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• 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

• VCAVAV014

  Explore different materials and techniques to make artworks

  Elaborations

  • exploring different ways of using visual arts elements, principles, skills, techniques and processes, materials and technologies
  • creating two-dimensional and three-dimensional art works in structured learning experiences for example using mark-making and collage media, materials and techniques in two- and three-dimensional art works or using materials, such as paste, cloth, wood, ceramics, beads and clay to create two-dimensional and three-dimensional art works
  • mixing colours to make and explore secondary colours
  • exploring textures and shapes through their artworks and designs
  • exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, sand, photography
  • comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like

  VCAVAV014 | The Arts | Visual Arts | Level D | Visual Arts Practices

• Media Arts: Level C achievement standards

  By the end of Level C, students communicate about media artworks they make and view, and why media artworks are made.

  Students make media artworks that communicate a word or concept.

  Level description | The Arts | Media Arts | Level C

• VCAVCDV002

  Use manual and digital drawing methods and conventions to create a range of visual communications

  Elaborations

  • using observational drawing to represent form, materials and surface textures
  • using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design
  • discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?
  • using paraline and orthogonal drawing systems to illustrate simple packaging forms
  • demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

  VCAVCDV002 | The Arts | Visual Communication Design | Levels 7 and 8 | Visual Communication Design Practices

• 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

• VCAVAE005

  Explore materials to create visual artworks

  Elaborations

  • exploring their environment including images, textures and space and responding through creating visual artworks and design
  • creating artworks such as a painting or collage by identifying the colours and materials they want through simple choices making such as pointing, reaching or communicating what they want to use, for example the colour from a field of two or three choices and adding them with assistance to their artwork
  • making artworks in response to their environment or specific stimuli such as music, an object or event
  • exploring the use of colour and materials before and during creation of visual artworks or design
  • creating artworks in structured activities which related to self, others and personal environments in different forms, for example, painting, sculpture, photography of self
  • exploring different art, craft and design styles from other cultures

  VCAVAE005 | The Arts | Visual Arts | Level B | Explore and Express Ideas

• The Arts | Media Arts: Learning in Media Arts

  In Media Arts students engage with communications technologies and cross-disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screen-based or hybrid artworks. Students explore, view, analyse and participate in media culture from a range of viewpoints...

  Overview material | Media Arts

• The Arts | Visual Arts: Learning in Visual Arts

  Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with and develop knowledge of visual arts, skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

  Through...

  Overview material | Visual Arts

• VCADAE017

  Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas

  Elaborations

  • exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
  • exploring movement possibilities in response to stimulus such as words, stories, objects or images
  • using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
  • using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
  • using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

  VCADAE017 | The Arts | Dance | Foundation Level | Explore and Express Ideas

• VCADAD010

  Explore dance movements to communicate ideas

  Elaborations

  • imitating a simple movement sequence as it is modelled by an adult
  • responding to words ‘fast’, ‘slow, ‘high’, ‘low’ etc. while practising movements
  • practising and responding to a range of fundamental movements to music, for example, walking, running, marching, crawling (locomotor); bending, stretching, twisting, turning (non-locomotor)
  • practising fundamental movements to develop technical skills of body control, balance and coordination

  VCADAD010 | The Arts | Dance | Level C | Dance Practices

• VCADRD026

  Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place

  Elaborations

  • experimenting with the loudness/softness, pace and pitch of their voices to create roles and situations, time and place
  • exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
  • developing sensory and spatial awareness when creating dramatic action
  • experimenting with body language and gesture used in drama from different cultures and times, for example, in dramatic traditions or practices from Asian societies

  VCADRD026 | The Arts | Drama | Levels 3 and 4 | Drama Practices

• VCADRP011

  Present drama that communicates ideas, feelings and/or experiences

  Elaborations

  • responding to various performing and visual arts, e.g. clap along, study images within a picture
  • communicating feelings to others through simple role plays or perform
  • starting to use and like some familiar words and images to form a meaningful communication
  • re-enacting significant part/s of cultural or community story with the assistance of representatives from the community
  • rehearsing and performing sequences of ideas to communicate stories through drama

  VCADRP011 | The Arts | Drama | Level C | Present and Perform

• 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

• 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

• 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

• VCADAD022

  Use choreographic devices to select and organise movement ideas and create and practise dance sequences

  Elaborations

  • practising fundamental movements such as walking, running, marching, galloping, skipping, crawling, bending, stretching, twisting and turning, focusing on technical skills of body control, posture, strength, balance and coordination
  • devising a range of body shapes and travelling movements suggested by action words focusing on the dynamic qualities, for example, rising, jumping, stopping, falling, opening, closing and then use the devices of repetition and contrast to form dance sequences
  • using questions as part of the dance-making process, for example, asking how ideas are communicated in this dance, how they are varying speeds, levels, directions?
  • exploring movement possibilities and making choices about ways of communicating emotions or observations about the texture of an object, for example, eating something sticky
  • making decisions about how a short dance will begin and end, refining and evaluating options through feedback, practice and repetition

  VCADAD022 | The Arts | Dance | Levels 1 and 2 | Dance Practices

• VCAMUR016

  Respond to music and describe features they observe, including likes and dislikes

  Elaborations

  • exploring the basic features of their own and others’ music, through guided learning experiences to identifying the main elements, what features they like best
  • demonstrating acceptable audience behaviour when in the classroom and when attending school functions, for example watching for extended period of time and responding to performance and clapping at the conclusion
  • listening to and identifying simple musical patterns and changes to rhythm and tempo in music
  • contributing to classroom conversation about aspects of music have made or experienced
  • identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates a sense of identity and community
  • participating in discussion on social and cultural elements of music, for example Where is this music from? Why was it made? What is it about?
  • describing music using their own words and learnt music terminology, for example loud, soft, happy, sad
  • listening to and talking about music and musical instruments from different contexts and cultures

  VCAMUR016 | The Arts | Music | Level D | Respond and Interpret