Kathryn Hendy-Ekers Curriculum Manager, Visual Arts & Media Victorian Curriculum F–10 Online professional learning session Introduction to F – 6 Visual Arts and Media Arts Kathryn Hendy-Ekers Curriculum Manager, Visual Arts & Media

Session overview Media Arts & Visual Arts in the Victorian Curriculum Learning area structure Organising ideas Working with interdependent strands Using the web site Curriculum Planning and resources Media arts Curriculum terminology Level 4 - Content descriptors, elaborations and achievement standards sample Visual arts

Victorian Curriculum F–10 Released in September 2015 as a central component of the Education State Provides a stable foundation for the development and implementation of whole-school teaching and learning programs The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards Structured as a learning continuum, that is, developmental levels that enable teachers to identify current levels of achievement and readiness to learn and then plan to enable students to achieve expected levels 11 levels for English and Mathematics , 6 bands for The Arts, Health and Physical Education, Personal and Social Capability and and 5 bands for all other Learning Areas and Capabilities Incorporates the key content included in the Australian Curriculum Capabilities are represented as sets of knowledge and skills that are distinct from any single learning area but that students develop and apply across the curriculum Cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and culture, Asia and Australia’s engagement with Asia, and Sustainability) are embedded and included in the learning areas and capabilities, not represented as additional or separate components of the curriculum Four rather than seven capabilities are included as part of the Victorian curriculum. The additional three general capabilities in the Australian Curriculum are Literacy, Numeracy and ICT. Teachers will develop students’ learning of literacy, numeracy and ICT across the curriculum. In Victorian Curriculum F-10 these capabilities are incorporated in the learning areas and do not require separate treatment http://victoriancurriculum.vcaa.vic.edu.au/

Design and structure Victorian Curriculum F–10 Learning Areas The Arts Dance Drama Media Arts Music Visual Arts Visual Communication Design English Health and Physical Education The Humanities History Geography Civics and Citizenship Business and Economics Languages Mathematics Science Technologies Design and Technologies Digital Technologies Capabilities Critical and Creative Thinking Ethical Intercultural Personal and Social Victorian Curriculum F–10 Based on eight learning areas and four capabilities

The Arts in Victorian Curriculum One Learning Area that includes curriculum for six Arts disciplines that schools use to plan and deliver a teaching and learning program: F–10 Dance Drama Media Arts Music Visual Arts 7–10 Visual Communication Design

Bands F 1-2 3-4 5-6 7-8 9-10 The curriculum is represented in two-level bands on a continuum An achievement standard is provided for each band The Foundation (F) standard signifies the importance of the Arts in the early years of schooling Towards Foundation Levels A–D support students with a disability

Common strand structure The Arts have a common structure involving four interdependent strands, each involving making and responding Explore and Express/Represent Ideas Practices Respond and Interpret Present and Perform

The curriculum for each of the Arts discipline: Strands F–6 Explore and Express/Represent Ideas Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent. Practices Developing and refining understanding of skills and techniques. Structuring and organising ideas into form. Present and Perform Sharing through performance, presentation or display. Respond and Interpret Analysing and reflecting upon intentions. Examining and connecting artworks in context. The curriculum for each of the Arts discipline: is structured under four strands contains content descriptions which are written to allow schools to make choices about stimulus material, topics, repertoire includes achievement standards that use specific language (for example at F in music – ‘match pitch’) is supported by a band description which provides context includes elaborations that provide an explanation of and ways to unpack content descriptions uses discipline specific language, practices and modes for making and responding

Exploring & expressing/representing ideas imagining experimenting with techniques or materials exploring possibilities manipulating elements, materials or conventions visualising improvising devising innovating trialling responding to stimulus: visual, audio, kinetic, written shaping ideas

Practices ‘ways of doing’ in the Arts discipline or selected form, style, genre or tradition developing and extending skills applying conventions using materials, techniques and processes documenting, recording, notating, annotating reflecting, questioning, seeking and responding to feedback developing and extending a personal approach/aesthetic

Present and Perform making decisions about how work will be presented: designing the exhibition space (physical or virtual) situating work within a broader context introducing the work to an audience using exhibition conventions developing and using individual and collaborative skills, techniques and practices communicating ideas and intentions to an audience

Respond and Interpret researching asking questions exploring ideas considering context seeking and responding to feedback using materials, skills, techniques and processes applying conventions analysing, evaluating, reflecting, refining

Learning as artist and audience Artwork responding and interpreting using imagination expressing/representing ideas presenting and performing techniques and processes using materials practicing skills instruments evaluation exploring thinking analysis media

Making and responding Students learn as artist and as audience through making and responding Making is informed by responding & responding informs making

Take the web tour Overview Introduction Using the view and filter options http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/navigate.aspx

Navigating the Website Access by curriculum or level supports planning: Learning areas and capabilities Levels For advice on navigating the website see http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

4 ways of seeing the Arts curriculum 1 2 Learning Area view Arts discipline view 3 levels view 1 page view – only content descriptions and achievement standards 3 4

Learning Area landing page About the Arts Glossary Navigation to Arts discipline specific landing pages http://victoriancurriculum.vcaa.vic.edu.au/the-arts/introduction/about-the-arts

Arts discipline pages 2 sets of information Introduction Curriculum Rationale & Aims Structure Learning in the Arts discipline Scope and Sequence Curriculum Towards Foundation Levels A-D (Students with disabilities) F 1-2 3-4 5-6 7-8 9-10 Link: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/rationale-and-aims

Curriculum pages Multiple level view is the default, the user can select different views such as a single level apply filters such as looking at just the ‘practices’ content descriptions for Levels F, 2, 4 and 6

F–10 on one page Scope and sequence charts contain only the mandated curriculum of content descriptions and achievement standards http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/scope-and-sequence

Curriculum and resources 2016 school choice between AusVELS and Victoria Curriculum F–10 Victorian Curriculum F–10 from 2017 Resources General advice Specific Arts discipline advice Evolving Bookmark and check for updates Email ideas for updates http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

Curriculum planning and reporting guidelines In relation to the Arts F–6: F-2 At the Foundation stage (Prep–Year 2), schools focus on five curriculum areas: English, Mathematics, The Arts, Health and Physical Education and Personal and Social Capability’. (p. 19). At these levels, substantial attention should be paid to the Arts. 3-6 … an Arts program that in Years 3–4 includes all five Arts disciplines and at Years 5–6 and 7–8 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts. (p. 20) The challenge is to reconcile the twin demands of providing a learning program that maintains a focus on a common entitlement to core knowledge and skills and high expectations of every student whilst also allowing students opportunities to develop and pursue areas of individual interest and expertise. At F all 5 Arts disciplines will be taught but not necessarily evenly weighted. At 1 – 2 all 5 Arts disciplines over the two years but not necessarily evenly weighted. At F – 2 schools need to plan so the Arts receive significant attention this means that in Foundation and 1 – 2 the curriculum for all 5 Arts disciplines must be delivered. How this happens is a matter for school decision. Schools will make these decisions as a result of their planning process, considering the context, the expertise and the resources available. DET will collect assessments for all strands and achievement standards. http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf

Curriculum mapping Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program. Templates For each Arts discipline F-6 7-10 Instructions http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx

Across the Arts Levels 3–4 Dance Drama Media Arts Music Visual Arts Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama Investigate and devise representations of people in their community through settings, ideas and story structure in images, sound and text. Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments Explore artworks from different cultures and times to express ideas in visual artworks. Explore & Express/Represent Improvise, investigate, ideas, imagination

Terminology Content descriptions Achievement standards Band/Level descriptions statements that provide an overview to the content descriptions and achievement standard within the level or band. Strands key organising elements within each curriculum area. Content descriptions specific and discrete information identifying what teachers are expected to teach and students are expected to learn. Elaborations non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity. Achievement standards statements that describe what students are typically able to understand, and are the basis for reporting student achievement.

Learning as artist and Audience/Viewer Victorian Curriculum Learning as artist and Audience/Viewer Audience Artist Artwork Intention Expression Experimentation Contexts Institutions Exhibitions Performance Presentation Communication Representation

Learning in Media Arts Media Arts Practices In Making and Responding students engage with the key concepts, story principles and both technical and symbolic elements of media arts. Making in Media Arts is the use of knowledge, skills, techniques, process and materials that communicate ideas and intentions. Students design, produce and distribute media artworks. Responding includes exploring, analysing and interpreting media artworks. In making and responding to media artworks, students develop critical perception, personal expression and collaboration.

Learning in Media Arts Media forms: film, news reports, documentary, advertising, animation, music videos, video games, graphic novels and multimodal media arts forms. Key media concepts: used to tell stories; technologies used to produce, access and distribute media; various institutions that enable and constrain media production and distribution; audiences; representation. Technical and symbolic elements of media: including composition, space, time, movement, sound, colour and lighting for media forms in different contexts. Story principles: structure, intent, characters, setting, points of view and genre. Techniques and processes: pre-production, post production, distribution, engagement. Materials: images, sound, text and technologies.

Media Arts strands Strand Explore and Represent Ideas Media Practices Present and Perform Respond and Interpret Explore, investigate and experiment with ideas and develop characters, representations and viewpoints through characters, sound, settings, stories and text. Use media technologies and media conventions to create and represent stories in media forms. Planning, producing, distributing for specific audiences and contexts in media forms. … reflecting, questioning, analysing and evaluating as an audience and producer. …Identify specific features and purposes of media artworks.

Content Descriptions & Elaborations Level 4 Content Descriptors Level 4 Achievement Standards Explore & Represent Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sound and text. Creating a sequence of images, sounds and text or a combination of these, to clearly establish the beginning, middle and end of a story or an event Media Arts Practices Use media technologies to create time and space through the manipulation of images, sounds and text when telling stories. Applying text to accompany still or moving images, for example credits in a title sequence selecting appropriate fonts, colour and suitable length of time for display Present and Perform Plan, create and present media artworks for specific purposes with awareness of responsible media practice. Storyboarding and filming a short sequence showing a conflict by selecting camera angles, lighting and costume to convey meaning without dialogue Respond and Interpret Identify intended purposes and meanings of media artworks, using the key concepts of media arts. Describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories can be retold using media technologies

Content Descriptor & Achievement Standards Level 4 Content Descriptors Level 4 Achievement Standards Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sound and text. Students describe similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. Use media technologies to create time and space through the manipulation of images, sounds and text when telling stories. Students use the story principles of intent, structure, setting, characters, media elements and media technologies to make and share media artworks that communicate ideas to an audience. Plan, create and present media artworks for specific purposes with awareness of responsible media practice. Identify intended purposes and meanings of media artworks, using the key concepts of media arts.

https://www.acmi.net.au/education/student-programs/screen-it/ Australian Centre for the Moving Image

Museum of Contemporary Art Sydney Photo: National Centre for Creative Learning, MCA Sydney Museum of Contemporary Art Sydney http://www.mca.com.au/learn/schools/digital-excursions/

Learning in Visual Arts Visual arts practices The application of skills and knowledge to create, represent, communicate and respond in a specific arts discipline, form, tradition, style and/or genre. The practices of making and responding are interdependent and interactive. The practices of interpreting, comparing and contrasting, reflecting, analysing, appreciating and evaluating can inform a making process but can also be used independently. In Visual Arts the use of conceptual and practical processes in art making such as the use of sources of inspiration, exploration of ideas, exploration of and experimentation with materials and techniques, and the development and refinement of art works.

Learning in Visual Arts Focus on the practices of visual artists in different cultures, contexts and environments. Thinking, responding, making. Viewpoints of responding and making artworks through the practices of the artist and the engagement of the audience. Key ideas and issues in contemporary art practice that reflect beliefs and values of society. Visual conventions: underlying structure of artworks. Style, art elements and art principles. Materials, techniques and processes that are used in artistic practice.

Visual Arts strands Strand Explore and Represent Ideas Media Practices Present and Perform Respond and Interpret Explore ideas, experiences, observations, imagination …. artworks and artists from different cultures and times. Experiment, select, apply Materials, techniques, processes, technologies and visual conventions. Create and display artworks considering audiences, ideas and artists’ intentions and meaning. … reflecting, questioning, analysing and evaluating as a viewer and artist …Identify specific features and purposes of artworks from different periods of time and cultures.

Content Descriptions & Elaborations Level 4 Content Description Elaboration sample Explore ideas and artworks from different cultures and times to express ideas in visual artworks. Researching artworks of different styles and artists from different times and cultures, to inspire their own expression of ideas, for example, in forms such as printmaking and drawing, and styles such as realism or expressionism Use materials, techniques, technologies and processes, and explore visual conventions to make artworks. Practising a variety of techniques and using various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook Create and display artworks, describing how ideas are expressed to an audience. Discussing how artworks are made and how the choice of materials can influence the meaning of artworks, for example, what the artwork is made of, the choice of material to enhance the audience’s understanding of the artist’s intention Identify and discuss how ideas are expressed in a range of places and cultures. Comparing artworks made for different reasons, using appropriate visual conventions, and identifying different interpretations

Achievement Standards & Content Descriptions Level 4 Content Description Achievement Standard Explore ideas and artworks from different cultures and times to express ideas in visual artworks. Students plan and make artworks that are inspired by artworks they experience. Students discuss how artists use materials, techniques and visual conventions in artworks. Use materials, techniques, technologies and processes, and explore visual conventions to make artworks. They use materials, visual conventions, techniques and processes to communicate their ideas. Create and display artworks, describing how ideas are expressed to an audience. They discuss and evaluate the art making processes, materials and techniques they use to express their ideas. Identify and discuss how ideas are expressed in a range of places and cultures.

Australian Centre for Contemporary Art https://www.accaonline.org.au/learn/school-programs Australian Centre for Contemporary Art Photos: Australian Centre for Contemporary Art

Contacts Curriculum Manager: Visual Arts & Media Kathryn Hendy-Ekers PH: 9032 1697 Email: Hendy-Ekers.Kathryn.L@edumail.vic.gov.au