Search results

Result list

• VCAMUM043

  Plan, develop, and notate compositions with an understanding of style and convention

  Elaborations

  • composing, improvising and arranging in different styles, exploring different instrumental combinations or combining acoustic and digital sounds, for example, improvising over accompaniment created in real-time using a looping pedal
  • creating music for different purposes and occasions, for example, a film soundtrack, that enhances the narrative arc of the film
  • composing and arranging music using the elements of music to communicate style and genre, considering contemporary Australian styles and emerging genres such as Aboriginal hip-hop, mash-up and classical fusion of instrumentation such as orchestral instruments and the didgeridoo
  • manipulating elements of music and performance techniques to elicit emotional responses appropriate to the narrative when composing music for a game or film

  VCAMUM043 | The Arts | Music | Levels 9 and 10 | Music Practices

• 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

• VCADRR046

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

  Elaborations

  • evaluating conventions from past forms and styles to consider how these can be incorporated into own drama and contemporary practice, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
  • identifying and describing the actor-audience relationship in different dramatic contexts, forms and styles
  • linking conventions from different forms with purposes, origins and contexts
  • identifying the impact of media, and social and technological changes on drama practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
  • interrogating the cultural and social roles and responsibilities of the theatre industry, recognising the power of drama in advocating for, and being a catalyst of change, for example, investigating how the work by contemporary Aboriginal and Torres Strait Islander writers and performers for television, film, circus and comedy is impacting on community understanding about issues such as land rights and reconciliation

  VCADRR046 | The Arts | Drama | Levels 9 and 10 | 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

• Visual Communication Design: Levels 9 and 10 description

  In levels 9 and 10, students build on their awareness of how designers communicate ideas with a specific purpose, to a targeted audience, using different visual communication design practices and viewpoints. They refine their personal aesthetic through their development of knowledge, understanding...

  Level description | The Arts | Visual Communication Design

• Music: Levels 9 and 10 achievement standards

  By the end of Level 10, students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They demonstrate a developing personal voice and technical control, expression and stylistic understanding. They use general listening and specific aural skills to enhance...

  Level description | The Arts | Music | Levels 9 and 10

• Media Arts: Levels 7 and 8 description

  In Levels 7 and 8, students build on their understanding of structure, intent, character, settings, viewpoints and genre conventions in their media artworks.

  Students extend use of media technologies and their understanding of story principles and media elements, such as the use of time, space,...

  Level description | The Arts | Media Arts

• Music: Levels 9 and 10 description

  In Levels 9 and 10, learning in Music involves students using their voices, instruments and technology as they make and respond to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing, developing...

  Level description | The Arts | Music

• Media Arts: Levels 3 and 4 description

  In Levels 3 and 4, students extend their understanding of key concepts of media arts such as the use of media technologies, story principles of structure, intent, character and settings, and use the media arts elements of composition and sound. They consider themselves as audiences and explore...

  Level description | The Arts | Media Arts

• Visual Arts: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to visual artworks. They design and create visual expressions of selected themes and concepts through a variety of visual arts forms and styles. Students develop an informed opinion about artworks based on their research of current and past artists....

  Level description | The Arts | Visual Arts

• Visual Communication Design: Levels 7 and 8 description

  In Levels 7 and 8, students research and investigate the practices and viewpoints of designers in the creation of visual communications and gain an understanding of how to visually communicate ideas to an audience. They experiment and develop their skills in creative, critical and reflective thinking...

  Level description | The Arts | Visual Communication Design

• Music: Foundation Level achievement standards

  By the end of Foundation, students sing and play instruments to communicate their experiences and ideas. They explore contrasting sounds and improvise with them. Students match pitch when singing. They understand and respond to the beat and simple rhythm patterns.

  Students describe the music to...

  Level description | The Arts | Music | Foundation Level

• Music: Levels 1 and 2 achievement standards

  By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.

  Th...

  Level description | The Arts | Music | Levels 1 and 2

• Drama: Levels 5 and 6 description

  In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities.

  Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and...

  Level description | The Arts | Drama

• Drama: Levels 3 and 4 description

  In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.

  Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas...

  Level description | The Arts | Drama

• Media Arts: Levels 9 and 10 description

  In Levels 9 and 10, students refine and extend their understanding and use of structure, intent, character, settings, viewpoints and genre conventions in their compositions. As they use media technologies they extend the use of media elements such as time, space, sound, movement and lighting....

  Level description | The Arts | Media Arts

• Dance: Levels 5 and 6 description

  In Levels 5 and 6, students are making and responding to dance independently and collaboratively with their peers, teachers and communities.

  Students further develop their awareness of the body, their control and accuracy of body actions and their understanding of safe dance practice. They extend...

  Level description | The Arts | Dance

• Media Arts: Levels 1 and 2 description

  In Levels 1 and 2, students explore media arts and experiment with story and elements of media arts. They develop an understanding of a range of media artworks. They make and share their media artworks as artists and audience.

  Students become aware of structure, intent, character and settings as...

  Level description | The Arts | Media Arts

• Visual Arts: Levels 5 and 6 description

  In Levels 5 and 6, students explore how and why artists, craftspeople and designers realise their ideas through different visual forms, practices and processes. They develop conceptual and expressive skills.

  As they make and respond to visual artworks, students explore a diversity of ideas, concepts...

  Level description | The Arts | Visual Arts

• The Arts | Media Arts: 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 | Media Arts