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Example of knowledge and skills Music

In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on: Elements of music Rhythm sound/silence, long/short, …

Example of knowledge and skills | Music | 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

Example of knowledge and skills Dance

In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …

Example of knowledge and skills | Dance | The Arts | F-10 curriculum

Achievement Standard Drama Years 7 and 8

By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, …

Achievement Standard Media Arts Years 7 and 8

By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different …

Achievement Standard Media Arts Years 9 and 10

By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements …

Elaboration (3) ACADAM001

experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics

Elaboration (3) ACADAM002

developing awareness of and taking responsibility for safe dance practices, for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; awareness of the boundaries of the dance space; awareness …

Elaboration (3) ACADAM003

exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region

Elaboration (3) ACADAR004

exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel

Elaboration (3) ACADAM005

selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis

Elaboration (3) ACADAM006

building confidence and resilience through practising technical skills

Elaboration (3) ACADAM007

rehearsing and presenting an appropriate dance to celebrate and appreciate diversity of cultures, based on research into dance tradition, in the school or at a local community event

Elaboration (3) ACADAR008

examining dances in their community and comparing them to other dances of different peoples, times and cultures

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) 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) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

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) 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) ACADAM014

Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including …

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