1. Introducing Victorian Curriculum The Arts: 7-10
Dance, Drama, Media Arts, Music, Visual Arts, Visual Communication Design

2. Session overview The Arts in the Victorian Curriculum
Learning area structure
Organising ideas
Transition from AusVELS or Australian Curriculum
Working with the curriculum
Curriculum planning for Arts learning
Whole school, learning area, year level, units/sequences of learning
Partnerships, incursions, excursions and residencies
Discipline overview:
Dance, Drama, Media Arts, Music, Visual Arts & Visual Communication Design
Key terms and phrases
Range of …
Viewpoints

3. 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
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

4. Victorian Curriculum
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 is represented as a continuum of learning

5. 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

6. The Arts Curriculum F 1-2 3-4 5-6 7-8 9-10
The curriculum is represented on a continuum across 6 levels of achievement
An achievement standard is provided for each band
The Foundation (F) standard signifies the importance of The Arts in the early years of schooling
A curriculum to support students with a disability is provided and this is know as Towards Foundation Levels A-D

7. Level v Year
the curriculum should be regarded as a developmental continuum or progression of learning
schools and teachers are best placed to decide where on the continuum the focus of a learning program for a particular Arts discipline or a group of students should be positioned

8. Victorian Curriculum: The Arts4
Strands:
explore & express/represent ideas
practices
present & perform
respond & interpret + 2
Organising ideas:
students learn as artist and as audience
Students learn by making & responding

9. What’s happening now?
How are The Arts delivered at your school through
Arts disciplines
Horizontal &/or vertical organisation
Inquiry learning
Whole school events or projects?
Visual Arts Specialist and Music Specialist – an hour per week. Drama and Media Arts integrated into English and Digital Technologies in the classroom by classroom teacher. Dance taught as part of the PE curriculum.
All Arts disciplines taught by the classroom teacher through dedicated units connected to thematic learning.
Combinations of one or two Arts disciplines complimented by a visiting artist in incursion or excursion. Partnerships with teaching or practising artists.
4. Whole school approach – festival or production, community event involving sequenced learning culminating in specific performances and presentations. Eg: Healthy Living festival, Harmony Day, Sustainability festival

10. Common strand structure
Explore and Express Ideas
Practices
Respond and Interpret
Present and Perform
The curriculum for each of the Arts disciplines uses a common structure with four interdependent strands, each involving making and responding
This structure provides flexibility for schools to develop learning programs that
Are continuous or non-continuous within a single discipline
Connect across learning areas or Arts disciplines

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

12. Learning by making & responding
students learn as artist and as audience through making and responding
making is informed by responding & responding informs making

13. Take the web tour Overview Introduction
Using the view and filter options

14. Strand Sequence sample
Explore & Express Ideas – Visual Arts
Foundation
L 1 & 2
L 3 & 4
L5 & 6
L7 & 8
L9 & 10
Explore ideas, experiences, observations and imagination to create visual artworks.
Explore ideas, experiences, observations and imagination and express them in visual artworks.
Explore ideas and artworks from different cultures and times to express ideas in visual artworks.
Explore visual arts practices used by artists, to express different ideas and beliefs in artworks.
Explore the practices used by artists to develop expressions of themes concepts or ideas in their own artworks.
Explore the practices and styles of artists to develop their own personal style and express ideas and themes in their own artworks.
Explore how artists use materials, techniques, technologies and processes to realise their own intentions in artworks.
Explore how artists manipulate materials, techniques, technologies and processes to develop and express their own artistic intentions in artworks.

15. Intentions, representations, elements, techniques, methods, materials.
Across the Arts Level 7 & 8
Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design
Develop their choreographic intent by applying the elements of dance to select and organise movement
Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions
Develop media representations to show familiar or shared social and cultural values and beliefs.
Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music
Explore how artists use materials, techniques, technologies and processes to realise their own intentions in artworks.
Explore and apply methods, materials, media, design elements and design principles to create and present visual communications
Explore & Express
Intentions, representations, elements, techniques, methods, materials.

16. 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
ideas for updates

17. Guidelines for including the Arts in a whole-school curriculum plan
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.
3-8
… 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)
9-10
… An Arts program that includes in this band of schooling learning in at least one Arts discipline .
The school curriculum plan should recognise that in these years of schooling some students begin to focus on areas of specialisation related to both their future schooling and intended pathways beyond school.
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.

18. Developing Arts teaching and learning programs
The common strand structure for each of the Arts discipline-specific curricula allows schools to continue to deliver The Arts through
learning programs that focus on one or more arts disciplines, for example,
a junior secondary program where students complete a semester of learning in each Arts discipline over 2 years
a performing arts program with dance, drama and music components
a visual arts program that focuses on 2-d, 3-d and 4d forms
a literacy program that draws on curriculum from English and Media Arts
instrumental music
Project-based learning where Arts learning is aligned to themes, other learning areas or capabilities or inquiry questions, for example
work developed in other learning areas where an Arts form (film, play, song, dance) is used to communicate knowledge and understanding
work developed with an artist-in-residence (physically or virtually) or local artist /s or arts organisation
a celebration of school and community and identity expressed through dance, drama, media arts, music and visual arts presentations and performances created by the students in consultation with local Koorie elders and members of the community

19. 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.
Instructions:
Templates
For each Arts discipline
F-6
7-10

20. 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.

21. Learning in: Dance Dance practices The elements of dance Form
Choreography: the creative process of making dance
Performing: practising, rehearsing, refining and applying physical and expressive techniques
Appreciating: describing, explaining, evaluating and critically analysing their own dances and other dances they have viewed
The elements of dance
space, time, dynamics and relationships are used in combination to create and communicate ideas and intentions through dance.
Form
In Dance, form is the shape or structure of a dance according to a preconceived plan.

22. Learning as artist and audience in Dance
choreographer
performer
exploring movement possibilities,
responding to stimulus,
improvising,
interpreting, learning dances
developing skills & techniques
viewing, performing,
reflecting, analysing,
evaluating,

23. Learning In Dance Strand Explore and Express Ideas Dance Practices
Present and Perform
Respond and Interpret
… exploring and shaping ideas …
use imagination and responses to stimulii … and dance they have viewed …
... choreography, performance and appreciation
…build their movement vocabulary and practise, skills, techniques and processes …
… using physical and expressive skills and techniques in performance to communicate ideas and intentions to an audience…
… reflecting, questioning and analysing as choreographer, performer and audience … engage with dance from diverse cultures, times and locations …

24. Dance in The Arts & HPE
Dance is in The Arts and in Health and Physical Education
The two curricula are complementary
Students make and perform dances in both learning areas
In the Arts, the focus is on the student as artist and audience and learning through choreography, performance and appreciation of dance and dance-making
In Health and PE, the focus is on rhythmic and expressive movement activities with an emphasis on dance as a lifelong physical activity and the development of movement skills, concepts and patterns
Together, The Arts: Dance and HPE provide ways for students to develop personal and social skills and critically appraise cultural and social factors that shape their own identities, body and communities.

25. Learning in: Drama Drama practices The elements of drama
Making
improvising, devising, playing, acting, directing, comparing and contrasting, refining, interpreting, scripting, practising, rehearsing, presenting and performing
using movement and voice along with language and ideas to explore roles, characters, relationships and situations.
shaping and structuring drama using contrast, juxtaposition, dramatic symbol, cause and effect, and linear and episodic plot forms.
Responding
being audience members
listening to, enjoying, reflecting, analysing, appreciating and evaluating their own and others’ drama works.
The elements of drama
work dynamically together to create and focus dramatic action and dramatic meaning. Drama is conceived, organised and shaped by aspects of and combinations of
role, character and relationships, situation, voice and movement, space and time, focus, tension, language, ideas and dramatic meaning, mood and atmosphere and symbol.

26. Learning as artist and audience in Drama
drama-maker
performerdesigner
responding to stimulus,
improvising, devising,
interpreting scripts
developing skills & techniques, applying stagecraft
performing, viewing,
reflecting, analysing,
evaluating

27. Learning In: Drama Strand Explore and Express Ideas Drama Practices
Present and Perform
Respond and Interpret
… imagining and creating characters, roles and situations
…dramatic play, role play, process drama
… explore dramatic possibilities …
... skills, techniques and processes for creating and sustaining characters, roles and situations in devised and scripted drama.…
… applying acting, direction, design elements and stagecraft in performance spaces, rehearsing, and refining performances …
… describing, reflecting, questioning, analysing and evaluating as drama makers, designers, performers and audience…

28. 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.

29. 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

30. 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.

31. Learning In: Media Arts
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.

32. Learning in: Music Music practices The elements of music
listening, composing and performing
used separately and in combination
supported by additional activities
Using notation and ICT to record and communicate musical ideas;
reading, writing and interpreting
developing skills and techniques to discuss their own music and the music and music practices of others.
The elements of music
Musical ideas are conceived, organised and shaped by aspects and combinations of
Rhythm, Pitch, Dynamics and expression, Form and structure, Timbre/tone colour & Texture.

33. Learning as artist and audience in Music
listener
composer
performer
singing, playing, composing, improvising, arranging,
interpreting, developing skills & techniques, notating, recording,
performing,
reflecting, analysing,
evaluating

34. Learning In: Music Strand Explore and Express Ideas Music Practices
Present and Perform
Respond and Interpret
… exploring sound and silence and ways of using voice, body percussion, instruments and technologies …develop and express ideas…listening skills and imagination…
… skills, techniques and
processes for listening, composing and performing music from diverse cultures, times and locations…
… planning, rehearsing and refining performances to communicate ideas and intentions to an audience … voice, instruments, technologies…
… reflecting, questioning, analysing and evaluating as listeners, composers and performers …listening skills to discriminate, identify …

35. Learning in: Visual Arts
Visual arts practices
The application of Arts 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.

36. 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.

37. Learning in: Visual Arts
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.

38. Learning in: Visual Communication Design
Present and Perform
Developing and refining Visual Communication Designs for different audiences and purposes. Considering the relationship between designer’s intentions, audience characteristics and needs.
Respond and Interpret
Analysing and evaluating Visual Communication Designs for different audiences and purposes in different contexts.

39. Learning In: Visual Communication Design
Visual Communication Design practice includes:
the use of design thinking skills
design as a process.
Students respond to and write a brief, research and generate ideas, develop and refine visual communications.
Students communicate ideas and information through the use of:
drawing conventions – using a range of media, materials and methods to visualise ideas.
design elements and principles – such as line, shape, colour, tone, texture, form, type, balance, contrast, scale and hierarchy.
skills, techniques and processes – in a range of methods, materials, media and technologies

40. Learning In: Visual Communication Design
Strand
Explore and Represent Ideas
Visual Communication Design
Practices
Present and Perform
Respond and Interpret
Explore and apply methods, materials and media.
Create, develop and present visual communication presentations.
Use manual and digital drawing systems.
Visual Communication Presentation conventions in Industrial, Environmental and Communication Design.
Visual Communication Presentations for different audience needs.
Develop briefs for specific audiences.
…Identify, describe, analyse and evaluate
Use of materials, methods, media for specific audiences.
visual communication presentations in historical and cultural contexts.

41. Making choices about teaching materials
No specific materials or stimulus is stipulated in The Arts curriculum
When the curriculum mentions ‘across a range of styles, forms’ etc. teachers have the opportunity to choose teaching resources or stimulus materials that are relevant for their students. For example, teachers can make choices to ensure students experience Arts practices
typical of cultures that students identify with
that reflect the culture practiced by the indigenous people of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community
used by artists and arts organisations in the local community
typical of selected styles or practitioners
relevant to particular forms or ways of working
Koorie Protocols
Starting local can mean connecting through your Koorie Education Co-ordinator (KEC) Koorie Education Support Officer (KESO) to establish a relationship with the local Koorie community.
This also means selecting teaching materials based on the children in the class.
Connecting with artists living and working in the community. (Often completed through one activity).

42. Education State goals, ambitions and targets
Discuss the opportunities provided by the Education State target for The Arts
Page 11:

43. Contacts
Curriculum Manager: Performing Arts Helen Champion PH: Curriculum Manager: Visual Arts Kathryn Hendy-Ekers PH: 9032 –