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Elaboration (1) ACAVAM115

Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?

Elaboration (2) ACADAM017

linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances

Elaboration (3) ACADAM022

Considering viewpoints – evaluations: For example – How successful were the dancers in conveying the choreographer’s stated intent?

Elaboration (3) ACADAM024

manipulating the elements of dance in performance to interpret a choreographer’s style and intent in contemporary styles, such as Aboriginal hip hop

Elaboration (1) ACADRM047

establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope

Elaboration ACADRM051

collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience

Elaboration (1) ACAVAR124

respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks

Elaboration (6) ACAVAM129

documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks

Elaboration (2) ACAVAR131

Considering viewpoints – critical theories: For example – Do you agree with the artist’s point of view? Give reasons for your view.

Elaboration (1) ACADAM002

practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

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 (2) ACADAR018

Considering viewpoints – philosophies and ideologies: What philosophical, ideological or political perspectives does the dance work represent, or how do these perspectives affect the audience’s interpretation?

Elaboration ACADAM024

performing dances with an awareness of a choreographer’s intent and style, including contemporary Australian choreographers such as Frances Rings or Stephen Page (Bangarra Dance Theatre)

Elaboration ACAMAM069

selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style

Elaboration (2) ACAMAM076

refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience

Elaboration (1) ACAVAM122

justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book

Elaboration (3) ACAVAR124

Considering viewpoints – philosophies and ideologies: For example – Do the artist’s past experiences influence the work? Why do you prefer this form?

Elaboration (1) ACADAM006

developing body awareness and refining technical skills of body control, accuracy, alignment, strength, balance and coordination in fundamental movements in response to teacher’s feedback and observation of other dancers’ technical skills

Elaboration ACADAM013

experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s …

Elaboration (3) ACADAM015

applying safe dance practice strategies in consideration of their own body’s and others’ capabilities when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment

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Cross Curriculum Priorities