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• 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

• 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

• VCADRP027

  Shape and perform dramatic action using narrative structures and tension in devised and scripted drama

  Elaborations

  • considering ideas from drama they watch such as contemporary drama written/performed by an Aboriginal or Torres Strait Islander drama practitioner when shaping own drama, for example, which characters they identify with, and what relationships and situations do they recognise?
  • applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension, for example, exploring local Aboriginal stories and how they are dramatically portrayed as a reference for shaping their own drama
  • performing their improvised sections of process drama and play-building
  • planning and rehearsing their drama for a live or virtual performance, for example, a short scripted drama with a sense of role, situation and dramatic tension
  • evaluating drama they perform, for example, ‘How well did they collaborate to make drama? What worked best in the drama?’

  VCADRP027 | The Arts | Drama | Levels 3 and 4 | Present and Perform

• 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

• 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

• VCAMAM043

  Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes

  Elaborations

  • refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
  • designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
  • trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

  VCAMAM043 | The Arts | Media Arts | Levels 9 and 10 | Media Arts Practices

• VCAMAM042

  Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style

  Elaborations

  • refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
  • designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
  • trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

  VCAMAM042 | The Arts | Media Arts | Levels 9 and 10 | Media Arts Practices

• 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