1. Introducing Victorian Curriculum The Arts
Instrumental Music

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

6. 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

7. 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

8. 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

9. 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

10. What’s happening now?
Where is learning through an instrumental music program positioned in the whole-school plan
Stand alone
Connected to classroom music
Integral part of whole school events or projects
Connected to community music-making?
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

11. 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

12. 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.

13. 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 …

14. 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

15. 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

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

17. Victorian Curriculum: The Arts - Music
Assumptions
the curriculum will be used in many different learning contexts; how that happens will be decided by schools and teachers
the same content is relevant across instrumental, classroom, ensemble and informal contexts
the curriculum is not designed for use with any particular pedagogy or program
each student’s progress on the music learning continuum mapped by the curriculum should reflect their achievements across learning contexts
Opportunities to use digital technologies are embedded throughout the curriculum

18. 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 …
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.

19. 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 (physcially 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

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. Music: Explore & express ideas
Foundation
L 1 & 2
L 3 & 4
L5 & 6
L7 & 8
L9 & 10
Explore sound and silence and ways of using their voices, movement and instruments to express ideas
Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion
Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments
Explore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effects
Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects.
Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas
Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music
Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions

22. Elaborations

23. Achievement Standards
Based on the content descriptions
Include details that inform assessment task design
Nominally represent expectations over a 2 year period
For example:
By the end of Level 8, students
manipulate the elements of music and stylistic conventions to improvise, compose and perform music. 
use evidence from listening and analysis to interpret, rehearse and perform songs and instrumental pieces in unison and in parts,
demonstrate technical and expressive skills.
use music terminology and symbols to recognise, describe and notate selected features of music
identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions
evaluate musical choices they and others have made to communicate ideas and intentions as performers and composers of music from different cultures, times and locations.

24. 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

25. 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).

26. 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

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

28. Contacts
Curriculum Manager: Performing Arts Helen Champion PH: