1. Victorian Curriculum F–10 Online professional learning session Specialist delivery of Dance, Drama and Music Helen Champion Curriculum Manager

2. Session overview The Arts in the Victorian Curriculum Learning area structure Organising ideas Working with interdependent strands Using the web site Curriculum planning for Arts learning Whole school, learning area, year, units/sequences of learning Roles for generalist and specialist teachers Partnerships, incursions, excursions and residencies What’s in the curriculum? Dance, Drama, Media Arts, Music and Visual Arts Choosing resources

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 The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards http://victoriancurriculum.vcaa.vic.edu.au/

4. Learning areas & Capabilities Victorian Curriculum F-10 is represented as a continuum of learning Capabilities Critical and Creative Thinking Ethical Intercultural Personal and Social 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

5. The Arts in the Victorian Curriculum 1 Learning Area with curriculum for six Arts disciplines: F-10 Dance, Drama, Media Arts, Music, Visual Arts 7-10 Visual Communication Design

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

7. Levels of achievement F 1-2 3-4 5-6 7-8 9-10 The curriculum is represented on a continuum across 6 levels of achievement In The Arts, 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

8. Terminology 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.

9. 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

10. StrandsF–67–10 Explore and Express/Represent Ideas Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent. Exploring 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. Developing and refining understanding of skills and techniques. Structuring and organising ideas into form. Present and Perform Sharing through performance, presentation or display. Sharing artworks through performance, presentation or display. Respond and Interpret Analysing and reflecting upon intentions. Examining and connecting artworks in context. Analysing and reflecting upon intentions. Examining and connecting artworks in context.

11. Learning as artist and audience AudienceArtist 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

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

13. Curriculum and resources Curriculum 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

14. Take the web tour Watch the videos: videos Overview Introduction Using the view and filter options

15. 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. 3-8 … 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 …pathways http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf

16. What’s happening now? How are The Arts delivered at your school in Prep (foundation) 1-2 3-4 5-6 Are class teachers also arts teachers? Whole-school events or projects? Connections to the community?

17. 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  Sequential, developmental teaching and learning programs that focus on one or more arts disciplines, for example: a visual arts program a music program a performing arts program with dance, drama and music components a literacy program that draws on curriculum from English and Media Arts.  Project-based learning where Arts learning is aligned to themes or inquiry questions, for example: Who are we? A celebration of school and community and identity expressed through presentations and performances created by the students in consultation with local Koorie elders and members of the community undertaken featuring performances developed from units of work undertaken in Dance, Drama, Media Arts, Music, and/or Visual Arts classes 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 organisations

18. 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

19. Across the Arts Levels 3–4 DanceDramaMedia ArtsMusicVisual 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. Improvise, investigate, ideas, imagination Explore & Express

20. Arts achievement standards: Foundation Dance make and perform dance sequences and demonstrate safe dance practice. describe what happens in dance they make, perform and view. Drama make and perform drama that communicates ideas and stories. discuss characters and situations in drama they make, perform and view. Media Arts describe the media art works they make and view. make and share media artworks representing stories with settings and characters. Music sing and play instruments to communicate their experiences and ideas. explore contrasting sounds and improvise with them. match pitch when singing. understand and respond to the beat and simple rhythm patterns. describe the music to which they listen, identifying what they enjoy and why. Visual Arts make artworks using different materials and techniques that express their ideas, observations and imagination. identify and describe the subject matter and ideas in artworks they make and view.

21. Learning in and learning through The Arts structure supports: learning in the arts disciplines: individually and/or in combination learning through the Arts disciplines: individually, in combination and/or with other learning areas developing Capabilities whilst learning in or through an Arts discipline embedding learning related to the cross-curriculum priorities whilst learning in or through the Arts working collaboratively In the curriculum: practices, elements, skills, techniques, processes and use of media and materials referred to in the curriculum are unique to each Arts discipline

22. Making choices about teaching materials No specific materials or stimulus are stipulated in The Arts curriculum Schools make choices based on the needs of particular groups of students, taking into account the local context – resources, where the school is located, prior learning, whole-school projects etc. For example, teachers can make choices based on cultures that students in the class identify with the culture of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community opportunities to connect with artists and arts organisations in the local community Learning approaches that connect The Arts and other learning areas Using the Arts to develop students capabilities – personal & social, critical and creative thinking, intercultural, ethical

23. Connecting learning areas and capabilities No specific materials or stimulus are stipulated in The Arts curriculum Schools make choices based on the needs of particular groups of students, taking into account the local context – resources, where the school is located, prior learning, whole-school projects etc. For example, teachers can make choices based on cultures that students in the class identify with the culture of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community opportunities to connect with artists and arts organisations in the local community

24. Learning in …

25. Learning through …

26. Koorie Cross-Curriculum Protocols http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pages/koorieart.aspx Marrin Gamu The project is quite simple. Here are the four steps: 1.Listen to the song and have a group of language students translate it into your language. 2.Help the group to learn the song in your language and decide how you would like to perform it. 3.Record a film clip of your song and give it a title. 4.Upload the video to the internet and send through a link Resources have been developed to assist you with each step.

27. Discuss the opportunities provided by the Education State target for The Arts Education State Goals, ambitions and targets http://www.education.vic.gov.au/Documents/about/educationstate/launch.pdf Page 11

28. Learning in Dance Dance practices  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.

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

30. Dance strands http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/structure StrandExplore 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 vocabu lary 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 …

31. Dance in the Arts and 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.

32. Learning in Drama Drama practices 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.

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

34. Drama strands http://victoriancurriculum.vcaa.vic.edu.au/the-arts/drama/introduction/structure StrandExplore 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, analy sing and evaluating as drama makers, designers, performers and audience…

35. Learning in Music Music practices 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 and Texture.

36. 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

37. Music strands http://victoriancurriculum.vcaa.vic.edu.au/the-arts/music/introduction/structure StrandExplore 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 …

38. Contacts Curriculum Manager: Performing Arts Helen Champion PH: 9032 1723 Email: champion.helen.h@edumail.vic.gov.auchampion.helen.h@edumail.vic.gov.au