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• VCAMAR032

  Explain how the elements of media arts and story principles communicate meaning and viewpoints by comparing media artworks from different social, cultural and historical contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
  • researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks, for example, comparing TV representations of families
  • discussing the role of media artworks in sharing cultural information about a group of people, including Aboriginal and Torres Strait Islander peoples, and their spirituality using appropriate images and story principles
  • describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
  • discussing safety issues and cultural sensitivities in relation to acceptable and unacceptable use to personal and cultural images, sounds, and texts when making and publishing media artworks

  VCAMAR032 | The Arts | Media Arts | Levels 5 and 6 | 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

• VCAMUR039

  Identify and connect specific features and purposes of music from contemporary and past times including the music of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their music making

  Elaborations

  • identifying contexts, for example, social, historical or cultural contexts relevant to the forms and styles represented in music they listen to and/or perform
  • locating and exploring specific examples of contemporary Australian or Asian music, through questions such as ‘How does this music relate to its social context, its makers and audiences? What are the protocols for performing Aboriginal and Torres Strait Islander music and other culturally specific performances? What historical forces and influences are evident in the music? How does this style of music vary from those seen in other traditions or other locations?
  • describing the role of music in different cultures including local Koorie culture and using this information when planning performances or compositions, for example, when planning a program for a multi-cultural day concert that will feature performances by students and members of the local community of music created by the students and other performers
  • using scores or charts to annotate features and ideas for interpretation, for example, annotating the score of a work they have created to prepare for a rehearsal

  VCAMUR039 | The Arts | Music | Levels 7 and 8 | 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

• VCAMUR028

  Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology

  Elaborations

  • identifying the features of music used in different contexts, and, using music terminology describe the ways in which it fulfils specific purposes in its composition and presentation
  • discussing the planning, developing or refining of aspects of music they are composing or preparing to perform and how their music has been influenced by music they have listened to or previously performed
  • evaluating compositions, performances and creative processes, for example, ‘how successfully did the group collaborate to communicate the intended ideas in the composition?’
  • comparing the expectations and requirements of performers and audience in different cultural and social settings and apply this learning in their own performances, for example, viewing a performance at a Tanderrum and talking with a representative from the local Koorie community about how the performance space is organised and using ideas from this conversation to plan how the performance space will be organised for their next performance
  • comparing music in their community to music of other cultures, times and locations, for example, ‘what clues in the music tell us where it was made, who made it and why? Do you use similar ideas in your music?

  VCAMUR028 | The Arts | Music | Levels 3 and 4 | Respond and Interpret

• VCAMUR032

  Explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by comparing music from different cultures, times and locations, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • reviewing one’s own music, outlining their use of performance techniques and discussing the purpose of using specific presentation and production elements
  • providing and responding to feedback to refine performances and compositions
  • talking and writing about music from other places and times and how cultural understandings shape responses to music; for example, listening to examples of contemporary music that uses Aboriginal instruments such as the didgeridoo or clap sticks and asking ‘how does this music draw on music traditions or styles from other times, cultures or locations?
  • identifying the features of music from other contexts, for example, investigate traditional and contemporary music from Asia, considering traditions, customs and conventions

  VCAMUR032 | The Arts | Music | Levels 5 and 6 | Respond and Interpret

• VCAVAR046

  Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints

  Elaborations

  • analysing the role of visual arts as a means of challenging prevailing traditional ideas, for example, how contemporary Aboriginal and Torres Strait Islander artworks challenge prevailing traditional ideas about traditional art styles from this culture
  • identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
  • discussing the range of viewpoints expressed about an artwork or art issue
  • considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues
  • interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change

  VCAVAR046 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCAVAR032

  Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • making judgments about the practices of artists, what and why they design and create, using visual conventions
  • comparing artworks from different cultures and identifying the ideas expressed by the artist, for example, when comparing paintings from India and Australia, what do they recognise, what is new, what are the different meanings the artists are expressing?
  • explaining the artistic vision of artists from different contexts, for example, Aboriginal and Torres Strait Islander artists, particularly referencing the meaning the artworks convey
  • analysing how symbolic meanings or metaphors are constructed in their own artworks and artworks of others
  • expressing an opinion about the way numerous artists communicate their viewpoints through their artwork
  • describing their ideas about an issue in an artwork they have created and describe their art making practice, for example, did it make them think more seriously about the issue? Did the rest of the class understand their message?

  VCAVAR032 | The Arts | Visual Arts | Levels 5 and 6 | Respond and Interpret

• VCAVCDR010

  Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts, including presentations by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • analysing the connections between materials, media, and methods in a visual communications in a range of historical, cultural and social contexts
  • investigating and evaluating the use of materials, methods and media used by designers from different historical, social and cultural contexts
  • evaluating the forms and styles of visual communication designs from different historical, social and cultural contexts
  • evaluating the use of drawing conventions and methods by designers from different times and places at different stages of the design process
  • analysing the effective use of materials, methods and media in communicating ideas to targeted audiences
  • analysing and evaluating the most effective use of drawing conventions in a range of historical, social and cultural contexts

  VCAVCDR010 | The Arts | Visual Communication Design | Levels 9 and 10 | Respond and Interpret

• VCAVCDR011

  Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts, including presentations by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • investigate the methods used by designers to create visual communications, for example the methods the designer used that best suited the design style and aesthetic.
  • investigating the practices of designers from different cultures, for example, compare the practice of Aboriginal and Torres Strait Islander designers with other Australian designers
  • analysing and evaluating the use of visual imagery to persuade audience choice, for example, how designers use visual imagery to persuade their audiences
  • researching how design styles from different periods of time and cultures reflect their respective societies and cultures
  • discussing the use of design elements and design principles to communicate messages to different audiences in a range of contexts, for example, producing an advertisement for the same product in a magazine, on a billboard, and on a website
  • investigating and analysing the ways in which designers use materials, methods and media in sustainable practices to produce visual communications

  VCAVCDR011 | The Arts | Visual Communication Design | Levels 9 and 10 | Respond and Interpret

• Dance: Levels 1 and 2 description

  In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.

  As ...

  Level description | The Arts | Dance

• Music: Level A description

  In Level A, students are exposed to music to assist them to listen to and explore sound and attend to and explore the world around them with as much independence as possible. They listen to and explore sound and experience how they can make music. They experience music as part of an audience.

  Student...

  Level description | The Arts | Music

• Music: Level C description

  In Level C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music with peers and experience music as part of an audience.

  Students learn to listen to music and explore...

  Level description | The Arts | Music

• Music: Levels 1 and 2 description

  In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students share their music with peers. They present music for school events and experience diverse music as...

  Level description | The Arts | Music

• Visual Arts: Levels 3 and 4 description

  In Levels 3 and 4, students explore how and why artists, craftspeople and designers realise their ideas through different art forms. They enhance their perceptual skills by observing the world around them and expressing these observations through different practical applications of art making....

  Level description | The Arts | Visual Arts

• VCAMAR028

  Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
  • comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
  • comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
  • writing about and discussing with others the meaning of their own media artworks using appropriate language

  VCAMAR028 | The Arts | Media Arts | Levels 3 and 4 | Respond and Interpret

• Visual Arts: Levels 1 and 2 achievement standards

  By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.

  Students describe artworks they make and view, including where and why artworks are made and viewed.

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

• VCADAR004

  React to dance

  Elaborations

  • experience dance in their lives and as part of the school and local community, for example, experiencing dance which communicates cultural knowledge
  • exposed to dance that show that people have different feelings, experiences and ways of dancing
  • reacting to specific element within a dance for example movements the dancers perform, what are they wearing, kind of music are they dancing to

  VCADAR004 | The Arts | Dance | Level A | Respond and Interpret

• VCADAR008

  Respond to own and others’ dance

  Elaborations

  • experiencing, react and responding to dance which present different places and reason why people dance
  • experience dance in their lives and communities, for example, being part of school and community events
  • responding to dances they make and view, for example, what they like/ dislike, how the dance made them feel

  VCADAR008 | The Arts | Dance | Level B | Respond and Interpret

• The Arts | Music: Rationale and Aims

  Rationale

  Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped; new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and...

  Overview material | Music