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• 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

• VCAVAP019

  Create and display artworks

  Elaborations

  • displaying a series of artworks created by their class
  • viewing an exhibition at a gallery and museum and discussing the expression of ideas in the artworks exhibited.
  • describing the theme or ideas expressed in an exhibition of their class art works

  VCAVAP019 | The Arts | Visual Arts | Foundation Level | Present and Perform

• VCAVAE005

  Explore materials to create visual artworks

  Elaborations

  • exploring their environment including images, textures and space and responding through creating visual artworks and design
  • creating artworks such as a painting or collage by identifying the colours and materials they want through simple choices making such as pointing, reaching or communicating what they want to use, for example the colour from a field of two or three choices and adding them with assistance to their artwork
  • making artworks in response to their environment or specific stimuli such as music, an object or event
  • exploring the use of colour and materials before and during creation of visual artworks or design
  • creating artworks in structured activities which related to self, others and personal environments in different forms, for example, painting, sculpture, photography of self
  • exploring different art, craft and design styles from other cultures

  VCAVAE005 | The Arts | Visual Arts | Level B | Explore and Express Ideas

• VCAVAP011

  Create artworks to communicate ideas or observation

  Elaborations

  • making and sharing visual art works that show emerging art knowledge and ability to create art works that communicate ideas, concepts, observations, feelings and/or experiences
  • communicating about aspects of their own art works such as pointing to and or naming some of the basic features of their own art work to others
  • exploring what figures/shapes they can see in artwork and the idea or meaning of the work in class discussions
  • making a decision about when their artwork is finished and how to display their artwork

  VCAVAP011 | The Arts | Visual Arts | Level C | Present and Perform

• VCAVAP007

  Create artworks in response to an idea or observation

  Elaborations

  • making and sharing visual art works that show emerging interest in the Arts
  • sharing their art works with peers and teachers and waiting/ looking for a reaction or response
  • matching their artwork to it purpose, for example a image of an animal, feeling or real object to communicate its purpose
  • indicating some of the materials used in their art work, for example answer questions using yes/ no response or indicating a item or image
  • making a decision about what artwork they want to display and where

  VCAVAP007 | The Arts | Visual Arts | Level B | Present and Perform

• VCAVAE009

  Explore experiences and observations to create visual artworks

  Elaborations

  • creating an art pieces in response to an observations, an experience, that communicate ideas, observations, experience, concepts, and/ or feelings
  • guided through a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world through their artwork, for example communicating feelings to others through their art work
  • using some basic tools appropriately and following basic safety rules
  • using materials with beginning skill to decorate and create art works for social occasions
  • using a variety of materials, textures, colours and shapes in structured art experiences for example paper, cardboard, cloth and other natural materials to create collage
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, drawing, sculpture
  • using visual conventions in their artworks in structured learning experience after learning different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE009 | The Arts | Visual Arts | Level C | Explore and Express Ideas

• VCAVAE013

  Explore ideas, experiences and observations to create visual artworks

  Elaborations

  • experiencing a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • creating arts works that have a social purpose, e.g. Easter egg, birthday card
  • using a variety of basic tools and materials safely to create visual art works including constructions and sculptures
  • participating in teacher directed class discussions which enable students to learn, discuss and express opinions about the available ways to create and make art works
  • using colour and/ or shape to communicate moods or feelings in their artworks
  • practicing drawing images and making objects related to self and personal environments in different forms, for example, painting, sculpture, photography
  • using visual conventions in their artworks after exploring different art, craft and design styles and techniques from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE013 | The Arts | Visual Arts | Level D | Explore and Express Ideas

• VCAVAP023

  Create and display artworks to express ideas to an audience

  Elaborations

  • sharing ideas with their classmates about the expressive choices they made in their artwork
  • discussing specific themes when displaying artworks, for example, at the local gallery or in their classroom
  • discussing an exhibition of artworks surrounding a theme and consider the visual conventions of the artworks and how they convey meaning, for example what an artwork or design makes them think about and why?
  • discuss and decide how to display their artwork to present their ideas to an audience

  VCAVAP023 | The Arts | Visual Arts | Levels 1 and 2 | Present and Perform

• VCAVAP015

  Create and display artworks to communicate an idea, concept or observation

  Elaborations

  • participating in classroom conversations about aspects of performing and visual arts works they have made and experienced
  • discussing basic features of their own and others’ arts work using a few short sentences, for example expressing what features they like best in their own arts work, identifying the main materials used in visual art works or describing some of the characteristics of their arts works.
  • talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
  • making a decision about what and how to display their artwork

  VCAVAP015 | The Arts | Visual Arts | Level D | 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

• VCAMAP023

  Create and present media artworks that communicate ideas and stories to an audience

  Elaborations

  • capturing and sequencing images and text in a multimodal presentation that demonstrates a range of stories
  • collecting and sharing stories from a range of community areas, starting with their local area, and including Aboriginal and Torres Strait Islander communities, and presenting them in a multimodal form
  • creating, rehearsing and recording a sound sequence for a specified audience
  • producing and presenting a media artwork for a particular purpose, for example, creating an animation based on a class discussion on a social issue or theme

  VCAMAP023 | The Arts | Media Arts | Levels 1 and 2 | Present and Perform

• VCAVAE017

  Explore ideas, experiences, observations and imagination to create visual artworks

  Elaborations

  • viewing a range of artworks with a common theme or subject matter, and make their own interpretations based on their experiences, observations and/or imagination
  • observing and recording their daily experiences in a range of visual forms
  • drawing, photographing and making images and objects related to self, others and personal environments in different art forms
  • identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, and styles from Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE017 | The Arts | Visual Arts | Foundation Level | Explore and Express Ideas

• 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

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCAVCDV002

  Use manual and digital drawing methods and conventions to create a range of visual communications

  Elaborations

  • using observational drawing to represent form, materials and surface textures
  • using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design
  • discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?
  • using paraline and orthogonal drawing systems to illustrate simple packaging forms
  • demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

  VCAVCDV002 | The Arts | Visual Communication Design | Levels 7 and 8 | Visual Communication Design Practices

• 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

• VCAMAE040

  Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text

  Elaborations

  • combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
  • constructing characters for a computer game that appeals to diverse audiences
  • experimenting with images, sounds and text to develop representations of current social issues
  • combine different images, sounds and texts from different genres to create an interactive website on a current youth issue or culture

  VCAMAE040 | The Arts | Media Arts | Levels 9 and 10 | Explore and Represent Ideas

• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCADAD030

  Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences

  Elaborations

  • participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
  • making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
  • rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
  • preparing and presenting a work in progress, developing and asking questions to check whether intended ideas have been perceived by the audience and make refinements to the dance in response to feedback
  • using questions to develop understanding of forms and elements, for example, the clues in a dance re where it was made, by whom and why, or dances they are familiar with, or the styles of dance found in their community, or how they would represent their neighbourhood in a dance

  VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices

• VCADAD022

  Use choreographic devices to select and organise movement ideas and create and practise dance sequences

  Elaborations

  • practising fundamental movements such as walking, running, marching, galloping, skipping, crawling, bending, stretching, twisting and turning, focusing on technical skills of body control, posture, strength, balance and coordination
  • devising a range of body shapes and travelling movements suggested by action words focusing on the dynamic qualities, for example, rising, jumping, stopping, falling, opening, closing and then use the devices of repetition and contrast to form dance sequences
  • using questions as part of the dance-making process, for example, asking how ideas are communicated in this dance, how they are varying speeds, levels, directions?
  • exploring movement possibilities and making choices about ways of communicating emotions or observations about the texture of an object, for example, eating something sticky
  • making decisions about how a short dance will begin and end, refining and evaluating options through feedback, practice and repetition

  VCADAD022 | The Arts | Dance | Levels 1 and 2 | Dance Practices