Years 5 to 6
The Arts
ASARTMEDY56
Years 5 to 6 Media Arts Achievement Standard
5 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 6, students explain how media languages and media technologies are used in media arts works they construct and/or experience. They describe how media arts works created across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meanings. They describe how media arts can be used to continue and revitalise cultures.
Students use media languages, and media technologies and production processes to construct representations in media arts works for specific purposes and audiences. They present their work in informal and/or formal settings using responsible media practice.
The 5 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 6, students explain how media languages and media technologies are used in media arts works they construct and/or experience.
Content descriptorAC9AMA6C01 Creating and making
use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences
Elaborations (7)
- Elaboration producing a media arts work for a particular purpose; for example, creating an advertisement for a new toy or computer game
- Elaboration designing a storyboard that reflects a key scene in a sequence; for example, storyboarding an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- Elaboration designing and drawing a game character for a particular genre and considering the appropriate costume, mannerisms and typical dialogue with a consideration for the relationships people can have with video games
- Elaboration designing a navigational plan for a game using multiple levels and obstacles; for example, creating and designing problems that need to be solved before progressing to a new level
- Elaboration considering the codes and conventions of music videos to create their own section of a music video that brings together their learning in music, dance and media arts
- Elaboration creating a short genre film using chroma key, special effects, editing, sound effects, film language and other technology to enhance the end product
- Elaboration using Viewpoints to develop questions when reflecting on their production process, such as “How can I adapt and manipulate story principles to make my intention clear?”, “What is working well in my storyboard?” and “Which areas do I need to improve?”
Content descriptorAC9AMA6E01 Exploring and responding
explore ways that media languages and media technologies are used in media arts works and practices across cultures, times, places and/or other contexts
Elaborations (7)
- Elaboration investigating characters in games, considering issues such as stereotyping or bias as background to designing and drawing a game character for a particular genre, and considering the appropriate costume, cultural background and/or sample dialogue
- Elaboration exploring status, such as power relationships, and showing different perspectives of character by using framing, colour and costume to create a hero or villain character
- Elaboration using Viewpoints to develop questions that explore the impact of media technologies on the way the audience experiences a story in media arts; for example, “How can I change the meaning of a story by changing or adding a soundtrack to my images?”, “How can I use framing to demonstrate a power relationship between characters in the story?”
- Elaboration researching and comparing media representations created in different times and places, and explaining how context influences the characters, stories and values portrayed in media arts works; for example, comparing TV representations of family
- Elaboration using Viewpoints to develop questions to explore new ideas; for example, “How are values demonstrated in this media representation?”, “Can we judge a culture from popular media images?”
- Elaboration exploring how context influences the characters, stories and values portrayed in media arts works; for example, comparing online advertisements that convey safety messages
- Elaboration discussing the role of media arts works in sharing cultural information about a group of people and their spirituality, and enhancing the value placed on people and the environment
Content descriptorAC9AMA6P01 Presenting and performing
present media arts works in informal and/or formal settings using responsible media practice
Elaborations (5)
- Elaboration applying responsible media practices relating to the media arts works they are creating, such as legal, ethical and moral considerations
- Elaboration presenting a short film they have created to different audiences on different platforms, such as in an informal setting in the classroom and in a formal setting such as a school assembly, and reflecting on how and why their work may or may not have been received differently to their intention
- Elaboration presenting their media arts works using internet-based media technologies; for example, on curated digital platforms, such as school learning management systems, while considering responsible media practice and online safety, and engaging with audience responses
- Elaboration considering protocols for representing community or cultural stories in media arts works
- Elaboration reflecting on how and why understandings of culture were used within their media arts works, and their effect on the audience
They describe how media arts works created across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meanings.
Content descriptorAC9AMA6E01 Exploring and responding
explore ways that media languages and media technologies are used in media arts works and practices across cultures, times, places and/or other contexts
Elaborations (7)
- Elaboration investigating characters in games, considering issues such as stereotyping or bias as background to designing and drawing a game character for a particular genre, and considering the appropriate costume, cultural background and/or sample dialogue
- Elaboration exploring status, such as power relationships, and showing different perspectives of character by using framing, colour and costume to create a hero or villain character
- Elaboration using Viewpoints to develop questions that explore the impact of media technologies on the way the audience experiences a story in media arts; for example, “How can I change the meaning of a story by changing or adding a soundtrack to my images?”, “How can I use framing to demonstrate a power relationship between characters in the story?”
- Elaboration researching and comparing media representations created in different times and places, and explaining how context influences the characters, stories and values portrayed in media arts works; for example, comparing TV representations of family
- Elaboration using Viewpoints to develop questions to explore new ideas; for example, “How are values demonstrated in this media representation?”, “Can we judge a culture from popular media images?”
- Elaboration exploring how context influences the characters, stories and values portrayed in media arts works; for example, comparing online advertisements that convey safety messages
- Elaboration discussing the role of media arts works in sharing cultural information about a group of people and their spirituality, and enhancing the value placed on people and the environment
Content descriptorAC9AMA6E02 Exploring and responding
explore ways First Nations Australians use media arts to continue and revitalise cultures
Elaborations (4)
- Elaboration exploring (for example, by talking with First Nations Australians or accessing published resources accredited by First Nations Australian organisations) how and why cultural expressions and media arts works are critical for sharing, maintaining, continuing and revitalising cultures
- Elaboration identifying examples that illustrate how cultural expressions change over time; for example, by using available resources published by First Nations Australian communities and organisations
- Elaboration investigating the ways that First Nations Australian media artists embed themselves and their communities in media arts works in a range of representative forms as a visual declaration of identity, storytelling and resilience in the form of visibility; for example, exploring representations of First Nations Australians as superheroes in comics, popular culture and television
- Elaboration using Viewpoints to develop questions that explore understandings about themes or issues in media arts works and considering what needs to be investigated further; for example, “What do I already know about this issue?”, “Is there more to this story than is being presented?”, “What questions would I ask the media artist about this product?”
They describe how media arts can be used to continue and revitalise cultures.
Content descriptorAC9AMA6E02 Exploring and responding
explore ways First Nations Australians use media arts to continue and revitalise cultures
Elaborations (4)
- Elaboration exploring (for example, by talking with First Nations Australians or accessing published resources accredited by First Nations Australian organisations) how and why cultural expressions and media arts works are critical for sharing, maintaining, continuing and revitalising cultures
- Elaboration identifying examples that illustrate how cultural expressions change over time; for example, by using available resources published by First Nations Australian communities and organisations
- Elaboration investigating the ways that First Nations Australian media artists embed themselves and their communities in media arts works in a range of representative forms as a visual declaration of identity, storytelling and resilience in the form of visibility; for example, exploring representations of First Nations Australians as superheroes in comics, popular culture and television
- Elaboration using Viewpoints to develop questions that explore understandings about themes or issues in media arts works and considering what needs to be investigated further; for example, “What do I already know about this issue?”, “Is there more to this story than is being presented?”, “What questions would I ask the media artist about this product?”
Students use media languages, and media technologies and production processes to construct representations in media arts works for specific purposes and audiences.
Content descriptorAC9AMA6C01 Creating and making
use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences
Elaborations (7)
- Elaboration producing a media arts work for a particular purpose; for example, creating an advertisement for a new toy or computer game
- Elaboration designing a storyboard that reflects a key scene in a sequence; for example, storyboarding an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- Elaboration designing and drawing a game character for a particular genre and considering the appropriate costume, mannerisms and typical dialogue with a consideration for the relationships people can have with video games
- Elaboration designing a navigational plan for a game using multiple levels and obstacles; for example, creating and designing problems that need to be solved before progressing to a new level
- Elaboration considering the codes and conventions of music videos to create their own section of a music video that brings together their learning in music, dance and media arts
- Elaboration creating a short genre film using chroma key, special effects, editing, sound effects, film language and other technology to enhance the end product
- Elaboration using Viewpoints to develop questions when reflecting on their production process, such as “How can I adapt and manipulate story principles to make my intention clear?”, “What is working well in my storyboard?” and “Which areas do I need to improve?”
Content descriptorAC9AMA6D01 Developing practices and skills
develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of media languages, including images, sounds, texts and/or interactive elements, and media technologies
Elaborations (5)
- Elaboration experimenting with approaches to capturing and sequencing images and text to create comic books, animations or stop motion videos that retell familiar stories; for example, using green screen to explore a range of places
- Elaboration trialling options for applying the conventions of an established genre to an ordinary everyday event in order to create humour; for example, a visit to the library as an action movie, or exploring social relationships by framing images, and/or using music or sound effects to change the meaning or mood of a story, using augmented reality, virtual reality or chroma key to change an environment and convey new meaning
- Elaboration using Viewpoints to develop questions when solving problems or making decisions about preferred options; for example, “How can I change the meaning of a story by adding or modifying a soundtrack to my images?”
- Elaboration identifying story structures and technical or symbolic elements that contribute to the formation of genre in media arts works; for example, identifying shot type, sound quality, lighting and setting, and experimenting with ways to use this when planning media arts works
- Elaboration creating a script for a radio production and documenting the appropriate permissions that may be required for music and voice talents in a real-world community radio setting
They present their work in informal and/or formal settings using responsible media practice.
Content descriptorAC9AMA6P01 Presenting and performing
present media arts works in informal and/or formal settings using responsible media practice
Elaborations (5)
- Elaboration applying responsible media practices relating to the media arts works they are creating, such as legal, ethical and moral considerations
- Elaboration presenting a short film they have created to different audiences on different platforms, such as in an informal setting in the classroom and in a formal setting such as a school assembly, and reflecting on how and why their work may or may not have been received differently to their intention
- Elaboration presenting their media arts works using internet-based media technologies; for example, on curated digital platforms, such as school learning management systems, while considering responsible media practice and online safety, and engaging with audience responses
- Elaboration considering protocols for representing community or cultural stories in media arts works
- Elaboration reflecting on how and why understandings of culture were used within their media arts works, and their effect on the audience
This achievement standard describes the expected learning for Years 5 to 6 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 | 7 |
| Developing practices and skills | Media Arts | 1 | 5 |
| Exploring and responding | Media Arts | 2 | 11 |
| Presenting and performing | Media Arts | 1 | 5 |
| Total | 5 | 28 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Media Arts?
By the end of Year 6, students explain how media languages and media technologies are used in media arts works they construct and/or experience. They describe how media arts works created across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meanings. 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 3 to 4?
The Years 3 to 4 Media Arts standard (ASARTMEDY34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
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.