Elaboration (4) ACAMUM092
manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
Elaboration (4) | ACAMUM092 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (4) ACAVAM118
combining, adapting and manipulating images and objects from several sources
Elaboration (4) | ACAVAM118 | Content Descriptions | Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum
Elaboration (4) ACAMUM094
considering and investigating techniques for stylistic features when rehearsing
Elaboration (4) | ACAMUM094 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (4) ACAMUM095
arranging a familiar piece into a different musical style by manipulating the elements of music
Elaboration (4) | ACAMUM095 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (4) ACAVAR109
acknowledging the role of artist and audience as they start to interpret meaning in artworks
Elaboration (4) | ACAVAR109 | Content Descriptions | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum
Elaboration (4) ACAMUM093
listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
Elaboration (4) | ACAMUM093 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (4) ACADAM005
Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)
Elaboration (4) | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAR008
Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?
Elaboration (4) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM017
Considering viewpoints – evaluations: For example – How successful was the choreographer in expressing his/her stated intent clearly to the audience? How well did the dancers use expressive skills in the performance?
Elaboration (4) | ACADAM017 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM020
Considering viewpoints – meanings and interpretations: For example – What meanings are intended by the choreographer?
Elaboration (4) | ACADAM020 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM023
Considering viewpoints – psychology: For example – What emotion did you feel most strongly as you viewed the dance?
Elaboration (4) | ACADAM023 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADRM027
Considering viewpoints – forms and elements: For example – How did the performers use their voices? What sort of movements did the performers use? What voice and movement have you noticed in others’ performances that you might consider in making your …
Elaboration (4) | ACADRM027 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRM029
Considering viewpoints – meanings and interpretations: For example – What do you want your audience to think about your drama? What did this drama make you think about? How did you feel when making/watching the drama? evaluations: What did you like best …
Elaboration (4) | ACADRM029 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRR030
Considering viewpoints – societies and cultures: For example – Why are these people making drama? Where are they making drama?
Elaboration (4) | ACADRR030 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRM031
Considering viewpoints – forms and elements: For example – How did the drama begin? Develop? Conclude? How did the performers vary their voices, movement and gestures to create and share believable characters? How are elements of drama such as role, …
Elaboration (4) | ACADRM031 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRR034
Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) …
Elaboration (4) | ACADRR034 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRM035
Considering viewpoints – forms and elements: For example – How is the voice, movement, gesture and the body used to represent a character, situation or idea? How did the performers use the elements of drama? How can the devised drama be developed to …
Elaboration (4) | ACADRM035 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRM050
Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers …
Elaboration (4) | ACADRM050 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRR052
Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
Elaboration (4) | ACADRR052 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACAMAM058
Considering viewpoints – forms and elements: For example – What images will I use and in what order?
Elaboration (4) | ACAMAM058 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum