NORMANTON STATE SCHOOL CURRICULUM OVERVIEW. THE ARTS (Including Visual Arts, Dance, Drama, Media Arts)

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1 NORMANTON STATE SCHOOL CURRICULUM OVERVIEW THE ARTS (Including Visual Arts, Dance, Drama, Media Arts) *Units are based on the Australian Curriculum and C2C Units are used as a guide. Some C2C units are not complete at this stage. YEAR LEVEL: PREP, 1/2 THE ARTS ODD YEAR TERM 1 TERM 2 TERM 3 TERM 4 VISUAL ARTS DANCE DRAMA MEDIA ARTS UP AND DOWN AND ALL AROUND DANCING CHARACTERS MY PLACE LOOK AGAIN In this unit, students explore methods of abstraction and imaginative processes to communicate experiences, observations and personal connection to places. explore the visual language of expressive landscape depiction in artworks by a range of artists, including Aboriginal and Torres Strait Islander peoples and Asian artists and use this to develop their own artworks experiment with visual conventions (printmaking, mixed media, collage, drawing) to create expressive observational artworks about places display artworks and share ideas about emotive visual language choices they made in their artworks to dance by exploring two-dimensional shapes and three-dimensional objects as stimulus. explore, improvise and organise by exploring ideas about shapes and objects to make dance sequences using the elements of dance (space, time, dynamics, relationships) use fundamental movement skills to develop technical skills when practising dance sequences present dance sequences that communicate ideas about shapes and objects to an audience respond to dances, considering the use of shape and where and why people dance, including dances of Aboriginal Peoples and Torres to drama by exploring the school/local community/imagined places as stimulus for process drama and dramatic play. explore role and dramatic action in process drama and dramatic play about place/space identifying visual features of the place/space including special words such as those used by Aboriginal Peoples and Torres Strait Islander Peoples use voice, facial expression, movement and space to imagine and establish role and situation present drama that communicates ideas about place/space to an audience respond to own and others drama and consider where and why people make drama, including drama of Aboriginal Peoples and Torres Strait In this unit, students explore manipulation and representation of self. explore self-portrait representations which change reality and the ability of technology to manipulate and present new realities experiment with manipulation of still or moving images to present alternate character representations (costume and props; special effects or video effects)present manipulated images in digital or print form to share understanding of generational relationships describe and discuss what is real and not real in digitally manipulated images in the work of other students and artists, starting with media from Australia, including media artworks of Aboriginal and Torres Strait Islander People

2 Assessing student learning Assessment name: Up, down and all around: Collection of work Assessment description: Students explore sense of place through imaginative experimentation with a range of materials and processes. Strait Islander Peoples and Asian Peoples. Assessing student learning Assessment name: Dancing characters: Collection of work Assessment description: Students respond to, perform and choreograph dance that represents a character. Islander Peoples. Assessing student learning Assessment name: My place: Collection of work Assessment description: Students devise, perform and respond to a process drama called My place. Assessing student learning Students explore how photographic portraits represent moments in time and how technology can manipulate reality in media works. THE ARTS - MUSIC SEMESTER 1 SEMESTER 2 LET S SING AND PLAY TOGETHER In this unit, students explore rhymes and songs as stimulus for music making and responding. develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion in a range of chants, songs/poetry and rhymes sing and play instruments to improvise, practise a repertoire of chants, songs/poetry and rhymes including songs used by cultural groups in the community create compositions and perform music to communicate ideas to an audience respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal Peoples and Torres Strait Islander Peoples. Assessing Student Learning: Monitoring student learning Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.. Assessing student learning Assessment name - Let's sing and play together: Collection of work Assessment description: Students compose, perform and respond to music using elements of music and discuss where and why people make music. DIFFERENT PLACES (C2C Unit 3) In this unit, students explore a range of songs, rhymes and chants based on the theme of different places including their personal, familiar world; people and places far away; weather, seasons, landscapes and the built environment as stimulus for music making and responding. develop aural skills by exploring and imitating sounds, pitch and rhythm patterns in simple music pieces on the theme of different places, using voice, movement and body percussion sing and play instruments to improvise and practise a repertoire of chants, songs and rhymes related to different places create compositions and perform music to communicate ideas that represent different places respond to music and consider where and why people make music, including music of Aboriginal Peoples and Torres Strait Islander Peoples. Assessing student learning: Assessment name: Different places: Collection of work Assessment description: Students compose, perform and respond to music about different places.

3 YEAR LEVEL: 2/3, 4/5 THE ARTS ODD YEAR TERM 1 TERM 2 TERM 3 TERM 4 VISUAL ARTS ARTISTIC MOVEMENT(DANCE) DRAMA MEDIA ARTS TINY WORLDS CELEBRATING DANCE DRAMATIC TRADITIONS POETRY IN MOTION In this unit, students explore the communication of diversity in environments through the manipulation of visual language. explore and identify purpose and meaning of cultural symbolism in artworks by Aboriginal and Torres Strait Islander peoples and Asian artists to communicate relationships to environments and places experiment with visual conventions and visual language to depict personal responses and qualities of environments (printmaking techniques, colour relationships warm/cool; application of materials harsh/gentle; spatial devices flattened space/aerial perspective/ depth) collaborate, plan and create a collection/ exhibition of artworks to depict diversity in Australian environments and diversity in individual approach Assessment: Collection of Work Students explore human connections to real and imagined places as inspiration for constructing mixed-media artworks In this unit students make and respond to dance by exploring dance used in celebrations from a range of cultures. improvise and structure movement ideas for dance sequences suitable for celebrations using the elements of dance and choreographic devices practise technical skills safely in fundamental movements perform dances using expressive skills to communicate ideas about celebrations and commemorations identify how the elements of dance and production elements express ideas in dance for celebrations including dance by Australia's First Peoples and Asian peoples. Assessment: Students perform, choreograph and respond to dance used in celebrations from a range of cultures and communities. to drama by exploring dramatic traditions and practices in stories of Australia (including Aboriginal drama and Torres Strait Islander drama) and Australia's neighbouring countries. explore ideas and narrative structures of stories from Australia and neighbouring countries through roles and situations and use empathy in their own improvisations and devised drama use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place shape and perform dramatic action using narrative structures and tension in devised and scripted drama identify intended purposes and meaning of drama using the elements of drama to make comparisons. Assessment: Students devise, perform and respond to a drama based on storytelling. In this unit students create a character animation delivering an audio recording of a short, humorous poem. Students will explore representations of people from their community to develop animated characters, considering animated forms, mouth shapes, facial expressions, character development, composition, text and sound in media delivery to engage audience. They experiment with media technology, collaborative processes (script, storyboard, photograph and edit as a slideshow) to create a lip-synched animation. Productions will be shared in digital form. Students discuss similarities and differences in content, structure and animation approaches. Students describe and discuss intended purposes and meanings of media artworks using media arts key concepts. Assessment: Students explore animation, sound and characterisation through humorous poetry.

4 THE ARTS - MUSIC SEMESTER 1 SEMESTER 2 Let s Celebrate, Let s Remember In this unit, students make music and respond to music, exploring the songs used in celebrations and commemorations from a range of cultures including music for special occasions around the world. develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns in celebratory and commemorative songs practise singing, playing instruments and improvising celebratory music such as that used for birthdays, sporting events and anniversaries using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community create, perform and record compositions suitable for celebrations by selecting and organising sounds, silence, tempo and volume identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal peoples and Torres Strait Islander peoples. Assessment: Let's celebrate, let's remember: Collection of work Description: Students compose, perform and respond to music of celebrations and commemorations Songs of Australia to music exploring songs from Aboriginal peoples and Torres Strait Islander peoples, and songs from the arrival of the First Fleet in Australia. Throughout the unit, ensure all students have opportunities to develop their higherorder thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills: Assessment: Collection of Work Description: Students compose, perform and respond to Australian music. Collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. Demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Describe and discuss similarities and differences between music they listen to, compose and perform. *Alter GTMJ to ensure Year 2s are covering their achievement standard

5 YEAR LEVEL: 5/6 THE ARTS ODD YEAR TERM 1 TERM 2 TERM 3 TERM 4 VISUAL ARTS ARTISTIC MOVEMENT(DANCE) DRAMA MEDIA ARTS SAY IT WITH ART SYMMETRY AND DANCE MY HERO WHAT S THE STORY In this unit, students explore recontexualisation of objects and nontraditional art materials to communicate ideas. explore and explain the expression of social commentary and the influence of context in artworks by artists including Aboriginal and Torres Strait Islander Peoples and Asian artists and consider this in the development of their own artworks experiment with and use visual conventions and practices (found object mixed media forms, digital collage, digital manipulation) in research and development of individual artworks which express a personal view plan the presentation of digital art forms and/or found object mixed media forms to express personal view and enhance meaning for audience with description of influence and context compare recontextualisation of readymades and the representation of context in artworks from different cultures, times and places and use art terminology to explain the communication of social concern. Assessment: Collection of Work Students explore artworks that inspire to dance by exploring symmetry as stimulus. Students will explore movement and choreographic devices, using the elements of dance to structure dances that express ideas about symmetry including individual shapes and group formations develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination perform dance using expressive skills to communicate a choreographer s ideas on symmetry explain how the elements of dance and production elements communicate ideas about symmetry by comparing dances from different social, cultural and historical contexts. Assessment: Collection of Work Students respond to, choreograph and perform dance that uses symmetry as a stimulus to communicate a theme. to drama by exploring drama from different cultures, time and places in Europe and North America as stimulus. explore dramatic action, empathy and space in improvisations, play building and scripted drama around ideas related to the interconnections between people and the environment to develop characters and situations develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories (including those of Europe and North America) and engage an audience explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts. Assessment: My hero: Collection of work In this unit students create a documentary style film to tell the personal story of someone in the school community. explore the use of documentary codes and conventions to tell a story, depict a character, enhance representation and point of view experiment with media technology and collaborative production processes (script, storyboard, film, photography, editing, lighting, sound and text) to create mood and atmosphere and communicate point of view present productions in digital form to share and discuss similarities and differences in story principles, point of view, genre conventions, mood and lighting compare and explain the shaping of viewpoint, ideas and stories in their own media artwork and that of others, examining representation of culture, time and place in media artworks from Australia, including media artworks of Aboriginal peoples and Torres Strait Islander peoples. Assessment Work collaboratively using technologies

6 the making of a mixed media sculpture that expresses a personal view about a social issue and communicates meaning through display. Students devise, perform and respond to a drama based on the style of melodrama. THE ARTS - MUSIC SEMESTER 1 SEMESTER 2 GOING TO THE MOVIES to music exploring pieces of music that tell a story, and music that appears in film. to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting. Explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. Explain the purposes and audiences for media artworks made in different cultures, times and places. AROUND THE WORLD WITH MUSIC to music, exploring the music-making of other cultures through their music journal. explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns in a range of pieces of music from films, e.g. driving the action, setting the scene and mood, and portraying characters develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces of music from films rehearse and perform a piece of music from a film and compose a soundtrack to a short segment of film by improvising, sourcing and arranging ideas and making decisions to engage an audience explain how the elements of music communicate meaning by comparing music from a variety of segments of film. Assessment Use rhythm, pitch, form, symbols and terminology to compose music. Sing and play music in different styles, demonstrating aural, technical and expressive skills with accurate pitch, rhythm and expression in performances for audiences. Explain how the elements of music communicate meaning in the music they listen to, compose and perform. Describe how their music making is influenced by music and performances from different cultures, times and places. explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns of music from around the world, including the music of indigenous cultures develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces of music, including in music from the community and from around the world rehearse and perform music from different cultures, including music they have composed, by improvising, sourcing and arranging ideas, and making decisions to engage an audience explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music. Assessment Sing and play music in different styles, demonstrating aural, technical and expressive skills with accurate pitch, rhythm and expression when singing and playing music. Use rhythm, pitch, form, symbols and terminology to compose and perform music. Explain how the elements of music communicate meaning in the music they listen to, compose and perform. Describe how music making is influenced by music and performances from different cultures, times and places.

7 YEAR LEVEL: 7/8 THE ARTS ODD YEAR SEMESTER 1 SEMESTER 2 VISUAL ARTS DRAMA PERSONAL MAPS This unit explores social, ethical, environmental and/or economic themes and concepts in Visual Arts. Throughout the unit, students focus on one theme as a class and develop a body of work in making and responding to explore the theme from a variety of conceptual viewpoints. Learning opportunities should allow development of independent approaches and responses while experimenting with representation of subject and expression of viewpoint throughout the body of work. experiment with representation of ideas and concepts by exploring one theme from different viewpoints and a variety of approaches develop ability to communicate as an artist by selecting, applying and evaluating materials, techniques and processes to enhance artistic intentions design and plan individual or group visual solutions to conceptual problems and thematic challenges using inspiration from other artists explore contemporary approaches with techniques and processes to enhance representation of ideas within the theme exhibit artwork with consideration of theme to enhance artistic intention to audience make connections about how artists use shared visual conventions to communicate thematic meaning analyse and compare the representation of theme and viewpoint in contemporary and past art forms starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples. Assessing student learning Assessment Name: Personal maps: Collection of work Assessment Description: Students explore representations of ideas and concepts related to the theme of personal map making. SWEET DREAMS to drama by exploring the theme of love through a range of different performance styles/forms including comedy, Shakespearean and physical theatre. combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes based on love develop roles and characters consistent with situation, dramatic forms and chosen drama performance styles to convey status, relationships and intentions plan, structure and rehearse different performance styles/forms, exploring ways to communicate and refine dramatic meaning for theatrical effect develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal dramatists and Torres Strait Islander dramatists perform devised and scripted drama of a range of different performance styles/forms maintaining commitment to role analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning identify and connect specific features and purposes of different performance styles/forms from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal Peoples and Torres Strait Islander Peoples. Assessment will gather evidence of the student s ability to: identify and analyse how the elements of drama are used, combined and manipulated in different styles including comedy, Shakespearean and physical theatre apply this knowledge in drama they make and perform to explore the theme of love evaluate how they and others from different cultures, times and places communicate meaning and intent, exploring the theme of love, through drama

8 collaborate to devise, interpret and perform drama exploring the theme of love manipulate the elements of drama, narrative and structure to control and communicate meaning and explore the theme of love apply different performance styles and conventions to convey status, relationships and intentions use performance skills and design elements to shape and focus theatrical effect for an audience.

9 YEAR LEVEL: 9/10 THE ARTS ODD YEAR SEMESTER 1 SEMESTER 2 VISUAL ARTS DRAMA I AM.. (Emotion) (based on C2C Unit 1 GTMJ) This unit explores how artists persuade, communicate and express viewpoints and concepts in Visual Arts. Throughout the unit, students produce a series of artworks that are conceptually linked and lead to the development of personal style and artistic intention. Making and responding explore conceptual viewpoints. Learning opportunities should allow development of student-directed concepts with independent approaches and individualised representations of subject and viewpoint throughout the series of work. experiment with processes of research, development, resolution and reflection to create individualised, informed responses to chosen concepts independently research and analyse characteristics, qualities, properties and constraints of materials and technologies to represent their own artistic intentions develop and represent their ideas by adapting, manipulating, deconstructing and reinventing techniques, styles and processes design and plan individual or group visual solutions to student-directed conceptual problems exhibit artwork to enhance artistic intention and communication of viewpoint to audience evaluate representations of viewpoint in the work of others as inspiration for their own work analyse and compare differing viewpoints in contemporary and past art forms starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and international artists. Assessing student learning Assessment name: I am.collection of work Assessment description: Students explore artists' work as inspiration for artworks DRAMA INFUSIONS to drama by exploring contemporary Australian drama including Aboriginal dramatists and Torres Strait Islander dramatists and experimenting with linear and non-linear narrative structures and available theatre technologies. improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted contemporary Australian drama manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles of contemporary Australian drama practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of contemporary Australian drama styles and spaces, including exploration of those developed by Aboriginal dramatists and Torres Strait Islander dramatists structure drama, both linear and non-linear, to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements perform devised and scripted contemporary Australian drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience evaluate how the elements of drama, forms and performance styles in devised and scripted contemporary Australian drama convey meaning and aesthetic effect analyse a range of drama from contemporary Australian drama to explore

10 that demonstrate a personal approach to the concept of self. differing viewpoints and enrich their drama making, including drama of Aboriginal Peoples and Torres Strait Islander Peoples, and consider these styles of drama in relation to international contexts. Assessment will gather evidence of the student s ability to: analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret and perform analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in contemporary Australian drama they view use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints develop and sustain different roles and characters for given circumstances and intentions perform devised and scripted drama in different forms, styles and performance spaces collaborate with others to plan, direct, produce, rehearse and refine performances select and use the elements of drama, narrative structure (including linear and non-linear) and available theatre technologies in directing and acting in order to engage audiences refine performance and expressive skills in voice and movement to convey dramatic action.

11 EVEN YEAR *Some units have titles but no detail due to C2C updates YEAR LEVEL: PREP, 1/2 THE ARTS EVEN YEAR TERM 1 TERM 2 TERM 3 TERM 4 VISUAL ARTS DANCE DRAMA MEDIA ARTS NEW STORIES DANCING SEASONS (C2C Unit 3) DRAMA STORIES FROM THE PAST (C2C Unit 4) FAMILY STORIES In this unit, students create new stories in artworks by collaging characters, objects and landscapes from different artworks. explore the visual language of storytelling in artworks by a range of artists, including Aboriginal and Torres Strait Islander peoples and Asian artists and use this to develop their own artworks experiment with visual conventions (collage, mixed media) to manipulate narrative visual communication by changing elements and visual clues display artworks and share ideas about narrative elements and visual language choices they made in their artworks to dance by exploring dance using seasons as stimulus. explore, improvise and organise ideas about seasons to make dance sequences using the elements of dance (space, time, dynamics, relationships) use fundamental movement skills to develop technical skills when practising dance sequences present dance sequences that communicate ideas about seasons to an audience respond to dances about seasons, considering where and why people dance, including dances of Aboriginal peoples, Torres Strait Islander peoples and Asian peoples. Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Assessing student learning Assessment name: Dancing seasons: Collection of work Assessment description: Students to drama by exploring photographs and/or stories of family and friends as stimulus. explore role and dramatic action in dramatic play, improvisation and process drama about stories of family and friends use voice, facial expression, movement and space to imagine and establish role and situation present drama that communicates ideas about stories of family and friends to an audience respond to own and others drama and consider where and why people make drama, including drama of Aboriginal Peoples and Torres Strait Islander Peoples. explore how visual and oral representations can communicate meaning to an audience using recorded audio of students telling their story with accompanying drawings experiment with images, sound and narrative structure of beginning, middle and end to communicate personal and perhaps changed interpretation of a shared story present stories in digital form to communicate ideas describe and discuss the narratives of other students and artists, starting with media from Australia, including media artworks of Aboriginal and Torres Strait Islander Peoples to respond to meaning and visual language

12 perform, choreograph and respond to dance using seasons as stimulus. THE ARTS - MUSIC SEMESTER 1 SEMESTER 2 SAVE THE WORLD In this unit, students explore a range of songs, rhymes and chants based on the theme of Earth s resources and how they can be used and managed. develop aural skills by exploring and imitating sounds, pitch and rhythm patterns in music related to sustainable environments and conservation using voice, movement and body percussion sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes that explore the concept of sustainability, including songs used by cultural groups in the community create compositions and perform music to communicate ideas that offer solutions on how to sustain Earth s resources to an audience respond to music and consider where and why people make music, including music of Aboriginal Peoples and Torres Strait Islander Peoples. MUSIC IN OUR NEW WORLD (C2C Unit 4) In this unit, students explore fiction and non-fiction books and everyday texts as stimulus for music making and responding. develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion in a range of chants, songs and rhymes drawn from texts sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community create compositions and perform music to communicate ideas to an audience respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal Peoples and Torres Strait Islander Peoples.

13 YEAR LEVEL: 2/3, 4/5 THE ARTS - EVEN YEAR TERM 1 TERM 2 TERM 3 TERM 4 VISUAL ARTS DANCE DRAMA MEDIA ARTS PATTERNS IN THE PLAYGROUND (C2C Unit 3) In this unit, students explore processes of abstraction and manipulation from realistic sources to develop individual expression through pattern, texture and shape in their local environment. explore artworks from Aboriginal and Torres Strait Islander peoples and Asian artists which represent country through symbolic pattern and use this as inspiration to develop their own artworks experiment with visual conventions (digital capture, frottage, painting, collage) in research and development of a collaborative resolved artwork represent ideas through the display of artwork and reflect on meaning through participation in art conversations and written reflections compare artworks and use art terminology to communicate meaning. WILDLIFE WATCH (C2C Unit 3) to dance by exploring dance used in celebrations from a range of cultures. improvise and structure movement ideas for dance sequences suitable for Australia s National day using the elements of dance and choreographic devices practise technical skills safely in fundamental movements perform dances using expressive skills to communicate ideas about celebrations and commemorations EXPLORING ISSUES (C2C Unit 3) In this unit, students will make and respond to drama by investigating ways that issues and ideas about the world can be explored and expressed through drama. THE ARTS MUSIC explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama around an issue use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place in an issues-based drama shape and perform dramatic action around an issue using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal drama and Torres Strait Islander drama identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal Peoples and Torres Strait Islander Peoples, using the elements of drama to make comparisons. PERSAUDE TO PROTECT In this unit, students explore representations of people, settings, ideas and story structure in advertising and persuasive presentations, focusing on moving image genre. explore television advertising and devise representations using specific characterisations, settings and ideas to persuade a targeted audience to a place experiment with media technology and collaborative production processes (script, storyboard, film and edit, perhaps green screen if available) to create a television style media production present productions in digital form to share and discuss similarities and differences in content, structure and genre conventions and targeting approaches describe and discuss intended purposes and meanings of media artworks using media arts key concepts, starting with media artworks from Australia, including media artworks of Aboriginal and Torres Strait Islander Peoples

14 SEMESTER 1 SEMESTER 2 MUSICAL CHARACTERS AND ACTION (C2C Unit 3) To be advised

15 YEAR LEVEL: 5/6 THE ARTS EVEN YEAR TERM 1 TERM 2 TERM 3 TERM 4 VISUAL ARTS DANCE DRAMA MEDIA ARTS THE ANIMAL WITHIN DANCE LANDSCAPES DRAMATIC TRANSFORMATIONS (C2C Unit 3) Documentary What s the Story In this unit, students focus on representation of animals as companion, metaphor, totem and predator. explore and explain the representation of values and beliefs in sculptural artworks by artists including Aboriginal and Torres Strait Islander peoples and Asian artists and consider this in the development of their own artworks experiment with and use visual conventions and practices (ceramic sculpture, collage, surface manipulation, 3-dimensional form, mixed media) in research and development of individual artworks which express a personal view plan the presentation of sculptural animals to enhance meaning for audience with description of influence and personal view compare visual art conventions and the representation of animals in 3- dimensional artworks from different cultures, times and places and use art terminology to explain the communication of meaning. to dance from Australia and Asian countries using cultures and landscapes as stimulus. explore movement and choreographic devices, using the elements of dance and production elements (props, costumes, space) to choreograph dances which represent ideas about Australian/Asian cultures and landscapes. develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination perform dance using expressive skills to communicate ideas about Australian/Asian cultures and landscapes explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts. to drama by investigating dramatic forms that use more than the human body in role and dramatic action. These will include fantasy, puppetry, clowning, mask, media, props and alternate performance spaces. explore dramatic action, empathy and space in drama forms that use more than the human body through improvisations, playbuilding and scripted drama to develop characters and situations develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action in drama forms that use more than the human body rehearse and perform devised and scripted drama, in drama forms that use more than the human body, to develop narrative, drive dramatic tension, and use dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience In this unit, students create a documentary style film to tell the personal story of someone known to them or researched. explore the use of documentary codes and conventions to tell a story, depict a character, enhance representation and point of view experiment with media technology and collaborative production processes (script, storyboard, film, photography, editing, lighting, sound and text) to create mood and atmosphere and communicate point of view present productions in digital form to share and discuss similarities and differences in story principles, point of view, genre conventions, mood and lighting explain how the elements of drama and production elements, in drama forms that use more than the human body, communicate meaning by comparing drama from

16 different social, cultural and historical contexts. THE ARTS - MUSIC SEMESTER 1 SEMESTER 2 Let s Celebrate, Let s Remember Songs of Australia

17 YEAR LEVEL: 7/8 to dance cultures, from local, Australian and global contexts, that reflect identity, self-expression and community. THE ARTS EVEN YEAR SEMESTER 1 SEMESTER 2 DANCE MEDIA ARTS DANCE OF THE PEOPLE IF I WERE A DISH combine elements of dance and improvise by making literal movements into abstract movements from a range of dance cultures develop their choreographic intent by applying the elements of dance to select and organise movement from a range of dance cultures practise and refine technical skills and techniques from different dance cultures structure dances using choreographic devices and form rehearse and perform focusing on expressive skills appropriate to a range of dance cultures and/or choreographic intent analyse how street dance choreographers use elements of dance and production elements to communicate intent identify and connect specific features and purposes of a range of dance cultures from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including street dance of other countries. This unit explores how Media Arts conventions and genres are used to create point of view through representation and communication of social and cultural values and beliefs. In making and responding, students explore and develop methods of communicating stories and points of view using structure, intent, character, settings and genre conventions. Learning opportunities should allow development of independent approaches and responses while experimenting with representation of subject and communication of point of view throughout the unit. experiment with story structure and media conventions using image and sound to create a point of view develop ability to communicate social and cultural values and beliefs through media arts representations shape technical and symbolic elements of images, sounds and text to communicate meaning to a target audience plan, structure and design media artworks individually and collaboratively to engage a target audience make and present media artworks for various contexts demonstrating understanding of social and ethical responsibilities make connections about how media artists use technical and symbolic elements to communicate point of view analyse and compare the representation of viewpoint in contemporary and past art forms starting with Australian media artworks, including those of Aboriginal and Torres Strait Islander Peoples YEAR LEVEL: 9/10 THE ARTS EVEN YEAR SEMESTER 1 TERM 3 TERM 4 DRAMA OR DANCE MEDIA ARTS TO BE CONFIRMED UNDER CONSTRUCTION

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