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Elaboration (4) ACAMUR098

Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?

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?

Considering viewpoints – societies: For example – How is this piece typical of the social context in which it was created? cultures: How are the elements of music used in this piece to convey a cultural identity? histories: What historical …

Elaboration (4) ACAMUR105

Considering viewpoints – critical theories: For example – How has the rise of technology changed the nature of music? How has technology impacted on audiences, the music industry and the way we consume music?

Elaboration (4) ACAVAM125

Considering viewpoints – societies and cultures: For example – Can you understand and explain why the artist has developed their representation in this way? How can you represent homelessness in a way that is globally recognised?

Elaboration (4) ACAMUM084

using movement to demonstrate an understanding of musical form, changing actions as the music changes

Elaboration (4) ACHEK017

investigating the role and interactions of consumers and producers in the market (for example, using a simple circular flow of income model, demand, supply, price mechanism)

Elaboration (4) ACTDEK004

exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

Elaboration (4) ACADRM037

showing understanding of the purpose of rehearsing drama and the need for collaboration and group work

Elaboration (4) ACADRM043

developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space

Elaboration (4) ACAVAM106

identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

Elaboration (4) ACPMP045

using different equipment to create an original game or movement challenge

Elaboration (4) ACAVAM128

being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings

Elaboration (4) ACTDEP025

experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product

Elaboration (4) ACAVAM114

making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes

Elaboration (4) ACAVAM126

selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations

Elaboration (4) ACAVAR131

interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change

Elaboration (4) ACTDEP035

evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries

Elaboration (4) ACTDEP048

identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency

Elaboration (4) ACTDIK002

creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’

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Cross Curriculum Priorities