Media Arts
Rationale
The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The term 'creativity' plays a critical role in all arts subjects. For the Western Australian Curriculum, the following explanation of the creative process is useful:
[There are] … four characteristics of creative processes. First, they always involve thinking or behaving imaginatively. Second, overall this imaginative activity is purposeful: that is, it is directed to achieving an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the objective. We therefore define creativity as: Imaginative activity fashioned so as to produce outcomes that are both original and of value. Robinson, K. (1999) National Advisory Committee on Creative and Cultural Education: "All Our Futures: Creativity, Culture and Education". p. 30
The Arts learning area comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences, as they discover and interpret the world.
The Arts entertain, inform, challenge, and encourage responses, and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and processes with developing confidence and sophistication through the years of schooling.
Dance
Dance is expressive movement with purpose and form. Through Dance, students represent, question and celebrate human experience, using movement as the medium for personal, social, emotional, physical and cultural communication.
Active participation as dancers, choreographers and audiences promotes wellbeing and social inclusion. Learning in and through Dance enhances students' knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.
Drama
Drama is the expression and exploration of personal, emotional, social and cultural worlds, through role and situation, that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they engage with and analyse their own and others' stories and points of view.
In making and staging drama, they learn how to be focused, innovative and resourceful, collaborate and take on responsibilities for drama presentations. Students develop a sense of curiosity and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.
Media Arts
Media Arts enables students to analyse past technologies, and use existing and emerging technologies as they explore imagery, text and sound to create meaning. Students participate in, experiment with, and interpret cultures, media genres and styles, and different communication practices.
Students learn to be critically aware of ways that media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and themselves. They learn to interpret, analyse and develop media practices through their experiences in making media arts. They are inspired to imagine, collaborate and take on responsibilities in planning, designing and producing media artworks.
Music
Music has the capacity to engage, entertain, challenge, inspire and empower students. Studying music stimulates imaginative and innovative responses, critical thinking and aesthetic understanding, and encourages students to reach their creative and expressive potential.
Music exists distinctively in every culture and is a basic expression of human experience. Students' active participation in music, individually and collaboratively, draws on their own traditions and life experiences. These experiences help them to appreciate and meaningfully engage with music practices and traditions of other times, places, cultures and contexts.
Visual Arts
Visual Arts incorporates all three fields of art, craft and design. Students create visual representations that communicate, challenge and express their own and others' ideas, both as artists and audience members. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world, and other worlds.
Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by utilising visual techniques, technologies, practices and processes. Visual Arts supports students' ability to recognise and develop cultural appreciation of visual arts in the past and contemporary contexts through exploring and responding to artists and their artworks.
Aims
Dance
Dance knowledge and skills ensure that, individually and collaboratively, students:
- develop confidence to become innovative and creative dancers to communicate meaning through body awareness, technical dance skills and performance skills
- apply the elements of dance and choreographic skills through group processes to create dance that communicates meaning to an audience
- develop aesthetic, artistic and cultural appreciation of dance in past and contemporary contexts as choreographers, performers and audience members
- develop respect for, and knowledge of, the diverse purposes, traditions, histories and cultures of dance by making and responding as active participants and informed audiences.
Drama
Drama knowledge and skills ensure that, individually and collaboratively, students develop:
- confidence, empathy and self-awareness to explore, depict and celebrate human experience, take risks and extend their own creativity through drama
- knowledge of how to analyse, apply and control the elements, skills, techniques, processes, conventions, forms and styles of drama in traditional and contemporary drama to engage and create meaning for audiences
- knowledge of the role of group processes and design and technology in the creative process of devising and interpreting drama to make meaning for audiences
- knowledge of traditional and contemporary drama through responding as critical and active participants and audience members.
Media Arts
Media Arts knowledge and skills ensure that, individually and collaboratively, students develop:
- confidence to participate in, experiment with, and interpret the media-rich culture and communications practices that surround them
- aesthetic knowledge developed through exploration of imagery, text and sound to express ideas, concepts and stories using effective teamwork strategies to produce media artwork
- creative and critical thinking skills to explore different perspectives in media as producers and consumers
- awareness of their active participation in local and global media cultures, including using safe media practices when publishing online materials.
Music
Music knowledge and skills ensure that, individually and collaboratively, students:
- develop the confidence to be creative, innovative, thoughtful, skilful and informed musicians
- develop skills and techniques to actively listen, analyse, improvise, compose and perform music
- interpret and apply the elements of music, engaging with a diverse array of musical experiences as performers and audience members
- develop aesthetic appreciation and respect for their own and others' music practices and traditions across different times, places, cultures and contexts.
Visual Arts
Visual Arts knowledge and skills ensure that, individually and collaboratively, students:
- demonstrate confidence, curiosity, imagination and enjoyment when engaged in visual arts making
- apply visual arts techniques, materials, processes and technologies to create artworks through the design and inquiry process
- apply visual language and critical creative thinking skills when creating and responding to artwork
- develop aesthetic, artistic and cultural appreciation of visual arts in past and contemporary contexts, both as artists and art critics.
Organisation
Content Structure
The Arts learning area comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts.
The Arts curriculum is written on the basis that all students will study at least two Arts subjects from Pre-primary to the end of Year 8. It is a requirement that students study a performance subject and a visual subject.
In Years 9 and 10 the study of the Arts is optional.
In the Arts, it is desirable that schools provide students with the opportunity to engage with all five Arts subjects across Pre-primary to Year 10.
Each of the five Arts subject is organised into two interrelated strands: Making and Responding.
Making
Making in each Arts subject engages students' cognition, imagination, senses and emotions in conceptual and practical ways and involves thinking kinaesthetically, critically and creatively. Students develop knowledge and skills to plan, produce, present, design and perform in each arts subject independently and collaboratively. Students work from an idea, an intention, particular resources, an imaginative impulse, or an external stimulus.
Part of making involves students considering their work in the Arts from a range of points of view, including that of the audience. Students reflect on the development and completion of making in the Arts.
Responding
Responding in each Arts subject involves students reflecting, analysing, interpreting and evaluating in the Arts. Students learn to appreciate and investigate the Arts through contextual study. Learning through making is interrelated with, and dependent upon, responding. Students learn by reflecting on their making and responding to the making of others. The points of view students hold, shift according to different experiences in the Arts.
Students consider the Arts' relationships with audiences. They reflect on their own experiences as audience members and begin to understand how the Arts represent ideas through expression, symbolic communication and cultural traditions and rituals. Students think about how audiences receive, debate and interpret the meanings of the Arts.
Relationships between the strands
Making and Responding are intrinsically connected. Together they provide students with knowledge and skills as practitioners, performers and audience members and develop students' skills in critical and creative thinking. As students make in the Arts, they actively respond to their developing work and the works of others; as students respond to the Arts, they draw on the knowledge and skills acquired through their experiences to inform their making.
Year level descriptions
Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.
For the five Arts subjects, the year level description includes forms, genres, styles, contexts, materials, practices and/or elements relevant to each Arts subject that informs approaches to teaching and learning in the Arts.
Content description
Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed.
Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities.
The additional content will not be reflected in the Achievement Standard.
Achievement standards
From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.
Glossary
A glossary is provided to support a common understanding of key terms and concepts included in the core content.
Student Diversity
The School Curriculum and Standards Authority is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Western Australian students.
All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western Australian Curriculum: The Arts. Teachers take account of the range of their students' current levels of learning, strengths, goals and interests and make adjustments where necessary. The three-dimensional design of the Western Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Western Australia and to personalise their learning.
Students with disability
The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability.
Many students with disability are able to achieve educational standards commensurate with their peers, as long as the necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their learning.
In some cases, curriculum adjustments are necessary to provide equitable opportunities for students to access age-equivalent content in the Western Australian Curriculum: The Arts. Teachers can draw from content at different levels along the Pre-primary – Year 10 sequence. Teachers can also use the general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need.
Adjustments to the practical delivery of movement-based activities will be necessary to ensure some students with a physical disability can access, participate in, and achieve on the same basis as their peers. Teachers may also need to consider adjustments to assessment of students with disability to ensure student achievement and demonstration of learning is appropriately measured.
English as an additional language or dialect
Students for whom English is an additional language or dialect (EAL/D) enter Western Australian schools at different ages and at different stages of English language learning, and have various educational backgrounds in their first languages. While many EAL/D students bring already highly developed literacy (and numeracy) skills in their own language to their learning of Standard Australian English, there are a significant number of students who are not literate in their first language, and have had little or no formal schooling.
While the aims of the Western Australian Curriculum: The Arts are the same for all students, EAL/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings.
Gifted and talented students
Teachers can use the Western Australian Curriculum: The Arts flexibly to meet the individual learning needs of gifted and talented students.
Teachers can enrich students' learning by providing students with opportunities to work with learning area content in more depth or breadth (e.g. using the additional content descriptions); emphasising specific aspects of the general capabilities learning continua (e.g. the higher-order cognitive skills of the critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later year levels in the Western Australian Curriculum: The Arts, and/or from local, state and territory teaching and learning materials.
Ways of Teaching
The 'ways of teaching' aim to support teachers with planning for curriculum delivery across the years of school, with the teaching in each year extending learning in previous years.
The 'ways of teaching' complement the principles of teaching and learning in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/). The principles focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice.
Making and Responding are intrinsically connected. Together they provide students with knowledge, understanding and skills as artists, performers and audience members and develop students' skills in critical and creative thinking. As students make in the Arts, they actively respond to their developing work and the works of others; as students respond in the Arts, they draw on the knowledge and skills acquired through their experience in making artworks.
Teachers have the freedom to apply aspects of the strands, Making and Responding, to plan teaching programs. Through the combination of both, teachers can provide rich opportunities to extend students' knowledge, skills and capacity to analyse and reflect. Responding occurs throughout the creative learning process.
To engage students in the Arts, teachers typically create learning experiences which:
- use all aspects of perception: sensory, emotional, cognitive, physical and relational to make learning experiential for students
- develop skills in students through modelling, coaching, practising and reflecting
- enable students to work individually and collaboratively, using flexible grouping to accommodate their needs and strengths
- encourage students to take risks and extend their ideas
- foster participation in projects in a flexible, dynamic learning environment
- provide opportunities for students to experience the Arts in live or virtual settings
- explore significant and recognisable examples of the Arts from different times and cultures to develop in students an aesthetic and cultural appreciation of the Arts.
Many aspects of the Arts syllabus are recurring and teachers should provide ample opportunities through practice for revision and consolidation of previously introduced knowledge and skills. The diagram below presents one version of the creative learning process in the Arts.
Figure 1 is a visual representation of 'ways of teaching' in the Arts.
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| Figure 1:" Ways of teaching in The Arts |
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| Figure 2:" Ways of teaching in The Arts |
Safe working practices in the Arts are an essential aspect of the teaching and learning. These include providing or adapting an appropriate space to work; teaching students guiding principles to care for their voice and bodies; working safely with others and with specialist equipment; and appropriate warm-up procedures before class or a performance. Safe working practices also include the responsibility teachers and students have in the maintenance of safe social and emotional spaces for the Arts. Without this aspect of safe working practices, risk-taking becomes difficult for many students. To ensure the development of creative processes where students are willing to risk making mistakes in the Arts, teachers will need to establish and maintain a safe learning environment in the classroom.
Although Dance, Drama, Media Arts, Music, and Visual Arts are distinct subjects in the Arts, teachers may create opportunities for students to study and make artworks that feature a fusion of traditional art forms and practices to develop hybrid and/or cross-arts projects. This learning involves the exploration of traditional and contemporary arts practices, including those from different cultures that acknowledge community and cultural protocols. Such works might:
- combine performance, audio and/or visual aspects
- combine processes typical of the different Arts subjects
- involve other learning areas
- exist in physical, digital or virtual spaces
- combine traditional, contemporary and emerging media and materials
- be created individually or collaboratively.
Teachers in schools are the key to providing students with rich, sustained, rigorous learning in each of the subjects in The Arts. The Arts industry complements the provision of the Arts syllabus in schools through programs and partnerships. The industry increasingly provides specialist services for schools, as appropriate, through experiences such as visiting performances; demonstrations and exhibitions; artists in residence; professional development for teachers; and access for students and teachers to specialised facilities in galleries, concert halls, theatres and other arts venues.
Figure 2 is a visual representation of guiding questions whilst experiencing live or digital arts events.
For information on how to collect evidence to inform planning for ongoing learning experiences in the Arts, refer to 'Ways of Assessing'.
Ways of Assessing
The 'ways of assessing' complement 'ways of teaching' and aim to support teachers in developing effective assessment practices in The Arts.
The 'ways of assessing' also complement the principles of assessment contained in the Western Australian Curriculum and Assessment Outline. The assessment principles, reflective questions and assessment snapshots support teachers in reflecting on their own assessment practice in relation to each of the assessment principles. Here teachers will find:
- background information for each principle
- reflective questions
- guidance for addressing the principle within their own assessment practice.
Refer to the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au) for further guidance on assessment principles, practices and phases of schooling.
The key to selecting the most appropriate assessment is in the answers to several reflective questions. For example:
- How do you use assessment as the starting point of your lesson planning?
- Do your assessments have a clear purpose?
- Do you design assessment tasks in a way that meets the dual purposes of formative and summative assessment?
- How do you use your observations of students (during the course of classroom activities, in assignments and in tests) to determine how learning can be improved?
- How do you identify students' misconceptions or gaps in their learning?
- How do you identify the next skill or understanding a student, or group of students, needs to learn?
- What information do you collect to evaluate your own teaching?
- How do you work with colleagues to evaluate student achievement data and how does this work inform your teaching?
- What range of evidence do you draw on when you report student performance and evaluate your teaching?
Refer to the Judging Standards tool in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/home/judging-standards) when reporting
against the Achievement Standards; giving assessment feedback; or explaining the differences
between one student's achievement and another's.
In the Arts, assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. Assessment tasks should identify the specific applications of knowledge and skills students will use, individually and/or in groups, to achieve clear, creative goals. This provides students with opportunities to find innovative ways to solve creative challenges.
The following table provides examples of assessment strategies which can enable teachers to understand where students are in their learning. Assessments should also be based on the integration of a range of types and sources of evidence.
| Subject | Examples of assessment strategies | Examples of sources of evidence |
|---|---|---|
Dance | Movement skills: students practise planned, movement-based exercises to develop a variety of technical dance skills and performance skills. |
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Choreographic skills: students create their own dance through completing task-based activities that engage in the use of the elements of Dance: body, energy, space and time (BEST), choreographic structures and choreographic devices. | ||
Reflective practice: students reflect, either orally or in written form, using dance terminology, on their own work and the work of others. Reflections will include analysis of the use of BEST, choreographic devices and structures, and design concepts in dance works. |
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Dance and contexts: students become familiar, in written or oral form, with historical, social and/or cultural contexts in which dance exists. This can be completed through investigation, where appropriate, and/or by viewing live or digital dance performances as audience members. | ||
Drama | Improvised/devised drama: based on stimuli, students engage in the development of original drama based on particular drama forms and styles and drama skills and conventions. May include the use of design and technology to support meaning. |
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Scripted drama: based on complete scripts or script extracts (published or unpublished), students engage in the interpretation of drama texts. May include the use of design and technology to support meaning. | ||
Reflective practice: students reflect, either orally or in written form, using drama terminology and language, on their own work and the work of others and the use of the elements of drama, and design and technology in drama. |
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Response analysis: students respond to, in written or oral form, using drama terminology and language, the application of elements of drama to create drama forms and styles and dramatic meaning; in particular drama performances (theatre) presented to students live or via digital format. May also include discussion about the role of design and technology. | ||
Media Arts | Media production: students develop skills in all phases of media production, from pre-production and media production, to post-production. Students develop practical skills through the experience of producing in various media forms, styles and genres. |
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Reflective practices: students reflect on their own and others', media productions using media terminology. This includes reflecting on group work and problem-solving strategies about media codes and conventions for the purpose of the production and the intended audience. |
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Media Arts and Contexts: students investigate, where appropriate, in oral or written form, the influence of the media, media history, and the contexts that shape the media. Points of view and values that shape productions and audience readings may also be considered. |
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Music | Aural and theory: students complete aural and theory tasks identifying and applying the elements of music. They develop music literacy and listening skills through practical and written activities. |
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Composing and arranging: students complete short tasks that reinforce learning concepts, or extended works that incorporate stylistic features and conventions in structured composition activities. Students can use invented and conventional notation, appropriate music terminology and technology, working individually or collaboratively. | ||
Analysis and context: students complete aural and visual analysis tasks using scores and recordings or by listening to live performances. They identify, compare and evaluate the use of music elements, contextual and stylistic characteristics and/or cultural and historical features in a range of musical examples. |
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Performance: students sing and/or play instruments to reinforce an aural or theoretical principle; communicate a compositional idea; or create and/or improvise musical ideas. Performance may be a solo or ensemble activity where students practise, rehearse and refine technical and expressive skills, and develop stylistic awareness. |
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Visual Arts | Production: students engage in the development of a resolved artwork to develop their skills and technical abilities for the relevant chosen medium and to demonstrate their creativity and knowledge of the visual conventions. |
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Analysis: students analyse, in written or oral form, using visual arts terminology, their own artwork and the artwork of others, based on selected frameworks. |
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Reflective practice: students reflect, in written or oral form, on their own artwork and the artwork of others, using the elements and principles of design, to refine and resolve artworks. | ||
Artists and contexts: students explore the social, cultural and/or historical contexts of artists through investigation, where age appropriate. |
General Capabilities
The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work in the 21st century. Teachers may find opportunities to incorporate the capabilities into the teaching and learning program for the Arts. The general capabilities are not assessed unless they are identified within the content.
Literacy
Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently, for learning and communicating in and out of school, and for participating effectively in society. Students use literacy when listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts. Literacy involves students using and modifying language for different purposes in a range of contexts.
In the Arts, students use literacy along with the kinetic, symbolic, verbal and visual languages of the five Arts subjects. This enables students to develop, apply and communicate their knowledge and skills as artists and as audiences. Through making and responding, students enhance and extend their literacy skills as they create, compose, design, analyse, comprehend, discuss, interpret and evaluate their own, and others', artworks.
Each Arts subject requires students to learn and use specific terminology of increasing complexity as they move through the curriculum. Students understand that the terminologies of the Arts vary according to context and they develop their ability to use language dynamically and flexibly. They use their literacy skills to access knowledge, make meaning, express thoughts, emotions and ideas, as well as interact with, and challenge, others.
Numeracy
Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. Numeracy involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.
In the Arts, students select and use relevant numeracy knowledge and skills to plan, design, make, interpret, analyse and evaluate artworks. Across the Arts subjects, students can recognise and use numbers to calculate and estimate; spatial reasoning to solve problems involving space, patterns, symmetry, 2D and 3D shapes; scale and proportion, to show and describe positions, pathways and movements; and measurement to explore length, area, volume, capacity, time, mass and angles.
Through making and responding across the Arts, students use numeracy skills to choreograph and perform dance; build, rehearse, sequence and time plays; plan, direct and edit media texts; compose, produce and record music; and design, construct and display art. Students work with a range of numerical concepts to organise, analyse and create representations of data relevant to their own, or others', artworks, such as diagrams, charts, tables, graphs and motion capture.
Information and communication technology (ICT) capability
Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems, and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students learning to make the most of the digital technologies available to them; adapting to new ways of doing things as technologies evolve; and limiting the risks to themselves and others in a digital environment.
In the Arts, ICT capability enables students to engage with digital and virtual technologies when making and responding to artworks. Students can, for example, use interactive multimedia platforms, communication and editing software, and virtual tools and environments, to design, create and share their artworks. They can enhance their ICT capability as they generate ideas and explore concepts and possibilities by exploiting available technologies.
Students learn to apply social and ethical protocols and practices in a digital environment, particularly in relation to the appropriate acknowledgment of intellectual property and the safeguarding of personal security when using ICT. They use digital technologies to locate, access, select and evaluate information, work collaboratively; share and exchange information; and communicate with a variety of audiences.
Critical and creative thinking
Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking is integral to activities that require students to think broadly and deeply. Students will use skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
In the Arts, critical and creative thinking is integral to making and responding to artworks. In creating artworks, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They generate, design and analyse art forms, consider possibilities and processes, and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. In responding to the Arts, students learn to analyse traditional and contemporary artworks and identify possible meanings and connections with self and community. They consider and analyse artists' motivations and intentions and possible influencing factors and biases. They reflect critically and creatively, both individually and collectively, on the thinking and design processes that underpin arts making. They offer and receive effective feedback about past and present artworks and performances, and communicate and share their thinking, visualisation and innovations to a variety of audiences.
Personal and social capability
Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students in a range of practices, including recognising and regulating emotions; developing empathy for others and understanding relationships; establishing and building positive relationships; making responsible decisions; working effectively in teams; handling challenging situations constructively; and developing leadership skills.
In the Arts, personal and social capability assists students to work, both individually and collaboratively, to make and respond to artworks. Arts learning provides students with regular opportunities to recognise, name and express their emotions while developing art form-specific skills and techniques. As they think about ideas and concepts in their own and others' artworks, students identify and assess personal strengths, interests and challenges. As art makers, performers and audience members, students develop and apply personal skills and dispositions, such as self-discipline, goal setting and working independently, and show initiative, confidence, resilience and adaptability. They learn to empathise with the emotions, needs and situations of others, to appreciate diverse perspectives, and to understand and negotiate different types of relationships. When working with others, students develop and practise social skills that assist them to communicate effectively, work collaboratively, make considered group decisions and show leadership.
Ethical understanding
Students develop ethical understanding as they identify and investigate the nature of ethical concepts, values and character traits, and understand how reasoning can assist ethical judgment. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.
In the Arts, students develop and apply ethical understanding when they encounter or create artworks that require ethical consideration, such as work that is controversial, involves a moral dilemma or presents a biased point of view. They explore how ethical principles affect the behaviour and judgment of artists involved in issues and events. Students apply the skills of reasoning, empathy and imagination, and consider and make judgments about actions and motives. They speculate on how life experiences affect and influence people's decision making and whether various positions held are reasonable.
Students develop their understanding of values and ethical principles as they use an increasing range of critical thinking skills to explore ideas, concepts, beliefs and practices. When interpreting and evaluating artworks and their meaning, students consider the intellectual, moral and property rights of others.
Intercultural understanding
Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students learning about, and engaging with, diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
In the Arts, intercultural understanding assists students to move beyond known worlds to explore new ideas, media and practices from diverse local, national, regional and global cultural contexts. Intercultural understanding enables students to explore the influence and impact of cultural identities and traditions on the practices and thinking of artists and audiences. Students might explore forms and structures, use of materials, technologies, techniques and processes, or treatment of concepts, ideas, themes and characters. They develop and act with intercultural understanding in making artworks that explore their own cultural identities and those of others, interpreting and comparing their experiences and worlds, and seeking to represent increasingly complex relationships.
Students are encouraged to demonstrate empathy for others and open-mindedness to perspectives that differ from their own and to appreciate the diversity of cultures and contexts in which artists and audiences live. Through engaging with artworks from diverse cultural sources, students are challenged to consider accepted roles, images, objects, sounds, beliefs and practices in new ways.
Cross-Curriculum Priorities
The cross-curriculum priorities address the contemporary issues that students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for The Arts. The cross-curriculum priorities are not assessed unless they are identified within the core content.
Aboriginal and Torres Strait Islander histories and cultures
In the Western Australian Curriculum: The Arts, Aboriginal and Torres Strait Islander histories and cultures enrich understanding of the diversity of arts practices in Australia. Exploration of the Aboriginal and Torres Strait Islander histories and cultures provides a rich opportunity to build a greater understanding of Australian history as well as fostering mutual understanding and respect between cultures. The study of Aboriginal and Torres Strait Islander histories and cultures for making and responding should be undertaken by teachers and students in ways that are culturally sensitive and responsible through the support of relevant elders and communities.
Asia and Australia's engagement with Asia
In the Western Australian Curriculum: The Arts, the Asia region represents a highly diverse spectrum of cultures, traditions and peoples with a third of the world's population located immediately north of Australia. Engaging in a respectful exploration of particular traditions from countries like China, India, South Korea and Japan, for example, will enable students to understand more deeply the values and histories of our near neighbours with whom it shares important interrelationships. The study of the Arts from the Asia region provides further opportunities for partnerships with relevant practitioners to develop arts practices.
Sustainability
In the Western Australian Curriculum: The Arts, the sustainability priority provides engaging and thought-provoking contexts in which to explore the nature of art-making and responding.
The sustainability priority enables the exploration of the role of the Arts in maintaining and transforming cultural practices, social systems and the relationships of people to their environment. Through making and responding in the Arts, students consider issues of sustainability in relation to the resource use and traditions in each of the Arts subjects. The Arts provides opportunities for students to express and develop world views, and to appreciate the need for collaboration within and between communities to implement more sustainable patterns of living.
Media Arts
ABLEWA Stage A
Year Stage Description
In Stage A, students are exposed to media arts. They experience how media artworks can represent the world in which they live.
Students become aware of character and settings as they explore sensory elements of media arts, explore ideas and assist in the construction of stories.
Students experience safety in using technologies and in interaction with others. They are exposed to the role of artist. As an audience they are exposed to the sensory elements of the media art.
Stage A Content Descriptions
Explore and Represent Ideas
Experience characters and settings through stories in images, sounds and multi-modal texts (VCAMAE001)
Media Arts Practices
Experience media technologies to capture images and sounds for a story (VCAMAM002)
Present and Perform
Experience the presentation of media artworks (VCAMAP003)
Respond and Interpret
React to stimuli in media artworks (VCAMAR004)
Achievement standard
By the end of Stage A, students react to media artworks being made and viewed.
Students assist to make and share media artworks representing their life and preferences.
ABLEWA Stage B
Year Stage Description
In Stage B, students explore media arts. They explore how media artworks can represent the world and that they can make media artworks to represent their ideas about the world.
Students learn about safety in using technologies and in interaction with others. They experience the role of artist. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing.
Stage B Content Descriptions
Explore and Represent Ideas
Respond to characters and settings through images, sounds and multi-modal texts (VCAMAE005)
Media Arts Practices
Use media technologies to select images and sounds for a story (VCAMAM006)
Present and Perform
Share media artworks that communicate ideas or familiar story (VCAMAP007)
Respond and Interpret
Respond to media artworks (VCAMAR008)
Achievement standard
By the end of Stage B, students indicate what they like and dislike about media artworks they make and view.
Students assist to make and share media artworks using technologies and by selecting images and sounds to represent an idea or familiar story.
ABLEWA Stage C
Year Stage Description
In Stage C, students explore media arts. They explore and learn about how media artworks can represent elements of the world and that they can make media artworks to represent their ideas about the world. Students become aware of simple structure, character and settings as they explore ideas and construct stories.
Students learn about safety in using technologies and in interaction with others. They experience the role of artist. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing.
Stage C Content Descriptions
Explore and Represent Ideas
Explore different ways of representing characters and settings through images, sounds and multi-modal texts (VCAMAE009)
Media Arts Practices
Assist in the use of media technologies to capture images and sounds for a story (VCAMAM010)
Present and Perform
Present media artworks that communicate an idea or concept (VCAMAP011)
Respond and Interpret
Respond to media artworks by answering questions using one word responses or images (VCAMAR012)
Achievement standard
By the end of Stage C, students communicate about media artworks they make and view, and why media artworks are made.
Students make media artworks that communicate a word or concept.
ABLEWA Stage D
Year Stage Description
In Stage D, students explore media arts. They learn how media artworks can represent the world and that they can make media artworks to represent their ideas about the world. Students become aware of character and settings as they explore ideas and construct stories. They learn about composition, sound and technologies.
Students learn about safety in using technologies and in interaction with others. They experience the role of artist and they respond to feedback in their media arts making. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing. They make simple evaluations of media artworks expressing simple statements about what they like and why.
Stage D Content Descriptions
Explore and Represent Ideas
Explore ideas, characters and settings through stories in images, sounds and multi-modal texts (VCAMAE013)
Media Arts Practices
Develop skills to use media technology to capture images, sounds and text for a story (VCAMAM014)
Present and Perform
Present media artworks that communicate a simple idea or story (VCAMAP015)
Respond and Interpret
Respond to media artworks and describe some of the characteristics they observe (VCAMAR016)
Achievement standard
By the end of Stage D, students describe the characteristics of media artworks they make and view.
Students make and share media artworks representing a significant idea, event or story.
Pre-primary year Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 6. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Pre-primary, learning in Media Arts builds on the dispositions developed in the early years.
Students engage with purposeful play in structured activities to explore, and become familiar with, signs and symbols that have meaning and purpose.
They explore and experiment with the technical codes and conventions of media to produce media work that communicates a message.
As students make and respond to media work, they explore the images that communicate messages in the community.
Making
Ideas
Exploration and experimentation with images, with or without text, to communicate messages (ACAMAM054)
Familiarisation of signs and symbols, including logos and icons, that have meaning and purpose (ACAMAM054)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (capturing, selecting and arranging images)
- symbolic (objects, colour)
to produce media work (ACAMAM055)
Production
Production of images and/or signs and symbols in a media work to communicate a message for a purpose (ACAMAM056)
Achievement standard
At Standard, students produce media work that communicates meaning. They select or capture mostly relevant images, also using signs and symbols to give meaning to their messages.
Students identify the features used in media work to communicate messages and capture an audience. They share their opinion about media work viewed and produced.
Year 1 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 1, learning in Media Arts builds on the dispositions developed in the early years.
Students experiment with familiar signs and symbols, used in different contexts, to communicate an idea or story.
They explore and experiment with technical codes and conventions, and are introduced to audio and written codes to produce media work to share with others.
As students make and respond to media work, they express ideas and feelings about media work they view and produce.
Making
Ideas
Exploration and experimentation of images, sounds and text to communicate ideas and tell stories (ACAMAM054)
Use of familiar signs and symbols, including logos and icons, used in different contexts (ACAMAM054)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (capturing, selecting and arranging images)
- symbolic (objects, colour)
- audio (selecting and capturing sounds to create a mood or feeling; loudness and softness)
- written (adding text)
to produce media work (ACAMAM055)
Production
Production of media through the selection and editing of sound, text and images, to communicate an idea or story to an audience (ACAMAM056)
Achievement standard
At Standard, students experiment with images, audio and/or text to produce media work that communicates ideas and tells stories. They capture, select and arrange mostly relevant images, using familiar signs and symbols to give meaning to their ideas and stories.
Students identify the purpose and messages in media work in a variety of contexts. They give their ideas and feelings about media work they view and produce.
Year 2 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 2, learning in Media Arts builds on the dispositions developed in the early years.
Students explore how meaning can be changed in familiar stories through character and settings. They experiment with unfamiliar and contemporary signs and symbols to create meaning and purpose in different contexts.
They explore and experiment with technical, audio and written codes and conventions to produce media work to convey a story, or a section of a story, using archetypes.
As students make and respond to media work, they identify interests and preferences in media work they view and produce.
Making
Ideas
Exploration of character and setting in familiar stories in different media types (ACAMAM054)
Use of familiar and unfamiliar contemporary signs and symbols, including logos and icons, to create meaning and purpose in a variety of contexts (ACAMAM054)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (capturing, selecting and arranging images)
- symbolic (objects, colour, setting)
- audio (selecting and capturing sounds to create a mood or feeling; loudness and softness)
- written (selecting, arranging and editing text to organise important features of an idea or story)
to produce media work (ACAMAM055)
Production
Production of media work conveying a story or a section of a story with character and setting using audio and/or visual techniques (ACAMAM056)
Achievement standard
At Standard, students produce media work that conveys ideas and stories to audiences, using some audio or visual techniques. They explore how to use character and setting in familiar stories. Students experiment with the arrangement of captured or selected images, audio and text to convey their ideas. They select and use familiar signs and symbols to create meaning for a purpose in familiar contexts.
Students identify some features used in different media types that communicate ideas to different audiences. They share their interests and preferences about media work they view and produce.
Year 3 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 3, students explore how sequencing of image, sound and text tell a story or convey a message to an intended audience. They explore how fictional characters are represented in stories.
Students explore and experiment with technical, audio and written codes and conventions, and are introduced to symbolic codes, when producing media work.
As students make and respond to media work, they are provided with opportunities to explore work from different social, cultural and historical contexts.
Making
Ideas
Exploration of how sequenced images, audio and text can be used to tell a story or convey a message (ACAMAM058)
Exploration of how fictional characters are represented in stories (ACAMAM058)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (sequencing and editing images to organise events in a story; camera shots (close-up); camera angles (low angle))
- symbolic (objects, colour, setting, using costumes and props to represent familiar people as fictional characters)
- audio (loudness and softness; music to convey a mood; sound effects)
- written (selecting, arranging and editing text to organise important features of an idea or story)
when producing media work (ACAMAM059)
Production
Production of media work, using codes and conventions to enhance the story or message for an intended audience (ACAMAM060)
Responding
Appropriate responses to, and respect for, media work from different social, cultural and/or historical contexts (ACAMAR061)
Responses that involve identifying and reflecting on, the use of codes and conventions of media in their own and others' media work, using media terminology (ACAMAR061)
Achievement standard
At Standard, students produce media work for a specific purpose, using codes and conventions of media for some audience engagement. They explore how sequenced images, audio and text are used to tell stories and convey messages. Students explore the representation of fictional characters in stories. They sequence and edit images, using audio and text appropriate to the message. Students use props and costumes to represent familiar people as fictional characters.
Students respond respectfully to media work from different social, cultural and/or historical contexts. They identify codes and conventions used in their own and others’ media work, using some media terminology.
Year 4 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 4, students explore how narrative structures are represented in a variety of images and/or sound, and convey a message with a beginning, middle and end.
Students explore and experiment with codes and conventions, using narrative structures to engage and communicate an intended message to an audience.
As students make and respond to media work, they identify and reflect on the meaning and purpose of their own and others' media work, using appropriate terminology.
Making
Ideas
Exploration of how narrative structures are used to tell a story or convey a message with a beginning, middle and end (ACAMAM058)
Manipulation of familiar settings to create fictional settings (ACAMAM058)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (sequencing and editing images to organise events in a story; camera shots (close-up, long shot); camera angles (low angle, high angle))
- symbolic (using costumes and props to represent as fictional and/or non-fictional characters; manipulating familiar places to create fictional settings)
- audio (loudness and softness; music to convey a mood; sound effects)
- written (selecting, arranging and editing text to organise important features of an idea or story)
when producing media work (ACAMAM059)
Achievement standard
At Standard, students plan, create and present media work for a specific purpose, using codes and conventions for some audience engagement. They identify how narrative structures tell stories or convey messages with a beginning, middle and end. Students consider narrative structure when sequencing and editing. They use appropriate audio and edit text to convey a narrative. Students use familiar places to represent fictional settings, and use some props and costumes in their media work. They follow some simple media protocols when required.
Students respond respectfully to a variety of media work from different social, cultural and/or historical contexts. They identify and reflect on the meaning and purpose of their own and others’ media work, using some media terminology.
Year 5 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 5, students explore stories from a particular point of view. They consider how narrative structures are used to communicate ideas to an audience for a specific purpose.
Students experiment with codes and conventions, with increasing complexity, to communicate a message or story to an intended audience. They are introduced to protocols in media work.
As students make and respond to media work, they identify and describe how codes and conventions are used to communicate meaning, using appropriate terminology. Students examine the role of media in different cultures and times.
Making
Ideas
Exploration of how narrative structures are used to communicate ideas to an audience for a purpose (ACAMAM062)
Exploration of stories from a specific point of view (ACAMAM062)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (sequencing and editing of images to support particular purposes; camera shots (close-up, mid-shot, long shot); camera angles (low angle, high angle, eye-level))
- symbolic (using costumes and props to represent people as fictional and/or non-fictional characters; manipulating familiar places to create fictional settings; consideration of natural light to enhance a shot)
- audio (loudness and softness; music to convey a mood; sound effects)
- written (selecting text to strengthen meaning or create point of view)
when producing media work (ACAMAM063)
Achievement standard
At Standard, students plan, produce and present media work for specific audiences and purposes. They use codes and conventions to create point of view for some audience engagement. Students explore narrative structures and point of view to communicate ideas to an audience. They sequence and edit images, audio and text to convey the message for a specific audience and purpose. They use props, costumes and places to represent fictional and non-fictional characters and settings. Students follow some appropriate media protocols.
Students consider the role of media from different cultures and/or times. They identify how the codes and conventions of media are used to communicate meaning and create point of view, using some media terminology.
Year 6 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 6, students explore stories and ideas from different viewpoints. They explore how narrative structures and tension engage an audience.
Students continue to experiment with codes and conventions to persuade and engage an audience.
As students make and respond to media work, they describe how the codes and conventions of media communicate meaning. They examine the regulation and ethical behaviour in media. Students explore the factors that influence media in different cultures and times.
Making
Ideas
Exploration of how narrative structures and tension engage an audience (ACAMAM062)
Exploration of stories and ideas from different viewpoints (ACAMAM062)
Skills
Exploration and experimentation with the codes and conventions of media:
- technical (sequencing and editing images to support particular purposes; camera shots (close-up, mid-shot, long shot); camera angles (low angle, high angle, eye-level))
- symbolic (using costumes and props to represent people as fictional and/or non-fictional characters; manipulating familiar places to create fictional settings; manipulating natural light to enhance a shot; using body language to create meaning)
- audio (loudness and softness; music to convey a mood; sound effects)
- written (selecting text to strengthen a viewpoint and engage an audience)
when producing media work (ACAMAM063)
Responding
Regulation and ethical behaviour in media, including the role of organisations and communities (ACAMAR065)
Factors that influence media in different cultures and times (ACAMAR065)
Responses that involve describing how codes and narrative conventions communicate meaning, using media terminology (ACAMAR065)
Achievement standard
At Standard, students plan, produce and present media work for specific audiences and purposes, using codes and conventions of media for audience engagement. They explore how narrative structure, tension and different viewpoints engage an audience. Students use audio to convey mood and edit text appropriately to support the message. They use props, costumes and places to represent fictional and non-fictional characters and settings, and use body language to create meaning. Students follow some appropriate media protocols.
Students describe some factors that influence media in different cultures and times. They describe how the narrative, codes and conventions communicate meaning, using some media terminology.
Year 7 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 7, students are provided with opportunities to view media work within the context of the selected focus. They are introduced to the basic communication model, explore different viewpoints in contemporary media, plan and create representations in media work and respond to their own work and the work of others.
Students work as a team, follow timelines, and use processes and strategies to ensure safe and responsible use of media equipment.
Teachers are required to address knowledge and skills in Media Arts through one or more of the foci and media below. Other foci and media may be used in addition to teach knowledge and skills in Media Arts.
Media focus options: advertising (for example, television commercials, film trailers, magazine advertising, film posters), mass media (for example, commercial television, blockbuster films, video games) or press (for example, television news, newspapers, current affairs) and broadcasting (for example, marketing campaigns, commercial radio, commercial podcasts).
Students are expected to work within, or across, the following media in each year level: film, television, photography, print media, radio or online media.
Making
Media languages
Introduction to key terminology and technologies related to selected context and focus (ACAMAM066)
Introduction to the basic communication model (ACAMAM066)
Codes and conventions of media type, genre and/or style studied (ACAMAM066)
Point of view in the context of the media type, genre and/or style studied (ACAMAM066)
Narrative conventions in the context of the media type, genre and/or style studied (ACAMAM066)
Representation
Representation of ideas, issues or people in the media and the values they represent (consideration of stereotypes) (ACAMAM067)
Production
Controls and audience values influencing the production of media work (ACAMAM070)
Skills and processes
Basic media production skills to integrate codes and conventions in media work for a specific purpose and meaning (ACAMAM068)
Awareness and safety when using technologies and resources (ACAMAM069)
Team skills and specific role responsibilities (ACAMAM068)
Production process using basic technical skills and processes, scripts, storyboards and layouts (ACAMAM068)
Responding
Analysing and reflecting on intentions
The effectiveness of their own and others’ media work for the audience and intended purpose (ACAMAR072)
Media work from contemporary times to explore differing viewpoints (ACAMAR072)
Achievement standard
At Standard, students apply some media terminology. They replicate some familiar codes and narrative conventions to make meaning, show some awareness of genre and purpose and create point of view to appeal to an audience. Students depict simple representations of ideas, issues and people, with some reference to values. They show a developing awareness of social and cultural sensitivity in media work by considering controls and audience values. Students apply planning processes, and safely use technology to create and edit planned media work. They fulfil most team responsibilities.
Students identify, in their own work and the work of others, aspects of media work in relation to audience and purpose. They identify ways audiences use media for specific purposes.
Year 8 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 8, students are provided with opportunities to view media work within the context of the selected focus. Students build on media concepts from previous years, through expansion of the basic communication model to include new and emerging media technologies. They apply their understanding of intended audience, purpose and context in their productions and in their response to their own and others’ media work. They explore current trends in how audiences use media.
Students begin to solve problems, work as a team, follow timelines and use processes and strategies to ensure safe and responsible use of media equipment.
Teachers are required to address knowledge and skills in Media Arts through one or more of the foci and media below. Other foci and media may be used in addition to teach knowledge and skills in Media Arts.
Media focus options: advertising (for example, billboard, 'junk' mail advertising, radio advertising), mass media (for example, blockbuster CGI film, specialist magazines, feature articles) or press (for example, newsletters, news magazine, journalistic photography) and broadcasting (for example, news channels, special interest programs, interactive entertainment).
Students are expected to work within, or across, the following media in each year level: film, television, photography, print media, radio or online media.
Making
Media languages
Introduction to key terminology and technologies related to selected context and focus (ACAMAM066)
Revision and expansion of the basic communication model to include the communication process of new and emerging media technologies (ACAMAM066)
Codes and conventions of common media type, genre and/or style studied (ACAMAM066)
Point of view for a specific audience in the context of the media type, genre and/or style studied (ACAMAM066)
Narrative conventions in the context of the media type, genre and/or style studied (ACAMAM066)
Representation
Representation of ideas, issues or people in the media and the values they represent (consideration of stereotypes) (ACAMAM067)
Production
Controls and audience values influencing the production of media work (ACAMAM070)
Skills and processes
Media production skills to integrate codes and conventions in media work for a specific purpose and meaning (ACAMAM068)
Awareness and safety when using technologies and resources (ACAMAM069)
Team skills and specific role responsibilities (ACAMAM068)
Development of problem-solving skills (ACAMAM068)
Production process using basic technical skills and processes, scripts, storyboards and layouts (ACAMAM068)
Responding
Analysing and reflecting on intentions
The effectiveness of their own and others’ media work for the intended audience, purpose and context (ACAMAR072)
Media work from contemporary times to explore differing viewpoints (ACAMAR072)
Achievement standard
At Standard, students apply some media terminology. They replicate familiar codes and narrative conventions to make meaning, show awareness of genre and purpose and create point of view to appeal to an audience. Students depict representations of ideas, issues and people that reference values. They show some awareness of social and cultural sensitivity in media work by considering controls and audience values. Students apply planning processes, and select and safely use technology to create and edit planned media work, with mostly effective results. They fulfil most team responsibilities.
Students identify, in their own work and the work of others, aspects of media work in relation to audience, purpose and context. They identify some current trends in the ways audiences use media.
Year 9 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 9, students are provided with opportunities to view media work from contemporary and past times to explore viewpoints from Australian and/or international media work. They consider the impact context and audience have on media work, and explore the impact of trends on how audiences use media.
Students extend and refine their skills and processes for problem-solving, working as a team, following timelines and using processes and strategies to ensure safe and responsible use of media equipment.
Teachers are required to address knowledge and skills in Media Arts through one or more of the foci and media below. Other foci and media may be used in addition to teach knowledge and skills in Media Arts.
Media focus options may be either Media Fiction (for example, TV fiction, comics and graphic novels, magazines) or Media Non-Fiction (for example, documentaries, news stories, current affairs stories).
Students are expected to work within, or across, the following media in each year level: film, television, photography, print media, radio or online media.
Making
Media languages
Introduction to key terminology and technologies related to selected context and focus (ACAMAM073)
Codes and conventions for constructing meaning in the selected media type, genre and/or style studied (ACAMAM073)
Point of view for different audiences in the context of the media type, genre and/or style studied (ACAMAM073)
Media works that experiment with narrative conventions in the context of the media type, genre and/or style studied (ACAMAM073)
Representation
Representation of ideas, issues or people in the media now, and/or in the past, and the values they represent (consideration of stereotypes) (ACAMAM074)
Production
Controls and audience values impacting the production context of media work (ACAMAM077)
Skills and processes
Media production skills to integrate codes and conventions in media work for a specific purpose, meaning and style (ACAMAM075)
Independent awareness of safe production practices when using technologies and resources (ACAMAM077)
Team skills and specific role responsibilities (ACAMAM076)
Personal and group timelines and development of problem-solving skills (ACAMAM076)
Production process using appropriate technical skills and processes, scripts, storyboards and layouts (ACAMAM075)
Responding
Analysing and reflecting on intentions
The impact of their own and others’ media work for the intended audience, purpose and context (ACAMAR078)
Media work from contemporary and past times to explore differing viewpoints in Australian media work and/or international media work (ACAMAR079)
Media conventions, social and/or cultural beliefs and values that underpin representations in media work (ACAMAR078)
Audience
Impact of intended audience on the producer’s selections in choosing codes and conventions, styles, narrative, genre, representations, stereotypes, differing points of view and values (ACAMAR078)
Intended audience profile of specific media work (ACAMAR078)
Impact of current trends in how audiences use media (ACAMAR079)
Achievement standard
At Standard, students apply some media terminology specific to the task and chosen context. They use codes and narrative conventions appropriate to genre and purpose, construct meaning and create point of view to engage an audience. Students construct representations of ideas, issues and people that reflect values. They demonstrate social and cultural sensitivity in media work by observing controls and audience values. Students complete most required planning, and select and safely use technology to create and edit planned media work, with mostly effective results. Students apply some problem-solving processes and fulfil most personal and team timeline responsibilities.
Students describe, in their own work and the work of others, aspects, and some impact, of media work in relation to audience, purpose and context. They identify the impact of current trends on how audiences use media.
Year 10 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 10, students are provided with opportunities to explore in more depth the way media work is constructed in different contexts and how it can be used to challenge the values of an audience. They explore past and current media trends on audience use of media.
Students continue to make and respond to their own media productions and professional media work within the selected media type, genre or style studied, using refined media production skills and processes: problem solving, working as a team, or independently; setting and following personal and group timelines; and independently using media equipment safely and responsibly.
Teachers are required to address knowledge and skills in Media Arts through two of the foci and media below. Other foci and media may be used in addition to teach knowledge and skills in Media Arts.
Media foci are: Media Fiction (for example, narrative focused video games, celebrities in media fiction, Hollywood or Bollywood films) and Media Non-Fiction (for example, educational programs, wiki site blogs, photographic essays).
Students are expected to work within, or across, the following media in each year level: film, television, photography, print media, radio or online media.
Making
Media languages
Introduction to key terminology and technologies related to selected context and focus (ACAMAM073)
Codes and conventions for constructing meaning in the selected media type, genre and/or style studied (ACAMAM073)
Alternative points of view for different audiences in the context of the media type, genre and/or style studied (ACAMAM073)
Media works that manipulate narrative conventions in the context of the media type, genre and/or style studied (ACAMAM073)
Representation
Representation of ideas, issues and/or people in the media now, and/or in the past, and the values they represent or challenge (consideration of stereotypes) (ACAMAM074)
Production
Controls, constraints and audience values impacting the production context of media work (ACAMAM074)
Skills and processes
Media production skills to integrate and shape codes and conventions in media work for a specific purpose, meaning and style (ACAMAM075)
Independent awareness of safe production practices when using technologies and resources (ACAMAM077)
Team skills and specific role responsibilities (ACAMAM076)
Personal and group timelines and development of problem-solving skills (ACAMAM075)
Clear self-production processes using appropriate technical skills, scripts, storyboards and layouts (ACAMAM075)
Responding
Analysing and reflecting on intentions
The impact of their own and others’ media work for the intended audience, purpose and context (ACAMAR078)
Media work from contemporary and past times to explore differing viewpoints in Australian media work and/or international media work (ACAMAR079)
Media conventions, social and cultural beliefs and values, local and/or global, that underpin representations and shape purposes and processes in media work (ACAMAR078)
Values presented or challenged by celebrities, stars and/or heroes (ACAMAR078)
Audience
Impact of intended audience on the producer’s selections in choosing codes and conventions, styles, narrative, genre, representations, stereotypes, differing points of view and values (ACAMAR078)
Intended audience profiles of specific media work (ACAMAR078)
Impact of past and current trends in how audience use media (ACAMAR079)
Achievement standard
At Standard, students apply mostly correct media terminology specific to the task and chosen context. They select and use codes with some effectiveness to construct meaning, select and combine narrative conventions appropriate to genre or purpose and use some conventions to position audience. Students use selection processes to construct representations of ideas, issues and people that reflect or challenge values. They demonstrate social and cultural sensitivity in media work by complying with controls and audience values. Students complete most required planning, and select and safely use technology to create and edit planned media work, applying problem-solving processes with mostly effective results. They fulfil most personal and team timeline responsibilities and contribute to some team problem solving.
Students describe, in their own work and the work of others, aspects, and explain the impact, of media work in relation to audience and purpose in a variety of contexts. They describe the impact of past and current trends on how audiences use media.