Years 3 to 4
The Arts
ASARTMEDY34
Years 3 to 4 Media Arts Achievement Standard
4 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 4, students describe the use of media languages and media technologies to construct representations in media arts works they experience and/or produce. They describe where, why and/or how media arts works are created and/or distributed across cultures, times, places, and/or other contexts.
Students use media languages, and media technologies and production processes to construct representations in media arts works. They share their work in informal settings using responsible media practice.
The 4 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 4, students describe the use of media languages and media technologies to construct representations in media arts works they experience and/or produce.
Content descriptorAC9AMA4C01 Creating and making
use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning
Elaborations (6)
- Elaboration taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language, and using questions based on Viewpoints relating to forms and elements; for example, “What images will I use and in what order?”
- Elaboration creating a soundscape to accompany a moving image that includes Foley sounds and recorded sounds on a variety of devices to explore volume, layering and the use of voice to create a sense of environment
- Elaboration using learning from explorations of media arts works that communicate First Nations Australians’ connection to and responsibility for Country/Place to devise media arts works that communicate their own connection to and responsibility for place; for example, creating a short film that communicates their feelings about a “favourite” place or shows how they care for a place in their community
- Elaboration experimenting with the camera and framing the subject, using shot types, angles and lighting, and experimenting to apply text to still or moving images, such as credits in a title sequence
- Elaboration filming a short sequence that focuses on conflict by selecting camera angles, lighting and/or costume to convey meaning without dialogue
- Elaboration collaborating with others to make a small publication to explore ideas that are significant in their lives; for example, a zine or new website, using collaged images and texts and drawings
Content descriptorAC9AMA4D01 Developing practices and skills
develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements
Elaborations (5)
- Elaboration experimenting with suspense to create meaning and sustain representations; for example, exploring the way colour, shot type and editing techniques are used to communicate film genre
- Elaboration investigating how the conventions of a news story or video game communicate meaning; for example, examining the different ways speech bubble text can be written and how it can reflect the way a character is speaking
- Elaboration exploring different ways of creating sounds when making a soundscape; for example, creating Foley sounds with available resources, such as rustling plastic for the sound of fire or using different types of shoes and surfaces to create a variety of footstep sounds
- Elaboration exploring media technologies and languages when creating sound effects or images to convey a mood or main idea of a story; for example, reviewing captured images, storyboarding, zooming in and out, deleting unwanted images, adding sound/text to images to create or support a story, considering how different options might be perceived by the intended audience
- Elaboration using Viewpoints to develop questions to respond to their experiences as they work, such as, “In what ways does the meaning of the image change when I manipulate the sound effects?”, “Where is the suspense happening in this work, and how do I know?”, “Which images will best represent the story I am trying to tell?”
Content descriptorAC9AMA4E01 Exploring and responding
explore where, why and how media arts is created and/or distributed across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration sequencing images, sounds and/or text to clearly establish the beginning, middle and end of a story or event; for example, taking a series of photographs or a short film sequence that represents comic superheroes and villains through setting, costume and body language
- Elaboration identifying meaning and describing representations in media arts works from different social, cultural or historical contexts; for example, examining the different ways traditional stories are retold using media technologies or the use of stereotypes in advertising
- Elaboration comparing media arts works made for different purposes using appropriate language, and identifying features such as use of conventions in a variety of media types
- Elaboration using appropriate language to discuss the meaning of their own media arts works; for example, in writing or through an oral, visual or multimedia presentation
- Elaboration investigating digital or analog storyboarding as a planning tool; for example, preparing a storyboard for a short film, stop motion or comic strip, to create a sequence of actions, changes or events; rearranging the sequence of boards, or adding and removing boards, to change the meaning or add new meaning to the narrative, and testing how a group of people responds
They describe where, why and/or how media arts works are created and/or distributed across cultures, times, places, and/or other contexts.
Content descriptorAC9AMA4E01 Exploring and responding
explore where, why and how media arts is created and/or distributed across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration sequencing images, sounds and/or text to clearly establish the beginning, middle and end of a story or event; for example, taking a series of photographs or a short film sequence that represents comic superheroes and villains through setting, costume and body language
- Elaboration identifying meaning and describing representations in media arts works from different social, cultural or historical contexts; for example, examining the different ways traditional stories are retold using media technologies or the use of stereotypes in advertising
- Elaboration comparing media arts works made for different purposes using appropriate language, and identifying features such as use of conventions in a variety of media types
- Elaboration using appropriate language to discuss the meaning of their own media arts works; for example, in writing or through an oral, visual or multimedia presentation
- Elaboration investigating digital or analog storyboarding as a planning tool; for example, preparing a storyboard for a short film, stop motion or comic strip, to create a sequence of actions, changes or events; rearranging the sequence of boards, or adding and removing boards, to change the meaning or add new meaning to the narrative, and testing how a group of people responds
Content descriptorAC9AMA4E02 Exploring and responding
explore how First Nations Australians use media arts to communicate their connection to and responsibility for Country/Place
Elaborations (7)
- Elaboration identifying meaning and describing representations in media arts works created and/or co-created by First Nations Australians, such as how traditional stories of First Nations Australians are being retold using media technologies and media arts concepts; for example, through animation, stop motion or green screen
- Elaboration recognising, through media arts, how First Nations Australians’ cultural expressions often contain and communicate connection to and responsibility for Country/Place, such as naming the Country and Traditional Owners, showing respect to the Traditional Owners and acknowledging their Ancestors, and the land, sea, sky and waterways, singing and/or speaking in language
- Elaboration exploring First Nations Australians’ use of media arts to express connection to and responsibility for Country/Place, such as communicating knowledge about the local seasons or using screen-based storytelling to maintain language and unique ways of life
- Elaboration exploring how First Nations Australians use media arts concepts to communicate their connection to and responsibility for Country/Place, such as use of media languages, media technologies or relationships; for example, learning about the diverse use of languages, symbols and icons
- Elaboration collecting and sharing information about media arts works created and produced by First Nations Australians for occasions such as festivals or ceremonies, and reflecting on how these media arts works can communicate important information or knowledge about Country/Place
- Elaboration exploring how stories and ideas can communicate connection to and responsibility for Country/Place; for example, cultural stories of cyclic phenomena, knowledge of land, sea, sky and waterways, how First Nations Australians perceive themselves and their environment
- Elaboration exploring a media arts work that includes images, sound and/or text and communicates the diversity of First Nations Australians’ cultures, such as an interactive map of First Nations Australian languages, considering, for example, how media technologies and languages are used to communicate and create a relationship with the viewer
Students use media languages, and media technologies and production processes to construct representations in media arts works.
Content descriptorAC9AMA4C01 Creating and making
use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning
Elaborations (6)
- Elaboration taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language, and using questions based on Viewpoints relating to forms and elements; for example, “What images will I use and in what order?”
- Elaboration creating a soundscape to accompany a moving image that includes Foley sounds and recorded sounds on a variety of devices to explore volume, layering and the use of voice to create a sense of environment
- Elaboration using learning from explorations of media arts works that communicate First Nations Australians’ connection to and responsibility for Country/Place to devise media arts works that communicate their own connection to and responsibility for place; for example, creating a short film that communicates their feelings about a “favourite” place or shows how they care for a place in their community
- Elaboration experimenting with the camera and framing the subject, using shot types, angles and lighting, and experimenting to apply text to still or moving images, such as credits in a title sequence
- Elaboration filming a short sequence that focuses on conflict by selecting camera angles, lighting and/or costume to convey meaning without dialogue
- Elaboration collaborating with others to make a small publication to explore ideas that are significant in their lives; for example, a zine or new website, using collaged images and texts and drawings
Content descriptorAC9AMA4D01 Developing practices and skills
develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements
Elaborations (5)
- Elaboration experimenting with suspense to create meaning and sustain representations; for example, exploring the way colour, shot type and editing techniques are used to communicate film genre
- Elaboration investigating how the conventions of a news story or video game communicate meaning; for example, examining the different ways speech bubble text can be written and how it can reflect the way a character is speaking
- Elaboration exploring different ways of creating sounds when making a soundscape; for example, creating Foley sounds with available resources, such as rustling plastic for the sound of fire or using different types of shoes and surfaces to create a variety of footstep sounds
- Elaboration exploring media technologies and languages when creating sound effects or images to convey a mood or main idea of a story; for example, reviewing captured images, storyboarding, zooming in and out, deleting unwanted images, adding sound/text to images to create or support a story, considering how different options might be perceived by the intended audience
- Elaboration using Viewpoints to develop questions to respond to their experiences as they work, such as, “In what ways does the meaning of the image change when I manipulate the sound effects?”, “Where is the suspense happening in this work, and how do I know?”, “Which images will best represent the story I am trying to tell?”
They share their work in informal settings using responsible media practice.
Content descriptorAC9AMA4P01 Presenting and performing
share media arts works in informal settings considering responsible media practice
Elaborations (3)
- Elaboration creating credits in a title sequence and selecting appropriate fonts, colour and length of display time to accompany screening of a series of moving images that the class has created
- Elaboration seeking permission to take photos of class members; for example, documenting a school excursion for publication on the school intranet and acknowledging that this permission has been obtained when sharing the work
- Elaboration considering media concepts, such as audience and relationships, when formatting and laying out a story, using available software and appropriate text conventions for a front-page news story or print advertisement
This achievement standard describes the expected learning for Years 3 to 4 Media Arts. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Media Arts | 1 | 6 |
| Developing practices and skills | Media Arts | 1 | 5 |
| Exploring and responding | Media Arts | 2 | 12 |
| Presenting and performing | Media Arts | 1 | 3 |
| Total | 5 | 26 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Media Arts?
By the end of Year 4, students describe the use of media languages and media technologies to construct representations in media arts works they experience and/or produce. Read the full standard
How many Content Descriptors support this standard?
5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).
How does this compare to Years 1 to 2?
The Years 1 to 2 Media Arts standard (ASARTMEDY12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.