Elaboration (3) ACAMUM088
interpreting dynamics and expression in a range of notated music by singing, playing and improvising
Elaboration (3) | ACAMUM088 | Content Descriptions | Years 5 and 6 | Music | The Arts | F-10 curriculum
Elaboration (3) ACAMUM092
identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
Elaboration (3) | ACAMUM092 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (3) ACAMUM099
applying an aural understanding of key and tonality when improvising and composing
Elaboration (3) | ACAMUM099 | Content Descriptions | Years 9 and 10 | Music | The Arts | F-10 curriculum
Elaboration (3) ACAVAM110
experimenting with visual conventions to create particular visual effects in representations
Elaboration (3) | ACAVAM110 | Content Descriptions | Years 3 and 4 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACAVAM115
explaining influences of other artists on their own art making
Elaboration (3) | ACAVAM115 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACADAM009
Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does space, costume and/or multimedia communicate meaning in this dance?
Elaboration (3) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADAM010
Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you …
Elaboration (3) | ACADAM010 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADAR012
Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?
Elaboration (3) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADAM013
Considering viewpoints – meanings and interpretations: For example – What was the choreographer’s stated intent for this dance? What ideas did you think the dance expressed?
Elaboration (3) | ACADAM013 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADRM041
Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the …
Elaboration (3) | ACADRM041 | Content Descriptions | Years 7 and 8 | Drama | The Arts | F-10 curriculum
Elaboration (3) ACADRR045
Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the …
Elaboration (3) | ACADRR045 | Content Descriptions | Years 7 and 8 | Drama | The Arts | F-10 curriculum
Elaboration (3) ACADRR046
Considering viewpoints – contexts: For example – What is the cultural context in which the drama was developed, or in which it is viewed, and what does it signify? How does this drama relate to its social context and that of its makers and audiences? …
Elaboration (3) | ACADRR046 | Content Descriptions | Years 7 and 8 | Drama | The Arts | F-10 curriculum
Elaboration (3) ACADRR053
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 (3) | ACADRR053 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum
Elaboration (3) ACAMAR065
Considering viewpoints – societies and cultures: For example – How are values demonstrated in this media representation? Can we judge a culture from popular media images?
Elaboration (3) | ACAMAR065 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum
Elaboration (3) ACAMAM066
Considering viewpoints – forms and elements: For example – What elements define a genre? How can I create mood and setting through images/sound/framing?
Elaboration (3) | ACAMAM066 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum
Elaboration (3) ACAMAM067
Considering viewpoints – philosophies and ideologies: For example – What ideological or political perspectives are evident in my artwork to engage a particular audience? What established behaviours or conventions have influenced the design of my artwork …
Elaboration (3) | ACAMAM067 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum
Elaboration (3) ACAMAM075
Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?
Elaboration (3) | ACAMAM075 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum
Elaboration (3) ACAMUM081
Considering viewpoints – meanings and interpretations: For example – What did this music make you think about and why?
Elaboration (3) | ACAMUM081 | Content Descriptions | Foundation to Year 2 | Music | The Arts | F-10 curriculum
Elaboration (3) ACAMUM084
Considering viewpoints – forms and elements: For example – How did the music change? How many different sections are there in the music?
Elaboration (3) | ACAMUM084 | Content Descriptions | Years 3 and 4 | Music | The Arts | F-10 curriculum
Elaboration (3) ACAMUM090
Considering viewpoints – forms and elements: For example – Which style of music is this? What musical clues helped you to decide?
Elaboration (3) | ACAMUM090 | Content Descriptions | Years 5 and 6 | Music | The Arts | F-10 curriculum