sponsorship of work and artworks commissioned for a commercial business
  • documenting experiences and observations from visiting an exhibition and apply this knowledge to develop a physical or virtual exhibition of their own or others’ artworks

  VCAVAP044 | The Arts | Visual Arts | Levels 9 and 10 | Present and Perform

• Drama: Levels 7 and 8 description

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

  Students build on their understanding of role, character and relationships. They use voice and movement to sustain character and situation. They use focus, tension, space and...

  Level description | The Arts | Drama

• VCAVCDP003

  Develop and present visual communications for different purposes, audiences and in response to specific needs

  Elaborations

  • using the visual communication design process and identifying the steps applied to develop visual communications that communicate ideas to a target audience.
  • justifying how decisions were made in the visual communication design process through an oral presentation explaining the development and refinement of a visual communication design
  • applying ethical, environmental and sustainable choices when creating visual communications, for example, the use of materials that suit audience needs, interests and values and those which are sustainable and ethical
  • considering the placement and use of images and type to communicate ideas in a visual communication
  • investigating the use of images to convey meaning in visual communication designs, for example, What is the intended message of the visual communication, and which methods best convey ideas to the audience?

  VCAVCDP003 | The Arts | Visual Communication Design | Levels 7 and 8 | Present and Perform

• VCADAP037

  Rehearse and perform focusing on technical and expressive skills appropriate to style and/or choreographic intent

  Elaborations

  • identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary music theatre or hip hop, from different locations such as Asia or USA
  • using evaluation and rehearsal strategies to enhance confidence, clarity of movement, project, focus and musicality in performance
  • linking the application of the elements of dance to the communication of the choreographer’s intent when performing learnt dance works
  • experimenting with alternative expressive skills to enhance performance presence and mood
  • using questions to evaluate dance, for example, how successful was the choreographer in expressing his/her stated intention to the audience, or how well did the dancers use expressive skills in the performance?

  VCADAP037 | The Arts | Dance | Levels 7 and 8 | Present and Perform