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• VCADAP011

  Perform movement sequences to express ideas, feelings and/or observations

  Elaborations

  • sharing performance with others and looking for a response
  • expressing ideas to an audience through movement and beginning to communicate the feeling, idea, concept of their dance
  • presenting a learned sequence of movements as part of a group, to classmates, teachers and parents
  • viewing and exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, imitating movements that represent animals from their region

  VCADAP011 | The Arts | Dance | Level C | Present and Perform

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCADRD014

  Use voice, facial expression, movement and/or space to express ideas and feelings about their world

  Elaborations

  • communicate a character’s feelings at specific points in a familiar story
  • provided with a variety of learning experience that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • participate in simple drama activities and use gesture, sound and facial expression to communicate a character’s feelings
  • 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

  VCADRD014 | The Arts | Drama | Level D | Drama Practices

• 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

• VCAMAM014

  Develop skills to use media technology to capture images, sounds and text for a story

  Elaborations

  • using graphic programs with support
  • exploring and using a variety of media technology and learning how to use specific elements such as draw, sound mixing, editing, effects
  • experimenting with and managing a digital camera to capture still images, for example, reviewing captured images, zooming in and out
  • beginning to use computer software to create a photo story using set rules and steps

  VCAMAM014 | The Arts | Media Arts | Level D | Media Arts Practices

• VCAMAM010

  Assist in the use of media technologies to capture images and sounds for a story

  Elaborations

  • expressing and communicating experiences, observations, ideas and feelings about themselves and their world through a variety of guided learning experiences that encourage them to select sounds, images and text for a purpose
  • using media tools during sessions, for example newspaper, photo booth, digital camera
  • experimenting with and managing images, sounds and text for example, reviewing, saving and presenting wanted work and deleting unwanted work for example images, sounds
  • reviewing and using recorded sound effects for a purpose, for example to accompany a image or video

  VCAMAM010 | The Arts | Media Arts | Level C | 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

• VCAMUM010

  Sing, use body percussion and/or play instruments to practise chants, songs and rhymes

  Elaborations

  • using familiar percussion instrument correctly
  • pointing to items used when creating music when named by the teacher
  • playing along with a song
  • imitating sounds in a call and response format
  • practicing and performing music, for example a simple song or tune
  • exploring what music made them think about and what they like or dislike
  • exploring and learning songs used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

  VCAMUM010 | The Arts | Music | Level C | Music Practices

• VCAMUM006

  Use voice and/or instruments to copy a chant, song and/or rhyme

  Elaborations

  • playing and experimenting with different musical instruments
  • selecting and exploring an instrument for a short period of time
  • attempting to move, sing, and play along with chants, songs, for example attempting to sing a favourite song in a group singing activity
  • exploring different ways of using instruments through a variety of supported learning experiences that encourage them to participating in music-making activities, hold, use and play different musical instruments
  • participating in music-making activities
  • exploring and performing music using accessible technologies

  VCAMUM006 | The Arts | Music | Level B | Music Practices

• VCAMUM014

  Sing, use body percussion and/or play instruments to improvise patterns and practise chants, songs and rhymes

  Elaborations

  • responding to changes in rhythm and tempo when moving to music
  • recognising and singing songs associated with an occasion, e.g. happy birthday
  • practicing techniques for singing songs and playing classroom instruments
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • practicing and performing music including using accessible technologies
  • learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, following respecting cultural protocols

  VCAMUM014 | The Arts | Music | Level D | Music Practices

• VCAMUP011

  Perform a short piece of music they have learnt

  Elaborations

  • communicating observations or experience through music making
  • beginning to identify some instruments in a piece of music
  • performing a simple learnt rhythm sequence, song, chant or music
  • making music in structured learning experiences to communicate ideas, concepts, observations, feelings and/or experiences.
  • communicating about aspects of their own performance, or their music to others by answering questions
  • improvising patterns of body movement, such as clapping or stamping and accompanying familiar music
  • improvising with voices and sound sources to express ideas, thoughts and feelings

  VCAMUP011 | The Arts | Music | Level C | Present and Perform

• VCAMUP019

  Rehearse and perform songs and short instrumental pieces which they have learnt and composed

  Elaborations

  • practising achieving accuracy of vocal pitch by learning how to place the voice
  • developing an understanding of the difference between beat and rhythm when singing, playing and responding to music
  • experimenting with different dynamics and tempi to make decisions about which best communicates an intended mood or feeling
  • using movement and body percussion accompaniment to enhance performance of a song
  • use questions when rehearsing to make expressive choices that will communicate intended aims, for example ‘what do you want your audience to think about as you perform?’

  VCAMUP019 | The Arts | Music | Foundation Level | Present and Perform

• VCAMUE033

  Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects

  Elaborations

  • identifying use of elements of music, for example, pitch contour/phrasing , articulations, dynamics, tempo, tone colour, melodic or rhythmic patterns in music they listen to and perform or transcribing ideas for use in own performance or composition
  • improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
  • experimenting with texture by layering sound in different ways, for example, using looping software
  • manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating timbre, dynamics or by trialling use of different bowing or breathing techniques or use of equipment such as a plectrum, and using this knowledge when learning a new solo, improvising or composing an ensemble piece
  • using listening response as starting points for improvisation, composition or performance, for example, how are the elements of music manipulated to create an effect/mood/feel? How can I manipulate dynamics/articulation/tone colour to achieve this effect in performance?

  VCAMUE033 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCADAP019

  Use simple technical and expressive skills when presenting dance that communicates ideas to an audience

  Elaborations

  • presenting a learned sequence of movements to the class, teachers or parents, for example, a sequence the class has developed in response to a stimulus such as an image or a story
  • communicating ideas and feelings to an audience, for example, by stamping heavily or tip-toeing lightly, or using movement qualities such as slow, controlled sinking
  • using questions to explore how ideas are interpreted and presented in performance, for example, how were ideas communicated in their dance, or how would they describe the theme or ideas other students are communicating in their dance?
  • using expressive skills to engage the audience, for example, looking out to the audience and using facial expressions

  VCADAP019 | The Arts | Dance | Foundation Level | Present and Perform

• VCADAR024

  identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge

  Elaborations

  • identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
  • recognising that dance can show that people have different feelings about the world based on their experiences
  • using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
  • recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

  VCADAR024 | The Arts | Dance | Levels 1 and 2 | Respond and Interpret

• VCAMAM002

  Experience media technologies to capture images and sounds for a story

  Elaborations

  • supported through a variety of learning experience that encourage them to explore different ways of using media artworks, for example taking samples of images, sounds they react to, integrating sounds and images of significant objects to represent their likes, reactions to the world around them
  • exposed to the use of a digital camera to capture still or moving images, for example, using switch, clapping to activate and deactivate a camera, assisting to capture, viewing and reacting to images created using the effects of a camera application such as photo booth
  • experiencing computer software being used to create a photo story about them

  VCAMAM002 | The Arts | Media Arts | Level A | Media Arts Practices

• VCAMUE017

  Explore sound and silence and ways of using their voices, movement and instruments to express ideas

  Elaborations

  • exploring ways of producing sound using their voices, body percussion, acoustic and electronic/digital instruments and objects individually and in groups, for example, responding to questions such as how can voices and instruments create long/short/loud/soft sounds?
  • practising matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
  • improvising movement to represent rhythmic patterns in songs they are learning
  • creating long/short/loud/soft sounds with their voices or instruments
  • experimenting with ways of using graphic notation to represent different qualities of sounds in music they are improvising, for example, high/low, long/short

  VCAMUE017 | The Arts | Music | Foundation Level | Explore and Express Ideas

• VCAMUM026

  Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms

  Elaborations

  • practising singing and playing a range of music from different cultures, including cultures within their local community
  • experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo or adding introductions, accompaniment patterns or movement
  • exploring given rhythm and pitch patterns, structures or timbres to improvise and create music and record the resulting compositions, for example, manually or with technology, using a combination of graphic and conventional notation
  • practising reading traditional and invented notation in music as they rehearse and perform
  • researching information to guide decisions about how the music should be performed, for example, why was this music written, who were the original performers, how can performers communicate the composer’s ideas?

  VCAMUM026 | The Arts | Music | Levels 3 and 4 | Music Practices

• 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

• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices