1. Victorian Curriculum F–10 Online professional learning session Introduction to Media Arts Level 7 - 10 Kathryn Hendy-Ekers Curriculum Manager, Visual Arts & Media

2. Session overview Media Arts in the Victorian Curriculum o Learning area structure o Organising ideas o Working with interdependent strands o Using the web site Curriculum planning and Resources Media Arts terminology Content Descriptors & Achievement Standards Scoping a Unit of work in Media Arts

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. Design and structure Victorian Curriculum F–10 Based on eight learning areas and four capabilities 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 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. 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

7. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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

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

15. What is happening in your school? Is Media Arts taught specifically? Is it taught with another Arts discipline? How is the Arts program arranged?  Semesters?  Blocks  A cross arts program How is Media Arts scheduled in levels 9 & 10?

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

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

18. 4 ways of seeing the Arts curriculum 1.Learning Area view 2.Arts discipline view 3.3 levels view 4.1 page view – only content descriptions and achievement standards

19. 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

20. 2 sets of information Introduction 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 Arts discipline pages Link: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/rationale-and-aims

21. 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

22. 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

23. 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

24. Curriculum planning and reporting guidelines In relation to the Arts 7 – 10: 5 - 8 an Arts program that 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. http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf

25. 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

26. 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.

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

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 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.

30. Media Arts strands StrandExplore 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.

31. Content Descriptions & Achievement Standards Level 7 – 8 Content DescriptorsLevel 8 Explore & Represent Experiment with the organisation of ideas to structure stories through media conventions and genres, to create viewpoints in images, sound and text. Develop media representations to show familiar or shared social can cultural beliefs and values. Students use genre, media conventions and shape technical and symbolic elements for specific purposes and meanings. They evaluate how they and others use these media conventions and elements to make meaning. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. They design production processes, and control equipment and technologies to achieve their intentions. Media Arts Practices Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning. Plan, structure and design media artworks that engage audiences. Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. Students use genre, media conventions and shape technical and symbolic elements for specific purposes and meanings. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. They design production processes, and control equipment and technologies to achieve their intentions.

32. Level 8 Content DescriptorsLevel 8 Achievement Standard Present and Perform Present media artworks within different community and institutional contexts, with consideration of ethical and regulatory issues. Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. Students use genre, media conventions and shape technical and symbolic elements for specific purposes and meanings. They evaluate how they and others use these media conventions and elements to make meaning. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. Respond and Interpret Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and viewpoints of particular audiences. Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media art making. Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. They evaluate how they and others use these media conventions and elements to make meaning. They identify and analyse the social and ethical responsibilities of both makers and users of media artworks.

33. Video Postcards St. Josephs College - Echuca https://open.abc.net.au/ ABC Open Website

34. Example: ‘Video Postcards’ ActivityContent Descriptor View ABC Open website to view ‘video postcards’. Discuss the representation of ideas, story, genre of the video and the viewpoints represented by the creator as well as the viewer. Respond & Interpret Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and viewpoints of particular audiences. Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media art making. Students plan their own video postcard using storyboarding. They document the use of the technical and symbolic elements in their planning. Their product will demonstrate the use of technology in shooting and editing their product considering their audience. Media Arts practices Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning. Plan, structure and design media artworks that engage audiences.

35. Example: ‘Video Postcards’ Achievement StandardAssessment criteria Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. They evaluate how they and others use these media conventions and elements to make meaning. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. Respond & Interpret Students discuss the social values portrayed in the video postcards from different viewpoints. What are the social values convey? They evaluate the use of media conventions in the postcards and discuss the media conventions they have used in their work to convey meaning. Students identify the audience for their post card and the social values and viewpoints they convey in their work. They design production processes, and control equipment and technologies to achieve their intentions. Media Arts practices Students use technologies using ipad cameras and moviemaker to create their digital postcard. They discuss the processes used to create meaning in their work.

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

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

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