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• VCAMUP023

  Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience

  Elaborations

  • working collaboratively to make choices about dynamics to perform a variety of music such as songs and rounds using their natural voice
  • following cues when performing songs and short instrumental pieces they have learnt
  • experimenting with contrasting tempos and sudden and gradual changes of dynamics to achieve particular effects in performance
  • accurately playing and singing rhythmic and melodic phrases and patterns using their voices, tuned and untuned instruments
  • clapping the repeating pattern in a piece, identifying which instruments played the melody and the accompaniment

  VCAMUP023 | The Arts | Music | Levels 1 and 2 | Present and Perform

• VCADAR012

  Respond to own and others’ dance and explore where and why people dance

  Elaborations

  • responding to various dances and indicating what they liked/ disliked about the piece
  • participating as part of an audience and developing their ability to watch and respond with audience behaviours
  • identifying where they have experience dance in their lives and exploring its’ purpose, for example, how dance communicates cultural knowledge, what the dance is about, how it makes people feel
  • exploring and responding to dances they make and view, for example, how the dance made them feel
  • providing opportunities for students to explore – What sort of movements the dancers perform? What are they wearing?

  VCADAR012 | The Arts | Dance | Level C | Respond and Interpret

• VCAMAR012

  Respond to media artworks by answering questions using one word responses or images

  Elaborations

  • responding to various media artworks and indicating if they liked or disliked it and indicating a reason why they liked it
  • pointing to or naming some of the basic features of art work to others
  • talking about aspects of their own art works
  • identifying where they have experience media artworks in their lives and communities, for example, a special event or place or place such as ANZAC day, art gallery
  • identifying interests and preferences in media artworks they make and view

  VCAMAR012 | The Arts | Media Arts | Level C | Respond and Interpret

• VCAMUR008

  Respond to own and others’ music

  Elaborations

  • participating as an audience for a short time
  • making music or song choice for example indicating music or song they want/ like or activating a switch/button to start/stop music
  • listening to and responding to music
  • exploring music in their lives and communities, for example, for example experiencing music in various locations and purposes
  • describing subject or feeling of a pieces of music by selecting an images or objects from a field of two
  • listening to, participate in class conversations and communicating about music and musical instruments from different contexts and cultures

  VCAMUR008 | The Arts | Music | Level B | Respond and Interpret

• VCADAR020

  Respond to dance, expressing what they enjoy and why

  Elaborations

  • thinking about constructive feedback when revising their dance ideas
  • describing in words, symbols and/or images, the movements and phrases they create or how they have expressed a feeling by moving in particular ways
  • identifying movements such as jumps, turns, walking, sliding, twisting when viewing dance, for example, their peers, dancers in a live performance, dancers on film
  • using questions to evaluate dance they experience, as a dancer, and as an audience, what sort of movements did the dancers perform in the dances at a local festival, what were they wearing, what kind of music were they dancing to?

  VCADAR020 | The Arts | Dance | Foundation Level | Respond and Interpret

• VCAMUR012

  Respond to music and explore why people make and listen to music

  Elaborations

  • beginning to identify and name some elements and items used in music, for example instrument
  • responding to various music, e.g. clap or sing along
  • clapping, tapping, moving to music and can indicate if he/she would like or want more
  • seeking out or identifying and requesting preferred music, e.g. favourite CD
  • exploring and identifying locations they have experience music in their lives and communities and the purpose, for example, birthday party, cultural event, to dance, celebrate
  • sharing constructive observations about music from a range of cultures as a performer and audience member
  • describing mood/ feeling of pieces of music using their own words

  VCAMUR012 | The Arts | Music | Level C | Respond and Interpret

• 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

• VCAVAR004

  React to visual artworks

  Elaborations

  • experiencing a range and various forms of visual art and may react to some stimuli such as images and objects or respond to art experiences, for example maintain attention, visual tracking
  • experiencing art in their lives and communities, for example, art gallery, local coffee shops, exhibitions with the school, special events visual artworks that sustain and communicate cultural knowledge
  • exposed to artworks which are from and made for different reasons/ purposes, displayed in different ways and using different processes
  • exposed to different design elements, such as line, shape, colour or texture, in their artworks and in the artwork of others
  • exposed to the role of artist and audience

  VCAVAR004 | The Arts | Visual Arts | Level A | Respond and Interpret

• Media Arts: Levels 5 and 6 description

  In Levels 5 and 6, students develop their use of structure, intent, character and settings by incorporating viewpoints and genre conventions in their media art works. They explore and use media technologies and media elements such as time, space, sound, colour, movement and lighting, and evaluate...

  Level description | The Arts | Media Arts

• The Arts | Dance: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Dance

• The Arts | Drama: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Drama

• The Arts | Media Arts: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Media Arts

• The Arts | Music: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Music

• The Arts | Visual Arts: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Visual Arts

• The Arts | Visual Communication Design: Learning in Visual Communication Design

  In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...

  Overview material | Visual Communication Design

• The Arts | Visual Communication Design: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Visual Communication Design

• Visual Communication Design: Levels 7 and 8 description

  In Levels 7 and 8, students research and investigate the practices and viewpoints of designers in the creation of visual communications and gain an understanding of how to visually communicate ideas to an audience. They experiment and develop their skills in creative, critical and reflective thinking...

  Level description | The Arts | Visual Communication Design

• VCADRD010

  Use voice, facial expression and/or movement to imagine a role and situation

  Elaborations

  • expressing and communicate experiences, observations, ideas and feelings about themselves and their world
  • 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
  • manipulating objects, puppets, 2D images and available technologies to create stories

  VCADRD010 | The Arts | Drama | Level C | Drama Practices

• VCADRE017

  Explore ideas for characters and situations through dramatic play

  Elaborations

  • taking part in purposeful dramatic play
  • using stimuli such as stories, poems, music and images to explore ideas and feelings, for example, working with a local Koorie person to explore the way characters in a story might move or feel
  • experimenting with dramatic forms such as mime and puppetry
  • using own experiences and observations as a basis for creating imaginary worlds and characters using available objects as props, responding to questions such as what voice and movement have you noticed in others’ performances that could be used in their drama

  VCADRE017 | The Arts | Drama | Foundation Level | Explore and Express Ideas

• VCADRR012

  Share responses to drama by answering yes/no questions and explore where and why people make drama

  Elaborations

  • responding to a dramatization
  • participating as an audience by modelling the clapping of others
  • communicating about aspects of their own performance, by pointing to them self, pointing to and name some of their costumes or characters
  • participating in class discussion about how voices and movement were used in a drama
  • experiencing drama that show that people have different feelings about the world based on their experiences of the environment and other people

  VCADRR012 | The Arts | Drama | Level C | Respond and Interpret