The Arts Breaking Down the Curriculum (7. General Capabilities (Literacy …
Breaking Down the Curriculum
The Arts has the potential to enrich and inspire all students, encouraging their imagination and creativity.
-Using purpose and form in expressive movement
-Using movement to express, communicate and celebrate human experience
Develop curiosity and empathy by exploring the diversity of human experience
Express and explore different points of view and work collaboratively to achieve a goal
Use existing and emerging technologies to explore and create meaning
Develop critical awareness of media practices and safe and responsible use
Active participation in music, appreciation and engagement
Individual and collaborative work to express and create
Incorporates art, craft and design
Communicate meaning through visual representations creates individually or in a group
Responding and Creating
And building respect, knowledge and awareness of the diverse purposes, traditions, histories and cultures associated with each art form to become active/informed participants and audiences.
All the strands focus on students developing confidence, taking risks and experimenting in different ways; being innovative and creative, empathetic and self-aware, thoughtful and curious.
All the strands focus on students developing the technical skills and elements specific to each art form, individually and in a group to analyse and create artwork.
Students developing aesthetic, artistic and cultural appreciation of the arts in both a past and contemporary context as artists/performers and audience members.
5 subjects:Dance, Drama, Media Arts, Music and Visual Arts. The curriculum is written based on the fact that students will study at least 4 Arts subjects from PP- Yr 8
Each subject has two strands, making and responding.
Allows for teachers to engage students' cognition, imagination, senses and emotions.
Develop knowledge in planning, producing, presenting and designing in each arts subject.
Reflecting, analyzing, interpreting and evaluating in the arts.
Year level Descriptions
Provide an overview of the key concepts
For the 5 Arts subjects, each year level description includes forms, genres, style, contexts, materials, practices and/or elements relevant to each arts subjects.
Set out the knowledge, understanding & skills that teachers are expected and teachers are expected to learn.
Within the arts teachers need to make adjustments and cater to the diverse needs of their students by take into account each students individual level of learning, as well as their interests, goals and strengths.
Students with disability
• Students with disabilities require education supports to receive the same access to curriculum content as students without disabilities (The Disability Discrimination Act 1992 and the Disability Standards for Education 2005).
• Curriculum adjustments are required to provide equitable opportunities, for example, adjust movement-based activities for physical disability.
• Many students where English is an additional language or dialect, from different backgrounds and at different stages in their first language AND English language may require additional time and support to develop skills.
• Teachers can explicitly teach to address their language needs.
• Teachers may use more in depth content from the Arts Curriculum to meet the needs to gifted/talented students (e.g. use additional content descriptors and/or incorporate extra cross-curriculum priorities).
• Use content and learning materials from upper year levels to accelerate and build their learning and skills.
5. Teaching Strategies
Making and Responding
are connected, the learning process
Develops crittical and creative thinking skills
Develop skills as artist/performer and audience member
make and create work, individually or in a group
Responding/reflecting on work
Rich and meaningful learning experiences
Catering for all learning styles, encourage experimentation and safe risks
Learning as a reflective process
Creating a safe and nurturing learning environment
Develop caring and respect for self and others
Learn to use equipment safely and responsibly
Integrating with other subject areas, general capabilities and cross-curricular priorities
Tasks set need to meet curriculum goals as well as student needs, being relevant and meaningful to students as well. Provide students with opportunities to solve creative challenges.
Assessment is an integral part of the teaching and learning process. Good assessment is educative, fair, and meets student needs.
Teachers need to refer to the judging standards as they reoprt achievement standards, give quality feedback and be able to explain students achievement
7. General Capabilities
MUSIC/number, spatial reasoning/art&dance, Scale and proportion/media and visual
Strong links to media
Personal and Social Capabilities
Collaboration and responding to others artworks
Links to safe use of media
developing understanding and appreciation of the contexts and diverse purposed of arts
Crittical and Creative Thinking
8. Cross-Curricular Priorities
Australia and Asia Engagement
1/3 of the worlds population locates immediately north of Australia, with a huge and divers spectrum of cultures.
Enable students to understand our nearest neighboring countries and their values
enables students to explore the role of Arts in culture, society and the people in their environment
resource use and traditions in arts practices
Aboriginal and Torres Strait Islander
Understanding diverse Australian art practices, build understanding of Australian history and respect for aboriginal culture. MUST BE CULTURALLY SENSITIVE AND COMPETENT