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• Visual Arts: Level C description

  In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how artists, craftspeople and designers present their ideas. They learn how their ideas can be developed....

  Level description | The Arts | Visual Arts

• Visual Arts: Level D description

  In Level D, students explore visual arts. They learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how and begin to explore why artists, craftspeople and designers present their ideas through different visual representations...

  Level description | The Arts | Visual 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

• VCAMAE013

  Explore ideas, characters and settings through stories in images, sounds and multi-modal texts

  Elaborations

  • using a variety of media equipment to create a poster
  • using a basic graphics software program to create visual and sound picture cards
  • using software program to create and present own rhythmic composition or sound piece
  • creating media artwork for a social purpose such as a local community event
  • experimenting with image, for example, using images to represent an idea, location or event
  • exploring composition by selecting images and/or sounds to create a representation of a well-known story or song or character in well-known stories or songs

  VCAMAE013 | The Arts | Media Arts | Level D | Explore and Represent Ideas

• VCAMUP015

  Perform a piece of music they have learnt or perform a piece of music to communicate an idea

  Elaborations

  • creating or making music for a social purpose
  • making and sharing music which shows emerging music knowledge and skills
  • creating music to communicate ideas, concepts, observations, feelings and/or experiences
  • contributing to classroom conversations about aspects of music they have made and experienced
  • choosing and combining sounds to create compositions, for example, instrument, beat, tempo
  • improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
  • improvising with voices and sound sources to express thoughts and feelings
  • creating and improvising music using technologies

  VCAMUP015 | The Arts | Music | Level D | Present and Perform

• 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

• 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

• VCADAP031

  Perform dance with technical competence, using expressive skills to communicate a choreographer’s ideas

  Elaborations

  • developing expressive skills of focus, clarity of movement, confidence and facial expression/character to present dance ideas in performance for an audience
  • applying the elements of dance to communicate dance ideas to an audience, for example, stop and start, percussive arm and upper body movements to express actions in a ball game, or rhythmic and accented movement to express the passage of time or the actions of a clock
  • presenting a dance performance using internet-based technologies

  VCADAP031 | The Arts | Dance | Levels 5 and 6 | Present and Perform

• VCAMAE017

  Explore ideas characters and settings in images, sounds and multi-modal texts

  Elaborations

  • exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story
  • experimenting with images, for example, retelling a story of a school day in a series of captioned images
  • experimenting with technologies to capture sound
  • selecting and editing images and/or sounds to create characters from well-known stories or songs

  VCAMAE017 | The Arts | Media Arts | Foundation Level | Explore and Represent Ideas

• VCAMUP003

  Be involved in music performances

  Elaborations

  • experiencing the making, sharing and reacting to music
  • reacting when their music is presented
  • respond to stimuli such as other peoples’ music
  • assisting to choose sounds to be combined to create a composition
  • experiencing voices and sound sources being used to create a piece of music
  • experiencing the creation and improvising of music using technologies

  VCAMUP003 | The Arts | Music | Level A | Present and Perform

• VCAMUP007

  Perform music to express a given idea

  Elaborations

  • making and sharing their music with peers and teachers
  • choosing and combining sounds to create compositions, for example, using different instruments, beats and tempo
  • improvising patterns of body movement, such as clapping or stamping, and accompany familiar music
  • improvising with voices and sound sources to express actions, thoughts or feelings
  • creating and improvising music using technologies

  VCAMUP007 | The Arts | Music | Level B | Present and Perform

• The Arts | Music: Learning in Music

  In Music, students listen to, compose and perform music in a wide range of styles from diverse cultures, times and locations. Listening underpins all music learning. Students compose and perform music using the voice, body, instruments, found sound sources, and digital technologies. As composers...

  Overview material | Music

• VCADRE013

  Explore how characters express ideas in dramatic play

  Elaborations

  • creating a play about a social situation
  • creating a play with a social purpose
  • using gesture, sound and/ or facial expressions to communicate a character’s feelings at different points in a familiar story
  • taking part in purposeful dramatic play focusing on experiencing the roles and situations they create
  • exploring possibilities for role and situation when participating in whole group teacher-led process drama and role play
  • learning how to work safely during drama activities and following safety rules of the space

  VCADRE013 | The Arts | Drama | Level D | Explore and Express Ideas

• VCAMAE025

  Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sounds and text

  Elaborations

  • creating a sequence of images, sounds and text or a combination of these, to clearly establish the beginning, middle and end of a story or an event
  • constructing realistic representations of the classroom and then re-constructing fictional versions of the same space
  • taking a series of photographs that show themselves and their friends as comic superheroes and villains, through setting, costume and body language
  • experimenting with tension to create and sustain meaning in the structure of a media artwork, for example, creating relationships between scenes in a documentary
  • experimenting with images to structure a narrative, for example, ordering and reordering images

  VCAMAE025 | The Arts | Media Arts | Levels 3 and 4 | Explore and Represent Ideas

• VCAMAP011

  Present media artworks that communicate an idea or concept

  Elaborations

  • using software to create an art work that expresses and communicates an experience in structured learning experiences
  • talking about aspects of their work, by pointing to and naming some basic features of their own art works to others
  • sequencing images and text to create books that retell familiar events and traditional stories to share with the class
  • producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using a tablet in a structured learning experience

  VCAMAP011 | The Arts | Media Arts | Level C | Present and Perform

• 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 | Visual Arts: Structure

  Strands

  The curriculum is structured around four strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Visual Arts Practices	Present and Perform	Respond and Interpret
  	Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations...

  Overview material | Visual Arts

• 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

• VCADRE029

  Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations

  Elaborations

  • experimenting with empathy to develop characters and relationships in drama including considering perspectives, exploring responses and challenging stereotypes
  • exploring physical, fictional and emotional spaces to create characters and situations and imagined feelings, for example, considering questions such as ‘How is the voice, movement, gesture and the body used to represent a character, situation or idea?’
  • manipulating dramatic action and use of available technologies to create different meanings
  • comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures including considering how they can use specific techniques relating to voice, movement, situation, space and time, and tension in their own work

  VCADRE029 | The Arts | Drama | Levels 5 and 6 | Explore and Express Ideas

• VCAMAM036

  Plan, structure and design media artworks for a range of purposes that engage audiences using media elements, technologies and production processes

  Elaborations

  • selecting footage captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
  • manipulating sound and camera angles to create mood and setting
  • manipulating and evaluating the use of media elements to create genres, for example, creating mood and setting through images, and sound and framing
  • applying image manipulation software to manipulate contrast, correct colour and add filters or text to an image, to enhance the mood or strengthen a point of view
  • documenting the use of technical and symbolic elements in media artworks providing specific examples that demonstrate an awareness of responsible media practices

  VCAMAM036 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices