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Elaboration (1) ACAVAM120

problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space

Elaboration (2) ACAMUM096

maintaining technical control throughout the performance of a piece of music

Elaboration (4) ACAMUM095

arranging a familiar piece into a different musical style by manipulating the elements of music

Elaboration (4) ACAMUM088

Considering viewpoints – meanings and interpretations: For example – How does the composer indicate dynamics in this piece? How does the performer show emotion in this piece?

Elaboration (4) ACAMUM096

Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece? What composition devices were used in your piece?

Elaboration (2) ACAMUM092

Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece?

Elaboration (2) ACAMUM093

Considering viewpoints – meanings and interpretations: For example – Why does the same piece sound different when different musicians play it?

Elaboration (5) ACAMUM095

Considering viewpoints – forms and elements: For example – What composition devices were used in your piece?

Elaboration (2) ACAMUM100

Considering viewpoints – meanings and interpretations: For example – How do changes in instrumentation and orchestration affect the interpretation of this piece?

Elaboration (1) ACAMUR104

listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music

Considering viewpoints – societies, cultures and histories: For example – What is the social context of this piece and for whom would it be performed? What is the cultural context of this piece and what does it signify? What instruments and other features …

Elaboration (4) ACAMUR104

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 (5) ACAMUR091

Considering viewpoints – societies and cultures: For example – How do different cultures use music? Why is this piece of music important in this culture?

Elaboration (2) ACAMUM101

Considering viewpoints – cultures and histories: For example – How are the elements of music used in this piece to convey a cultural identity? What historical forces and influences are evident in this work?

Elaboration (3) ACAMUR104

investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music

Elaboration (8) ACADRM033

exploring dramatic traditions and practices from one or more Asian societies in their drama

Elaboration (1) ACAVAR117

Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?

Elaboration (1) ACAMAR072

comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style

Elaboration (1) ACAMUM103

Considering viewpoints – evaluations: For example – How are these two performances different? Which one was more successful with audiences and why?

Elaboration (1) ACAVAM121

Considering viewpoints – histories: For example – How did one artist influence the work of another? What is your favourite art style? When and where did it originate?

Curriculum Types

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General Capabilities

Cross Curriculum Priorities