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) ACAMUM102

Considering viewpoints – psychology: For example – How does music used in games or film influence and stimulate an emotional response in an audience?

Elaboration (4) | ACAMUM102 | Content Descriptions | Years 9 and 10 | Music | The Arts | F-10 curriculum

Elaboration (5) ACAVAR117

Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.

Elaboration (5) | ACAVAR117 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

Elaboration (2) ACAVAM118

Considering viewpoints – psychology: For example – Why and how does an artwork make you feel emotional? Can you apply a similar technique to your artwork?

Elaboration (2) | ACAVAM118 | Content Descriptions | Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum

Elaboration (9) ACLCLU011

recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology

Elaboration (9) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (11) ACLCLU011

identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics

Elaboration (11) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACAVAM126

Considering viewpoints – psychology: For example – Why and how do you feel empathy for the character? How far could you reduce your work without losing meaning?

Elaboration (1) | ACAVAM126 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Structure Dance

Learning in Dance Learning in Dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation. The body is the instrument of expression and uses combinations of the elements …

Structure | Dance | The Arts | F-10 curriculum

Structure Drama

Learning in Drama Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use …

Structure | Drama | The Arts | F-10 curriculum

Structure Media Arts

Learning in Media Arts Learning in Media Arts involves students learning to 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. …

Structure | Media Arts | The Arts | F-10 curriculum

Structure Music

Learning in Music Students learning Music listen, perform and compose. They learn about the elements of music comprising rhythm, pitch, dynamics and expression, form and structure, timbre and texture. Aural skills, or ear training, are the particular …

Structure | Music | The Arts | F-10 curriculum

Structure 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 the knowledge of visual arts, develop skills, techniques and processes, and use materials …

Structure | Visual Arts | The Arts | F-10 curriculum