The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The term ‘creativity’ plays a critical role in all arts subjects.
The Arts learning area comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences, as they discover and interpret the world.
The Arts entertain, inform, challenge, and encourage responses, and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students’ revisit increasingly complex content, skills and processes with developing confidence and sophistication through the years of schooling.
Dance knowledge and skills ensure that, individually and collaboratively, students:
Drama knowledge and skills ensure that, individually and collaboratively, students develop:
Media Arts knowledge and skills ensure that, individually and collaboratively, students develop:
Music knowledge and skills ensure that, individually and collaboratively, students:
Visual Arts knowledge and skills ensure that, individually and collaboratively, students:
The Arts learning area comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts.
The Arts curriculum is written on the basis that all students will study at least two Arts subjects from Pre-primary to the end of Year 8. It is a requirement that students study a performance subject and a visual subject.
In Years 9 and 10 the study of the Arts is optional.
Each of the five Arts subject is organised into two interrelated strands: Making and Responding.
Making in each Arts subject engages students’ cognition, imagination, senses and emotions in conceptual and practical ways and involves thinking kinaesthetically, critically and creatively. Students develop knowledge and skills to plan, produce, present, design and perform in each arts subject independently and collaboratively. Students work from an idea, an intention, particular resources, an imaginative impulse, or an external stimulus.
Part of making involves students considering their work in the Arts from a range of points of view, including that of the audience. Students reflect on the development and completion of making in the Arts.
Responding in each Arts subject involves students reflecting, analysing, interpreting and evaluating in the Arts. Students learn to appreciate and investigate the Arts through contextual study. Learning through making is interrelated with, and dependent upon, responding. Students learn by reflecting on their making and responding to the making of others. The points of view students hold, shift according to different experiences in the Arts.
Students consider the Arts’ relationships with audiences. They reflect on their own experiences as audience members and begin to understand how the Arts represent ideas through expression, symbolic communication and cultural traditions and rituals. Students think about how audiences receive, debate and interpret the meanings of the Arts.
Dance: In Year 7, Dance students build on their understanding of improvising and experimenting with the elements of dance (BEST) and choreographic devices to create dance that communicates an idea. They continue to improve their dance skills, focusing on developing technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination. They are provided with opportunities to present dance to an audience, developing their performance skills of expression, projection and focus. As they make dance and respond to it, they reflect on the meaning, interpretations and purposes of dance. Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.
Media Arts: In Year 7, students are provided with opportunities to view media work within the context of the selected focus. They are introduced to the basic communication model, explore different viewpoints in contemporary media, plan and create representations in media work and respond to their own work and the work of others. Students work as a team, follow timelines, and use processes and strategies to ensure safe and responsible use of media equipment.
Music: In Year 7, students are given opportunities to apply their music skills and knowledge when performing, composing and listening to music. They develop their aural skills and aural memory to identify, sing/play and transcribe music, making connections between sound and notation. Students practise, rehearse and perform a range of solo and ensemble music to develop technical skills and an increasing awareness of musical expression. As performers and audience members, they are encouraged to express their thoughts and feelings about music, identifying personal preferences and the reasons for them.
Visual Arts: In Year 7, students have opportunities to use and apply visual art language and artistic conventions in their design and production process. They create 2d and/or 3d artwork through projects which encourage personal response and an understanding of compositional structure. Students are made aware of the need for safe visual art practices, and present their artwork for display. Students are introduced to an awareness of cultural, social and historical contexts that are embodied in artwork/art style which, in turn, allows them to link their own production to a given context. They consider how to present artwork to enhance audience interpretation. Students are introduced to a critical analysis framework to analyse artwork and use visual art terminology when responding.