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• VCAMAP015

  Present media artworks that communicate a simple idea or story

  Elaborations

  • identifying the main features of a media art piece
  • creating art pieces to communicate ideas, concepts, feels and/ or experiences
  • creating a visual and sound picture card or poster using graphic software with the intention to meet an audience need, for example retell familiar l story or event to share with the class
  • exploring viewpoints – societies and cultures: For example, what images will I use to tell my story, or represent an event?
  • collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class photo story or PowerPoint
  • assisting in the producing and presenting of a media artwork for a particular purpose, for example, creating a poster about behaviour when using cameras in the room

  VCAMAP015 | The Arts | Media Arts | Level D | Present and Perform

• VCAVAE001

  Experience creation of visual artworks

  Elaborations

  • experiencing the sound, smell and feel of various objects, react to the sensory stimulus and creating art work as a response to the experience
  • creating visual art works with support, for example their own hands are support as they use art materials such as paint and paper to create visual art works
  • exposed to sensory art experience and making basic choices by reaching for, touching, dropping materials, colours, objects
  • holding various objects, utensils for short periods of time, exploring the use of art equipment
  • exposed to colour, texture, materials used or which can be used

  VCAVAE001 | The Arts | Visual Arts | Level A | Explore and Express Ideas

• VCAMUM036

  Structure compositions by combining and manipulating the elements of music and using notation

  Elaborations

  • combining and manipulating the elements of music to imitate a range of styles, for example world music styles, street music styles, jazz styles, minimalism, K-Pop, a capella, dance styles
  • exploring ways to combine and extend music ideas within specific forms such as song form, ABA, or improvising motifs and combining them with a chord progression to create music for a film-score segment to create solo (unaccompanied) work or an ensemble work
  • arranging a familiar melody, for example, writing counter-melody, bass line and variations or reworking the rhythm/feel to fit a particular music style and create a score using notation (by hand or with technology)
  • exploring technologies as tools for creating, notating, recording, sharing and discussing music ideas, for example, how effectively are the expressive techniques indicated in the notation of the composition? What are the strengths of this performance or composition?

  VCAMUM036 | The Arts | Music | Levels 7 and 8 | Music Practices

• VCAVAV006

  Experience some materials and techniques to make artworks

  Elaborations

  • exploring techniques, technologies materials and processes through supported learning experiences for example use materials such as paper, cardboard, cloth and other natural materials to create a collages or sculptures
  • exploring material through sensory art experiences, for example bubble, shaving cream or soap flake painting
  • using basic tools and different mediums to create art works in supported art experiences
  • learning to use basic tools appropriately to create an art work, for example holding and using basic familiar utensils such as a paint brush, roller or sponge for short period of time or attempting to continue to use utensil after demonstration
  • using different mediums in structured learning experiences such as wet and dry materials, clay, play dough to create art works
  • exploring the techniques that can be used with different materials in structured art experiences for example, rolling, brushing, rolling, overlapping

  VCAVAV006 | The Arts | Visual Arts | Level B | Visual Arts Practices

• VCADRD022

  Use voice, facial expression, movement and space to imagine and establish role and situation

  Elaborations

  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation
  • practising movement within a space to create the difference between their performance space and the audience space
  • manipulating objects, puppets, 2D images and available technologies to create stories
  • responding to feedback as they develop their drama, for example, responding to questions such as ‘how is the character’s mood communicated?, why did they use a freeze-frame (tableaux) in their drama?’

  VCADRD022 | The Arts | Drama | Levels 1 and 2 | Drama Practices

• VCADRP031

  Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience

  Elaborations

  • creating narrative and tension to communicate dramatic meaning
  • exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance, for example, working with the local Koorie community to create a drama about the different uses of the land on which the school is situated
  • using evaluative questions to refine drama during rehearsal, for example ‘What do you intend audiences to experience and understand from the drama?’

  VCADRP031 | The Arts | Drama | Levels 5 and 6 | Present and Perform

• VCAMAE033

  Experiment with the organisation of ideas to structure stories through settings, genre conventions and viewpoints, in images, sounds and text

  Elaborations

  • creating multiple representations of the same person, place or concept, using different media, to create different viewpoints.in media artworks
  • experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
  • combining established genre conventions such as framing in still and moving image, sound in radio plays or audio-visual artworks, and font size, shape and colour in print

  VCAMAE033 | The Arts | Media Arts | Levels 7 and 8 | Explore and Represent Ideas

• VCAMAM030

  Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories

  Elaborations

  • creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power relationships or mood
  • designing and creating an animated sequence that personifies inanimate objects
  • identifying and applying the conventions of web page design to engage and interact with a particular audience
  • editing a chase sequence, adding music to heighten the action and tension
  • editing images or soundtrack of a story to change or emphasise meaning, for example, using framing to represent tension between characters

  VCAMAM030 | The Arts | Media Arts | Levels 5 and 6 | Media Arts Practices

• VCAMUE005

  Explore qualities of sounds and pitch and rhythm patterns using voice, movement, body percussion and/or instruments

  Elaborations

  • participating in music-making activities including creating a variety of sounds and unstructured rhythms; attempt to move, sing, play along with the music
  • learning how to hold and use instruments appropriately
  • using voices and body percussion to experience sound and silence, beat and tempo, high and low through movement and use of instruments
  • creating a variety of sounds and unstructured rhythms using his/her voice
  • imitating rhythm patterns to develop aural recognition skills, for example, echo clapping
  • experiencing the recording of their music ideas using technologies and listening to their music

  VCAMUE005 | The Arts | Music | Level B | Explore and Express Ideas

• VCAMUP037

  Rehearse and perform to audiences in different settings and contexts, a range of music they have learnt or composed, using techniques and expression appropriate to style

  Elaborations

  • experimenting with ways of realising features such as treatment of elements of music, or performance techniques when rehearsing an ensemble work
  • maintaining technical and expressive control throughout a performance, for example, performing with correct posture and techniques for tone production (breathing, bowing, fingering etc)
  • identifying how members of an ensemble communicate during a performance, the range of dynamics used and how the style was created and maintained
  • experimenting with different ways of staging a performance to communicate ideas and intentions to an audience
  • rehearsing to control tone and volume to create a balanced sound in ensemble performance

  VCAMUP037 | The Arts | Music | Levels 7 and 8 | Present and Perform

• The Arts | Media Arts: Rationale and Aims

  Rationale

  The Media Arts curriculum encompasses the fields of media, art and design. In Media Arts, students create visual representations that communicate, challenge and express their own and others’ ideas, as both artist and audience. They develop their perceptual and conceptual understandings...

  Overview material | Media Arts

• 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

• The Arts | Visual Arts: Rationale and Aims

  Rationale

  Visual Arts includes the fields of art, craft and design. Students create visual art works that communicate, challenge and express their own and others’ ideas. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding...

  Overview material | Visual Arts

• The Arts | Drama: Learning in Drama

  Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, apply techniques and process and use materials and technologies as they explore a range of forms...

  Overview material | Drama

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCADAP015

  Perform dance that communicates ideas, feelings, observations and/or experiences to an audience

  Elaborations

  • creating and presenting a dance for a social purpose
  • describing some of the characteristics of their dance, expressing what features they like best in their own dance
  • using expressive skills to engage the audience, for example, looking out to audience and using facial expressions
  • viewing and presenting their dance in a digital format

  VCADAP015 | The Arts | Dance | Level D | Present and Perform

• VCADRE009

  Explore ideas for characters in dramatic play

  Elaborations

  • creating and making dramatization in structured situations
  • communicating basic feelings through simple role play
  • participating in creative play activities, for example dress ups
  • participating in dramatic play
  • improvises responses to drama
  • participating in whole group teacher-led process drama and role play

  VCADRE009 | The Arts | Drama | Level C | Explore and Express Ideas

• VCAMAE021

  Experiment with ideas and develop characters and settings through stories using images, sounds and text

  Elaborations

  • exploring and experimenting with sound to communicate ideas, for example, creating sound effects to enhance the mood of a story
  • experimenting with image, text and character, for example, retelling a story of the school day in a series of captioned images
  • experimenting with media technologies in still or moving images moving images to tell a story

  VCAMAE021 | The Arts | Media Arts | Levels 1 and 2 | Explore and Represent Ideas

• VCAMAM018

  Use media technologies to capture and edit images, sounds and text

  Elaborations

  • using a digital camera to capture still or moving images to tell a fantasy story
  • exploring with sound recording technology to create and record sound effects to support a story
  • selecting an image to represent a self-portrait
  • using computer software to add images in a photo story

  VCAMAM018 | The Arts | Media Arts | Foundation Level | Media Arts Practices

• VCAMAP019

  Present media artworks that communicate ideas

  Elaborations

  • capturing and sequencing images to create comic books that retell familiar and traditional stories to share with the class
  • selecting images to tell a traditional story
  • collecting and sharing class stories and presenting them in the form of a class news bulletin
  • producing and presenting a media artwork for a particular purpose such as a school event

  VCAMAP019 | The Arts | Media Arts | Foundation Level | Present and Perform