Explore and Express Ideas | Dance Practices | Present and Perform | Respond and Interpret
the elements : Action, Dynamics, Time, Space, Relationships, Structure
Dance
Music
Visual Art
Drama
Media Arts
expression and exploration of personal, cultural and social worlds
body, gesture, movement, voice and language
explore and depict real and imagined worlds
develop a sense of inquiry and empathy
create meaning as drama makers, performers and audiences
The Arts in the Curriculum
significant role in how meaning is made in peoples’ lives
personal expression, enjoyment, creative action, imagination, emotional response, aesthetic pleasure and the creation of shared meanings
opportunities to explore social and cultural values about spiritual and worldly beliefs
the diverse and pluralistic values of Australian cultures, including those of Aboriginal and Torres Strait Islander peoples
respect the views of various social and cultural groups, people with different religions and belief systems and people with disabilities
participate in and contribute to cultural life
become informed consumers of the arts and culture
to empathise with others
to consider a range of career paths
making and appreciating
Explore and Express Ideas | Drama Practices | Present and Perform | Respond and Interpret
the elements: Dramatic Tension, Contrast, Symbol, Time, Space and Place, Focus, Mood
the forms: Improvisation, Storytelling, Movement, Mime, Reader’s Theatre, Puppetry, Mask, Video Drama, Playbuilding
expressive movement with purpose and form
express, question and celebrate human experience
body as the instrument and movement as the medium
personal, social, emotional, spiritual and physical communication
movement vocabulary
explore and refine imaginative ways of moving individually and collaboratively
choreograph, rehearse, perform and respond
wellbeing and social inclusion
enhances knowledge and understanding of diverse cultures and contexts
develops personal, social and cultural identity.
fields of art, craft and design
communicate, challenge and express their own and others’ ideas
develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world and other worlds
represent meaning associated with personal and global views, and intrinsic and extrinsic worlds
journey of discovery, experimentation and problem-solving relevant to visual perception and visual language
achieving their personal visual aesthetic, and appreciate and value that of others
relationships between the viewer and artworks
view the world through various lenses and contexts
develop understanding of world culture and their responsibilities as global citizens
vic and aus
Explore and Express Ideas |Visual Art Practices | Present and Perform | Respond and Interpret
the forms: Drawing, Painting, Printing, Fibre, Sculpture/3D, Photography, Digital Forms
subject matter: People, Living Things, Objects, Places and Spaces, Events
the language: Line, Shape, Colour, Tone, Texture
uniquely aural
essential nature of music is abstract
encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space
exists distinctively in every culture and is a basic expression of human experience
fosters understanding of other times, places, cultures and contexts
access to knowledge, skills and understanding which can be gained in no other way
significant impact on the cognitive, affective, motor, social and personal competencies
listening, performing and composing
value and appreciate the power of music to transform the heart, soul, mind and spirit
Explore and Express Ideas | Music Practices | Present and Perform | Respond and Interpret
the musical concepts: Duration, Pitch, Dynamics, Tone Colou
creating representations of the world and telling stories through communications technologies
connects audiences, purposes and ideas
participate in, experiment with and interpret diverse cultures and communications practices
critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and of themselves
This page is made up of excerpts that were most meaningful to me taken from (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.), (New South Wales Education standards Authority [NESA], 2006) and (Victorian Curriculum and Assessment Authority [VCAA], n.d.)
They are direct quotes from the documents and not my own words.
As with this entire website, all images are my own.