Years 5 to 6
The Arts
ASARTY56
Years 5 to 6 Arts (all subjects) Achievement Standard
6 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 the use of elements, concepts and/or conventions in arts works they create and/or experience. They describe how the arts communicate ideas, perspectives and/or meaning across cultures, times, places and/or other contexts. They describe how the arts are used to continue and revitalise cultures.
Students use subject-specific knowledge, elements, concepts, conventions, materials, skills and/or processes to create arts works that communicate ideas, perspectives and/or meaning. They demonstrate safe practices. They present and perform their arts works in formal and/or informal settings.
The 6 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 the use of elements, concepts and/or conventions in arts works they create and/or experience.
Content descriptorAC9ADA6C01 Creating and making
manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring character and mood by experimenting with the elements of dance, developing ideas for a narrative dance such as retelling a story and combining ideas for each section of the story to structure the dance
- Elaboration exploring a stimulus or analysing other dances to devise a variety of movement possibilities, such as different ways to jump and land, roll and stand or spiral down to the ground, and then selecting, combining, arranging and refining the movements to structure a dance; for example, using some movements in a repeating section that alternates with contrasting sections
- Elaboration using Viewpoints to frame questions when reflecting on development of their dance, “How is the movement of the body used to represent a story, character or idea?”, “How can we use space, costume or multimedia to communicate meaning in this dance?”
- Elaboration creating a dance that focuses on use of technical and expressive skills such as control, coordination and balance
- Elaboration creating a dance that explores a theme or an issue such as a theme from a known text or an issue relating to sustainable ways of living
Content descriptorAC9ADA6E01 Exploring and responding
explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration exploring how dances they experience use the elements of dance and choreographic devices such as repetition, unison or contrast; for example, exploring culturally specific dance from a country or region in Asia, or dance on screen
- Elaboration seeking feedback about how ideas in a dance were perceived/understood by the audience; for example, checking how the audience interpreted movements such as stop and start/percussive arm and upper body movements intended to express basketball actions in a game, or rhythmic and accented movement intended to express the passage of time, or the actions of a clock
- Elaboration discussing the purpose of movements, elements of dance, production elements, technical and expressive skills, such as use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- Elaboration asking questions based on Viewpoints to explore similarities and differences in ways that choreographers or performers and audiences experience/respond to aspects of a dance; for example, “How were elements of dance used to communicate the main idea in the dance?”, “How was your mood changed by this dance?” and developing and asking questions that refer to energy, shape, tempo or use of production elements such as props or music
- Elaboration exploring how dance is used to communicate cultural traditions; for example, considering dance from a country or region in Asia and asking, “What stories, narratives or ways of being and doing does this dance reflect?”, “Is this dance communicating something about the culture where it originated that we can’t learn any other way?”, “How is this dance evolving over time? For example, are costumes now made from different materials?”
Content descriptorAC9ADA6P01 Presenting and performing
practise and perform dances using technical and expressive skills in informal and/or formal settings
Elaborations (4)
- Elaboration rehearsing and performing a range of learnt dance and/or dance they have choreographed with an awareness of how they are working within their body capabilities and applying technical and expressive skills
- Elaboration using specific technical and expressive skills in their performance to communicate ideas, perspectives and/or meaning to the audience; for example, creating tension through use of a series of slow, controlled movements performed with neutral (blank) facial expressions
- Elaboration presenting dances, using production elements such as music, costumes and props where appropriate to enhance different contexts; for example, using traditional music when performing dances with representatives of the cultural group from the community
- Elaboration using questions based on Viewpoints such as questions about forms and elements to reflect on their performance; for example, “How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness?”, “What relationship are you aiming to create between the dancers and the audience?”
Content descriptorAC9ADR6C01 Creating and making
develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms
Elaborations (6)
- Elaboration exploring physical, fictional or emotional spaces to create characters and respond to situations
- Elaboration varying use of voice/vocalisation using techniques such as projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions, or exploring how movement and gesture can be used without voice/vocalisation to communicate ideas or intentions
- Elaboration rehearsing, interacting and negotiating with others to interpret scripts and create characters and their relationships
- Elaboration using Viewpoints to ask questions when exploring character; for example, “How did the performers use the elements of drama and design elements effectively?”, “For what purposes did they make drama?”, “What evidence supports your judgement about the drama?”
- Elaboration devising drama based on research or knowledge about a project happening in their school/local community to encourage cultural awareness or to present different perspectives in a debate, such as a debate about an environmental issue
- Elaboration working collaboratively to devise drama for a school ritual, gathering (such as an assembly) or ceremony; for example, drama that explores a school motto, a health message or a campaign such as “no-packaging lunch”
Content descriptorAC9ADR6E01 Exploring and responding
explore ways that the elements of drama are combined to communicate ideas, perspectives and/or meaning in drama across, cultures, times, places and/or other contexts
Elaborations (3)
- Elaboration exploring how drama is used within their own communities to maintain, continue and revitalise culture
- Elaboration identifying and discussing use of elements of drama such as space, time, language, movement, character and/or relationships in the drama; for example, using Viewpoints to develop questions such as, “What did you see in the drama?”, “How did the actors make the characters believable?”, “When was the drama set? (For example, time, place or other context)”, “What was the purpose of the drama?”
- Elaboration exploring drama from other places and times, and discussing how it might contribute to their own drama, and how cultural understandings shape meaning in drama; for example, exploring how drama is used to share cultural knowledge in celebrations, ceremonies or rituals that happen in their local community and/or in another place, such as a country or region in Asia
Content descriptorAC9ADR6P01 Presenting and performing
rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings
Elaborations (4)
- Elaboration using props, costumes and available technologies such as light, sound or multimedia to create dramatic symbols and enhance dramatic action
- Elaboration focusing on communication with the audience by, for example, remembering lines, moves and cues in rehearsal and performance
- Elaboration showing understanding of the purpose of rehearsing and the need for collaboration
- Elaboration sharing ideas about their drama with audiences; for example, through choice of performance space, approach to entering or leaving the performance space, pre-show presentations or by creating an introduction such as a podcast that can be distributed when an audience member obtains their ticket
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
Content descriptorAC9AMU6C01 Creating and making
manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose
Elaborations (8)
- Elaboration working collaboratively to compose music in response to an image, theme or question; for example, writing lyrics and using acoustic instruments and/or digital tools to create melodies, a chord progression, bassline or other parts for a song that they will use in a presentation of learning in a subject such as History or English
- Elaboration improvising and experimenting with combinations of sounds and/or using digital tools to create moods and atmospheres, or organising, developing and refining ideas by experimenting with elements such as texture, tone colour or structure to achieve intended effects
- Elaboration rehearsing a range of unison and part music individually and/or in an ensemble, using listening skills and questions based on Viewpoints to assist decision-making about how specific elements of music will be interpreted and using listening skills to refine their work (“How did the composer intend this melody to sound?” or “How can I incorporate a sense of the energy in the original performance of this song when my band doesn’t have all the instruments?”)
- Elaboration using a limited range of pitches to compose melodies for a selected instrument such as one they are learning to play; for example, a pitch range that only uses notes they can play, and using digital tools to add other parts
- Elaboration arranging or re-imagining a known work; for example, writing new lyrics and arranging for available instruments
- Elaboration composing a melody, manipulating elements of music such as rhythm, pitch, dynamics, texture or timbre, and using a compositional device/s such as a given form (verse/chorus, binary or ternary), contrast or repetition to structure the music, notating, documenting and/or recording; for example, using a combination of graphic and staff notation or making an audio recording
- Elaboration using voice/vocalisation and sounds such as body percussion or drumming; for example, developing a song, chant or soundscape to accompany a Welcome to Country (for example, First Nations Australian students working with an Elder or a group of people who have permission to develop this part of a ceremony) or an Acknowledgement of Country (using correct protocols)
- Elaboration using digital tools, voices and instruments to compose, notate, document music and/or record music; for example, combining loops constructed from melodic and/or rhythmic patterns with live performance, using voices and instruments or using notation software to create a score for performance by voice and instruments
Content descriptorAC9AMU6E01 Exploring and responding
explore ways that the elements of music are combined in music across cultures, times, places and/or other contexts
Elaborations (6)
- Elaboration listening to music that uses a range of instrumentation or forms (song forms, theme and variations, binary) and describing how the elements of music are used or combined; for example, identifying which instruments are playing the melody and which are playing accompanying parts, or exploring the effect of changing instruments by comparing original versions with arrangements/covers/reimagined versions
- Elaboration evaluating and discussing (using their own words and learnt music terminology) personal preferences for music from a range of contexts and cultures, such as music they listen to for leisure/pleasure, music they play in an ensemble, music that is important to their family or community, music they listen to for inspiration for their own compositions or performances, or music in specific genres such as music for screen-based contexts such as games or videos
- Elaboration identifying and describing features of music that create effects, such as ways in which elements of music are manipulated (using rhythm, melody, articulation, dynamics or instrumentation) or use of compositional devices/structural features such as riffs or use of specific instrumental techniques; for example, strumming patterns
- Elaboration listening to (and/or performing) and responding to music from a variety of contexts and cultures, such as Asian cultures; for example, discussing what they like about the music and why they think the composer/performer chose to write/perform the music, using their own words and learnt music terminology, and giving reasons for their opinions
- Elaboration considering ways in which music is used in celebrations, ceremonies or rituals; for example, at their school or in their local community, and exploring ways the music is used to give structure to the occasion or to communicate themes such as identity or belonging
- Elaboration demonstrating understanding of the form and structure of popular songs; for example, using parody to demonstrate the different structures used within popular song, discussing different processes for writing lyrics that tell a story, collaboratively generating ideas to create new lyrics to known music, rehearsing the re-imagined song (using aural, technical and expressive skills) and performing their song parody to their peers
Content descriptorAC9AMU6P01 Presenting and performing
perform music in a range of forms they have learnt and/or composed in informal and/or formal settings
Elaborations (3)
- Elaboration rehearsing and refining performances to engage audiences and communicate ideas, perspectives and/or meaning; for example, focusing on expressive elements of music such as dynamics and balance when rehearsing performances of songs from a cultural group in their community or songs in a language they are learning
- Elaboration providing and responding to feedback to refine performances and compositions; for example, discussing how the composer indicates dynamics in the music and how the performer/s interpret this information and how the performer/s communicate the mood of the music; for example, using tone colour/timbre and/or articulation (phrasing, staccato, legato)
- Elaboration presenting performances via digital platforms including, if age-appropriate, interacting with audiences via platforms such as school intranet or website, and considering online safety protocols; for example, streaming or uploading recordings of performances and posing questions for the audience to respond to in a chat space
Content descriptorAC9AVA6E01 Exploring and responding
explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration investigating how a diverse range of Australian artists have expressed historical, social and environmental concerns over time; for example, artists who have migrated to Australia at different times who represent their experiences through their artworks and visual arts practice, using Viewpoints to develop questions such as, “What does this artwork tell us about the impact of this person/culture on society?”, “What can I learn about this person’s experiences, or about what it means to be Australian?”
- Elaboration identifying ways that artworks by different artists can present multiple perspectives of the same event, discussing how these works can assist the development of social awareness; for example, accessing and comparing responses to artworks that depict the colonisation of Australia by the British from the perspective of a First Nations Australian person, a person with links to the British colonists, or a person with no cultural links to either of these groups
- Elaboration exploring a range of Australian and international artworks, such as artworks from countries or regions in Asia, that communicate a topic or issue the class is learning about in another subject, and individually expressing their own views of the issue in a series of sequential visual panels without any text
- Elaboration using Viewpoints to develop questions to examine, compare and contrast what they notice in an artwork; for example, as a class, critically navigating multiple perspectives of the same artwork and questioning why they see these works so differently
- Elaboration examining audio descriptions as an accessible way for people with impaired vision to enjoy visual arts; for example, listening to a series of descriptions of artworks by Australian artists in Australian institutions, selecting an artwork that they are interested in and creating an audio description of their own
Content descriptorAC9AVA6P01 Presenting and performing
select and present documentation of visual arts practice, and display artworks in informal and/or formal settings
Elaborations (7)
- Elaboration preparing artworks for display within the school environment; for example, measuring and making frames or stands for artworks, using repurposed/recycled materials, measuring artworks and spaces between so that, for example, they have an identical height from the floor and are spaced at equal distances; writing and positioning written labels for each artwork with information about the work and the artist; and considering the best way to arrange the space to engage the audience
- Elaboration exploring digital methods of encoding information in artworks to share with audiences; for example, by using image coding software or QR codes
- Elaboration working collaboratively to create an online exhibition of student work; for example, on a school learning management system.
- Elaboration exploring options for sharing work in public spaces; for example, in café galleries, public exhibition spaces or through community arts events
- Elaboration selecting and arranging evidence of their learning from their investigations, experiments and reflections in a way that communicates the development of their ideas and understandings, and sharing this with their teacher
- Elaboration considering artworks that represent a spatial awareness in digital or physical forms; for example, experimenting with Augmented Reality to place collage, objects or forms in space as a layer over what we see as “reality” digitally, or by arranging objects in physical space with transparent attachments, and producing a short moving image work to map how the visual assets change depending on point of view of the audience
- Elaboration creating a set of art labels to accompany artworks in a class exhibition of student work; for example, labels that inform audiences about the artist and their intentions, an exhibition introduction, advertising material and reviews
They describe how the arts communicate ideas, perspectives and/or meaning across cultures, times, places and/or other contexts.
Content descriptorAC9ADA6E01 Exploring and responding
explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration exploring how dances they experience use the elements of dance and choreographic devices such as repetition, unison or contrast; for example, exploring culturally specific dance from a country or region in Asia, or dance on screen
- Elaboration seeking feedback about how ideas in a dance were perceived/understood by the audience; for example, checking how the audience interpreted movements such as stop and start/percussive arm and upper body movements intended to express basketball actions in a game, or rhythmic and accented movement intended to express the passage of time, or the actions of a clock
- Elaboration discussing the purpose of movements, elements of dance, production elements, technical and expressive skills, such as use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- Elaboration asking questions based on Viewpoints to explore similarities and differences in ways that choreographers or performers and audiences experience/respond to aspects of a dance; for example, “How were elements of dance used to communicate the main idea in the dance?”, “How was your mood changed by this dance?” and developing and asking questions that refer to energy, shape, tempo or use of production elements such as props or music
- Elaboration exploring how dance is used to communicate cultural traditions; for example, considering dance from a country or region in Asia and asking, “What stories, narratives or ways of being and doing does this dance reflect?”, “Is this dance communicating something about the culture where it originated that we can’t learn any other way?”, “How is this dance evolving over time? For example, are costumes now made from different materials?”
Content descriptorAC9ADA6E02 Exploring and responding
explore the ways that First Nations Australians use dance to continue and revitalise cultures
Elaborations (5)
- Elaboration exploring, using resources created or co-created by First Nations Australians, how and why cultural expressions are critical for sharing continuing or revitalising cultures
- Elaboration investigating how meaning and purpose are communicated in dance choreographed and/or performed by First Nations Australians; for example, observing how movements are used to share cultural knowledge with the broader community in a dance performed at a community event, or using resources created or co-created by First Nations Australians
- Elaboration experiencing how First Nations Australians’ telling of ways stories and ideas communicate connection to and responsibility for Country/Place; for example, exploring how dance communicates knowledge about weather events or knowledge of sustainable practices for caring for land, sea, sky and waterway
- Elaboration using Viewpoints to develop questions to build understanding about First Nations Australians’ dances and exploring what they could investigate further, such as “What do I already know about this dance practice?”, “What do I need to learn to have a better understanding?”, “What knowledge can I share with others?”, “What questions would I ask the dancers about this performance?”
- Elaboration exploring how dances that tell stories maintain culture; for example, narrative dances that communicate knowledge about sustainable approaches to locating and gathering food or stories about how places got their names
Content descriptorAC9ADR6E01 Exploring and responding
explore ways that the elements of drama are combined to communicate ideas, perspectives and/or meaning in drama across, cultures, times, places and/or other contexts
Elaborations (3)
- Elaboration exploring how drama is used within their own communities to maintain, continue and revitalise culture
- Elaboration identifying and discussing use of elements of drama such as space, time, language, movement, character and/or relationships in the drama; for example, using Viewpoints to develop questions such as, “What did you see in the drama?”, “How did the actors make the characters believable?”, “When was the drama set? (For example, time, place or other context)”, “What was the purpose of the drama?”
- Elaboration exploring drama from other places and times, and discussing how it might contribute to their own drama, and how cultural understandings shape meaning in drama; for example, exploring how drama is used to share cultural knowledge in celebrations, ceremonies or rituals that happen in their local community and/or in another place, such as a country or region in Asia
Content descriptorAC9ADR6E02 Exploring and responding
explore the ways that First Nations Australians use drama to continue and revitalise cultures
Elaborations (4)
- Elaboration exploring how performances that tell stories maintain culture; for example, narrative drama that communicates knowledge about land, sea, sky or waterways
- Elaboration identifying and discussing the role of storytelling in First Nations Australians’ cultural traditions, through direct engagement or using online resources created or co-created by First Nations Australians
- 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 a diverse range of First Nations Australian drama makers and performers embed themselves and their communities in drama in a range of representative forms as a visual declaration of identity, storytelling and resilience; for example, exploring how drama is used to share cultural narratives
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?”
Content descriptorAC9AMU6E01 Exploring and responding
explore ways that the elements of music are combined in music across cultures, times, places and/or other contexts
Elaborations (6)
- Elaboration listening to music that uses a range of instrumentation or forms (song forms, theme and variations, binary) and describing how the elements of music are used or combined; for example, identifying which instruments are playing the melody and which are playing accompanying parts, or exploring the effect of changing instruments by comparing original versions with arrangements/covers/reimagined versions
- Elaboration evaluating and discussing (using their own words and learnt music terminology) personal preferences for music from a range of contexts and cultures, such as music they listen to for leisure/pleasure, music they play in an ensemble, music that is important to their family or community, music they listen to for inspiration for their own compositions or performances, or music in specific genres such as music for screen-based contexts such as games or videos
- Elaboration identifying and describing features of music that create effects, such as ways in which elements of music are manipulated (using rhythm, melody, articulation, dynamics or instrumentation) or use of compositional devices/structural features such as riffs or use of specific instrumental techniques; for example, strumming patterns
- Elaboration listening to (and/or performing) and responding to music from a variety of contexts and cultures, such as Asian cultures; for example, discussing what they like about the music and why they think the composer/performer chose to write/perform the music, using their own words and learnt music terminology, and giving reasons for their opinions
- Elaboration considering ways in which music is used in celebrations, ceremonies or rituals; for example, at their school or in their local community, and exploring ways the music is used to give structure to the occasion or to communicate themes such as identity or belonging
- Elaboration demonstrating understanding of the form and structure of popular songs; for example, using parody to demonstrate the different structures used within popular song, discussing different processes for writing lyrics that tell a story, collaboratively generating ideas to create new lyrics to known music, rehearsing the re-imagined song (using aural, technical and expressive skills) and performing their song parody to their peers
Content descriptorAC9AMU6E02 Exploring and responding
explore ways First Nations Australians use music to continue and revitalise culture
Elaborations (4)
- Elaboration investigating the range of music styles and instruments that living First Nations Australian composers and/or performers are using in their work
- Elaboration investigating how music is being used to maintain and revitalise knowledge and use of First Nations Australian languages
- Elaboration investigating music that First Nations Australian composers are creating for dance, drama, media arts or visual arts works that share cultural knowledge; for example, music for animations that share cultural knowledge about places, birds or animals
- Elaboration investigating how First Nations Australian composers and/or performers share knowledge about their culture as part of performances; for example, acknowledging Country/Place before a performance, or sharing information about the language they are using in their song/performance or their inspiration for composing a song or instrumental work
Content descriptorAC9AVA6E01 Exploring and responding
explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration investigating how a diverse range of Australian artists have expressed historical, social and environmental concerns over time; for example, artists who have migrated to Australia at different times who represent their experiences through their artworks and visual arts practice, using Viewpoints to develop questions such as, “What does this artwork tell us about the impact of this person/culture on society?”, “What can I learn about this person’s experiences, or about what it means to be Australian?”
- Elaboration identifying ways that artworks by different artists can present multiple perspectives of the same event, discussing how these works can assist the development of social awareness; for example, accessing and comparing responses to artworks that depict the colonisation of Australia by the British from the perspective of a First Nations Australian person, a person with links to the British colonists, or a person with no cultural links to either of these groups
- Elaboration exploring a range of Australian and international artworks, such as artworks from countries or regions in Asia, that communicate a topic or issue the class is learning about in another subject, and individually expressing their own views of the issue in a series of sequential visual panels without any text
- Elaboration using Viewpoints to develop questions to examine, compare and contrast what they notice in an artwork; for example, as a class, critically navigating multiple perspectives of the same artwork and questioning why they see these works so differently
- Elaboration examining audio descriptions as an accessible way for people with impaired vision to enjoy visual arts; for example, listening to a series of descriptions of artworks by Australian artists in Australian institutions, selecting an artwork that they are interested in and creating an audio description of their own
Content descriptorAC9AVA6E02 Exploring and responding
explore ways that First Nations Australians use visual arts to continue and revitalise cultures
Elaborations (5)
- Elaboration exploring the ways that a diverse range of First Nations Australian artists embed themselves and their communities in artworks in a range of representative forms as a visual declaration of identity, storytelling and resilience; for example, exploring representations of First Nations Australians as superheroes in comics and popular culture
- Elaboration exploring the ways that visual arts created by First Nations Australians may have multiple purposes; for example, art as cultural practice, art to communicate cultural understandings, or as narrative
- Elaboration investigating a range of site-specific artworks created by First Nations Australian artists, exploring how they communicate and celebrate cultural knowledge and understandings; for example, street artworks, murals and installations
- Elaboration using Viewpoints to question understandings about artists and artworks, and explore what needs to be investigated further, such as “What do I already know about this artist?”, “What do I need to learn to have a better understanding about this artist, their Country/Place and culture?”, “What knowledge can I share with others?”, “What questions would I ask the artist about this artwork?”
- Elaboration investigating how meaning and purpose are communicated in artworks and design created or co-created by First Nations Australians; for example, learning about how visual conventions are used in artworks and designs, such as textiles and fashion, to share cultural knowledge with the broader community
They describe how the arts are used to continue and revitalise cultures.
Content descriptorAC9ADA6E02 Exploring and responding
explore the ways that First Nations Australians use dance to continue and revitalise cultures
Elaborations (5)
- Elaboration exploring, using resources created or co-created by First Nations Australians, how and why cultural expressions are critical for sharing continuing or revitalising cultures
- Elaboration investigating how meaning and purpose are communicated in dance choreographed and/or performed by First Nations Australians; for example, observing how movements are used to share cultural knowledge with the broader community in a dance performed at a community event, or using resources created or co-created by First Nations Australians
- Elaboration experiencing how First Nations Australians’ telling of ways stories and ideas communicate connection to and responsibility for Country/Place; for example, exploring how dance communicates knowledge about weather events or knowledge of sustainable practices for caring for land, sea, sky and waterway
- Elaboration using Viewpoints to develop questions to build understanding about First Nations Australians’ dances and exploring what they could investigate further, such as “What do I already know about this dance practice?”, “What do I need to learn to have a better understanding?”, “What knowledge can I share with others?”, “What questions would I ask the dancers about this performance?”
- Elaboration exploring how dances that tell stories maintain culture; for example, narrative dances that communicate knowledge about sustainable approaches to locating and gathering food or stories about how places got their names
Content descriptorAC9ADR6E02 Exploring and responding
explore the ways that First Nations Australians use drama to continue and revitalise cultures
Elaborations (4)
- Elaboration exploring how performances that tell stories maintain culture; for example, narrative drama that communicates knowledge about land, sea, sky or waterways
- Elaboration identifying and discussing the role of storytelling in First Nations Australians’ cultural traditions, through direct engagement or using online resources created or co-created by First Nations Australians
- 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 a diverse range of First Nations Australian drama makers and performers embed themselves and their communities in drama in a range of representative forms as a visual declaration of identity, storytelling and resilience; for example, exploring how drama is used to share cultural narratives
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?”
Content descriptorAC9AMU6E02 Exploring and responding
explore ways First Nations Australians use music to continue and revitalise culture
Elaborations (4)
- Elaboration investigating the range of music styles and instruments that living First Nations Australian composers and/or performers are using in their work
- Elaboration investigating how music is being used to maintain and revitalise knowledge and use of First Nations Australian languages
- Elaboration investigating music that First Nations Australian composers are creating for dance, drama, media arts or visual arts works that share cultural knowledge; for example, music for animations that share cultural knowledge about places, birds or animals
- Elaboration investigating how First Nations Australian composers and/or performers share knowledge about their culture as part of performances; for example, acknowledging Country/Place before a performance, or sharing information about the language they are using in their song/performance or their inspiration for composing a song or instrumental work
Content descriptorAC9AVA6E02 Exploring and responding
explore ways that First Nations Australians use visual arts to continue and revitalise cultures
Elaborations (5)
- Elaboration exploring the ways that a diverse range of First Nations Australian artists embed themselves and their communities in artworks in a range of representative forms as a visual declaration of identity, storytelling and resilience; for example, exploring representations of First Nations Australians as superheroes in comics and popular culture
- Elaboration exploring the ways that visual arts created by First Nations Australians may have multiple purposes; for example, art as cultural practice, art to communicate cultural understandings, or as narrative
- Elaboration investigating a range of site-specific artworks created by First Nations Australian artists, exploring how they communicate and celebrate cultural knowledge and understandings; for example, street artworks, murals and installations
- Elaboration using Viewpoints to question understandings about artists and artworks, and explore what needs to be investigated further, such as “What do I already know about this artist?”, “What do I need to learn to have a better understanding about this artist, their Country/Place and culture?”, “What knowledge can I share with others?”, “What questions would I ask the artist about this artwork?”
- Elaboration investigating how meaning and purpose are communicated in artworks and design created or co-created by First Nations Australians; for example, learning about how visual conventions are used in artworks and designs, such as textiles and fashion, to share cultural knowledge with the broader community
Students use subject-specific knowledge, elements, concepts, conventions, materials, skills and/or processes to create arts works that communicate ideas, perspectives and/or meaning.
Content descriptorAC9ADA6C01 Creating and making
manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring character and mood by experimenting with the elements of dance, developing ideas for a narrative dance such as retelling a story and combining ideas for each section of the story to structure the dance
- Elaboration exploring a stimulus or analysing other dances to devise a variety of movement possibilities, such as different ways to jump and land, roll and stand or spiral down to the ground, and then selecting, combining, arranging and refining the movements to structure a dance; for example, using some movements in a repeating section that alternates with contrasting sections
- Elaboration using Viewpoints to frame questions when reflecting on development of their dance, “How is the movement of the body used to represent a story, character or idea?”, “How can we use space, costume or multimedia to communicate meaning in this dance?”
- Elaboration creating a dance that focuses on use of technical and expressive skills such as control, coordination and balance
- Elaboration creating a dance that explores a theme or an issue such as a theme from a known text or an issue relating to sustainable ways of living
Content descriptorAC9ADA6D01 Developing practices and skills
develop and practise technical and expressive skills using safe dance practice and the elements of dance
Elaborations (4)
- Elaboration improvising new movement to communicate ideas in response to stimulus; for example, exploring how they can use different body parts, zones, bases and elements of dance to communicate/represent ideas about overcrowded cities; for example, groups of dancers in close proximity to each other
- Elaboration developing technical and expressive skills to refine their execution of fundamental movements such as galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding or collapsing
- Elaboration developing expressive skills of focus, clarity of the movement, confidence and facial expression/character
- Elaboration exploring an element of dance; for example, experimenting with shapes and considering ideas such as positive and negative space or use of contrasting dynamics
Content descriptorAC9ADR6C01 Creating and making
develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms
Elaborations (6)
- Elaboration exploring physical, fictional or emotional spaces to create characters and respond to situations
- Elaboration varying use of voice/vocalisation using techniques such as projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions, or exploring how movement and gesture can be used without voice/vocalisation to communicate ideas or intentions
- Elaboration rehearsing, interacting and negotiating with others to interpret scripts and create characters and their relationships
- Elaboration using Viewpoints to ask questions when exploring character; for example, “How did the performers use the elements of drama and design elements effectively?”, “For what purposes did they make drama?”, “What evidence supports your judgement about the drama?”
- Elaboration devising drama based on research or knowledge about a project happening in their school/local community to encourage cultural awareness or to present different perspectives in a debate, such as a debate about an environmental issue
- Elaboration working collaboratively to devise drama for a school ritual, gathering (such as an assembly) or ceremony; for example, drama that explores a school motto, a health message or a campaign such as “no-packaging lunch”
Content descriptorAC9ADR6D01 Developing practices and skills
explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama
Elaborations (5)
- Elaboration experimenting with empathy to develop characters and relationships in drama, considering situations from the perspectives of different characters, exploring responses and challenging stereotypes; for example, when interpreting scripted drama
- Elaboration imagining and developing a “new scene” to include in a dramatic re-telling of a known narrative
- Elaboration using Viewpoints to ask questions to explore the role of cultures in the use of elements of drama, such as “How are relationships, language and symbols shaped by cultures?”, “How do we use our own cultures to create shortcuts of meaning and ideas?”, “How do we understand the cultures of others?”
- Elaboration using improvisation or process drama to compare different ways that improvised and scripted drama can create characters and action, or evaluating drama they experience in live performance and considering how they can use specific techniques in their own work
- Elaboration imagining that they are in the time/place of an historical event and considering why people involved in the event made (or will make) certain decisions and/or what they could have done differently
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
Content descriptorAC9AMU6C01 Creating and making
manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose
Elaborations (8)
- Elaboration working collaboratively to compose music in response to an image, theme or question; for example, writing lyrics and using acoustic instruments and/or digital tools to create melodies, a chord progression, bassline or other parts for a song that they will use in a presentation of learning in a subject such as History or English
- Elaboration improvising and experimenting with combinations of sounds and/or using digital tools to create moods and atmospheres, or organising, developing and refining ideas by experimenting with elements such as texture, tone colour or structure to achieve intended effects
- Elaboration rehearsing a range of unison and part music individually and/or in an ensemble, using listening skills and questions based on Viewpoints to assist decision-making about how specific elements of music will be interpreted and using listening skills to refine their work (“How did the composer intend this melody to sound?” or “How can I incorporate a sense of the energy in the original performance of this song when my band doesn’t have all the instruments?”)
- Elaboration using a limited range of pitches to compose melodies for a selected instrument such as one they are learning to play; for example, a pitch range that only uses notes they can play, and using digital tools to add other parts
- Elaboration arranging or re-imagining a known work; for example, writing new lyrics and arranging for available instruments
- Elaboration composing a melody, manipulating elements of music such as rhythm, pitch, dynamics, texture or timbre, and using a compositional device/s such as a given form (verse/chorus, binary or ternary), contrast or repetition to structure the music, notating, documenting and/or recording; for example, using a combination of graphic and staff notation or making an audio recording
- Elaboration using voice/vocalisation and sounds such as body percussion or drumming; for example, developing a song, chant or soundscape to accompany a Welcome to Country (for example, First Nations Australian students working with an Elder or a group of people who have permission to develop this part of a ceremony) or an Acknowledgement of Country (using correct protocols)
- Elaboration using digital tools, voices and instruments to compose, notate, document music and/or record music; for example, combining loops constructed from melodic and/or rhythmic patterns with live performance, using voices and instruments or using notation software to create a score for performance by voice and instruments
Content descriptorAC9AMU6D01 Developing practices and skills
develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composing, singing and playing instruments
Elaborations (6)
- Elaboration developing vocal and/or instrumental skills by focusing on specific elements of music; for example, improvising patterns, phrases or melodies, such as harmonic, rhythmic or melodic patterns, and describing different ways they are using rhythm, melody and structure in their improvisations
- Elaboration combining listening/aural and performance skills; for example, listening to hear other parts when singing or playing in a group and adjusting own volume to achieve a balanced sound
- Elaboration exploring vocal/instrumental techniques they can use to manipulate elements of music to create contrast, repetition and balance in their compositions (for example, when composing instrumental parts for a song or creating bass and harmony parts to add texture to a melody they have composed), using focused listening and aural skills to evaluate the effects they are creating, practising and refining techniques required to achieve accuracy and making decisions about how to refine their ideas to accommodate their level of technical skill
- Elaboration developing vocal and instrumental skills such as manipulating the timbre of instruments and voices/vocalisation to create and vary mood or atmosphere, or techniques that will extend their range, fluency, control or accuracy; for example, using observations from listening and questions based on Viewpoints to set goals, track progress or explore areas of interest (“How did that performer get that sound?” or “I think that this song is about …, how can I share my feeling with the audience”?)
- Elaboration using digital tools to build skills such as accuracy and control; for example, using a digital tuner, using software to monitor articulation or dynamic range, or a digital metronome to monitor tempo
- Elaboration practising techniques for singing and playing to develop technical skills in solo and ensemble music; for example, to accurately interpret rhythm and pitch
Content descriptorAC9AVA6C01 Creating and making
use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning
Elaborations (6)
- Elaboration applying their understanding of visual arts processes and materials to create artworks that are both robust and communicate intended aesthetic qualities; for example, using a range of joining techniques to create a sculptural construction using cardboard and textiles, or carefully considering the use of joining techniques in creating an environmental sculpture using natural materials designed to break down and disintegrate over time
- Elaboration using visual conventions and visual arts processes to communicate ideas and meaning in their artwork; for example, exploring the ways that different brushstrokes can communicate meaning in a painting, such as long, smooth horizontal blended lines in a watercolour wash contrasted with textural brushstrokes with thick paint in contrasting colour
- Elaboration examining a series of diverse artworks that employ frames, windows, mirrors or sections as containers or portals into space, and using this tool as inspiration to create three versions or ideas for an artwork; for example, creating different sized frames to view the world around them and creating compositions for artworks, considering how they can include frames within frames
- Elaboration trying and testing a range of analog visual arts materials, such as paints, drawing materials or clay, and comparing virtual simulations of these materials; entering their findings in a logbook and using findings to create an artwork that combines at least one virtual material and one analog material
- Elaboration creating artworks that are the product of ideas they have developed through experimentation and planning; making choices about how to use visual art conventions, materials and techniques that best communicate their intentions
- Elaboration forming modular patterns, images or letters with grid paper or an online digital system to combine glyphs, pixels and shapes; for example, removing the grid and transforming it to another form such as a poster or template for printmaking
Content descriptorAC9AVA6D01 Developing practices and skills
experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials
Elaborations (6)
- Elaboration drawing on themes they are learning about in other subjects and visually brainstorming a range of diverse ideas that link to this theme; for example, using Viewpoints to develop questions to reflect on and extend the concept such as, “What are examples of this concept?”, “How can I make this more specific, or broaden my approach?”, “What are my experiences of this?” and exploring how they can use visual conventions and visual arts processes to create a composition to communicate these ideas visually
- Elaboration using visual conventions and visual arts processes to map the movements of a dance sequence, indicating, for example, the shapes dancers make with their bodies, use of levels (low–high), the directions of travelling steps or ways of moving (smooth, jerky, confined, stretchy), and using these to create an abstract visual representation of the dance; for example, using Viewpoints to develop questions to reflect on how colour, tone and composition can be manipulated to express the mood and emotions communicated and experienced in the dance performance ("How can I communicate to the viewer the energy and passion experienced in the dance?")
- Elaboration presenting a selection of Augmented Reality face filters that map and track the face in real time; for example, identifying three main types of assets such as face tracker, face mesh, canvas frame, and using face mesh resources to create a digital or analog concept for a face filter that communicates an intended concept; and exploring options for use, such as in a drama they are creating
- Elaboration exploring a range of approaches to printmaking, such as transferring previously created drawings onto printing foam and creating multiple prints that explore visual conventions; for example, using different coloured inks or paints, gradually adding pattern and texture to increase the complexity of detail, cutting out and combining aspects of prints and other 2D media to explore a collaborative approach
- Elaboration making informed choices about using various combinations of representational elements appropriate for a concept or subject matter; for example, exploring and reflecting on observational and gestural drawing processes as different ways to describe an object or figure, or combining materials such as imaginative drawing over realistic photographs to elaborate on and create new meaning
- Elaboration exploring different approaches to working in 3D forms, such as developing a range of techniques in modelling using materials such as earthenware clay or modelling clay; developing skills in hand-building and surface decoration to reflect on ways to communicate ideas, subject matter and meaning
They demonstrate safe practices.
Content descriptorAC9ADA6C01 Creating and making
manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning
Elaborations (5)
- Elaboration exploring character and mood by experimenting with the elements of dance, developing ideas for a narrative dance such as retelling a story and combining ideas for each section of the story to structure the dance
- Elaboration exploring a stimulus or analysing other dances to devise a variety of movement possibilities, such as different ways to jump and land, roll and stand or spiral down to the ground, and then selecting, combining, arranging and refining the movements to structure a dance; for example, using some movements in a repeating section that alternates with contrasting sections
- Elaboration using Viewpoints to frame questions when reflecting on development of their dance, “How is the movement of the body used to represent a story, character or idea?”, “How can we use space, costume or multimedia to communicate meaning in this dance?”
- Elaboration creating a dance that focuses on use of technical and expressive skills such as control, coordination and balance
- Elaboration creating a dance that explores a theme or an issue such as a theme from a known text or an issue relating to sustainable ways of living
Content descriptorAC9ADA6D01 Developing practices and skills
develop and practise technical and expressive skills using safe dance practice and the elements of dance
Elaborations (4)
- Elaboration improvising new movement to communicate ideas in response to stimulus; for example, exploring how they can use different body parts, zones, bases and elements of dance to communicate/represent ideas about overcrowded cities; for example, groups of dancers in close proximity to each other
- Elaboration developing technical and expressive skills to refine their execution of fundamental movements such as galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding or collapsing
- Elaboration developing expressive skills of focus, clarity of the movement, confidence and facial expression/character
- Elaboration exploring an element of dance; for example, experimenting with shapes and considering ideas such as positive and negative space or use of contrasting dynamics
Content descriptorAC9ADA6P01 Presenting and performing
practise and perform dances using technical and expressive skills in informal and/or formal settings
Elaborations (4)
- Elaboration rehearsing and performing a range of learnt dance and/or dance they have choreographed with an awareness of how they are working within their body capabilities and applying technical and expressive skills
- Elaboration using specific technical and expressive skills in their performance to communicate ideas, perspectives and/or meaning to the audience; for example, creating tension through use of a series of slow, controlled movements performed with neutral (blank) facial expressions
- Elaboration presenting dances, using production elements such as music, costumes and props where appropriate to enhance different contexts; for example, using traditional music when performing dances with representatives of the cultural group from the community
- Elaboration using questions based on Viewpoints such as questions about forms and elements to reflect on their performance; for example, “How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness?”, “What relationship are you aiming to create between the dancers and the audience?”
Content descriptorAC9ADR6C01 Creating and making
develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms
Elaborations (6)
- Elaboration exploring physical, fictional or emotional spaces to create characters and respond to situations
- Elaboration varying use of voice/vocalisation using techniques such as projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions, or exploring how movement and gesture can be used without voice/vocalisation to communicate ideas or intentions
- Elaboration rehearsing, interacting and negotiating with others to interpret scripts and create characters and their relationships
- Elaboration using Viewpoints to ask questions when exploring character; for example, “How did the performers use the elements of drama and design elements effectively?”, “For what purposes did they make drama?”, “What evidence supports your judgement about the drama?”
- Elaboration devising drama based on research or knowledge about a project happening in their school/local community to encourage cultural awareness or to present different perspectives in a debate, such as a debate about an environmental issue
- Elaboration working collaboratively to devise drama for a school ritual, gathering (such as an assembly) or ceremony; for example, drama that explores a school motto, a health message or a campaign such as “no-packaging lunch”
Content descriptorAC9ADR6D01 Developing practices and skills
explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama
Elaborations (5)
- Elaboration experimenting with empathy to develop characters and relationships in drama, considering situations from the perspectives of different characters, exploring responses and challenging stereotypes; for example, when interpreting scripted drama
- Elaboration imagining and developing a “new scene” to include in a dramatic re-telling of a known narrative
- Elaboration using Viewpoints to ask questions to explore the role of cultures in the use of elements of drama, such as “How are relationships, language and symbols shaped by cultures?”, “How do we use our own cultures to create shortcuts of meaning and ideas?”, “How do we understand the cultures of others?”
- Elaboration using improvisation or process drama to compare different ways that improvised and scripted drama can create characters and action, or evaluating drama they experience in live performance and considering how they can use specific techniques in their own work
- Elaboration imagining that they are in the time/place of an historical event and considering why people involved in the event made (or will make) certain decisions and/or what they could have done differently
Content descriptorAC9ADR6P01 Presenting and performing
rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings
Elaborations (4)
- Elaboration using props, costumes and available technologies such as light, sound or multimedia to create dramatic symbols and enhance dramatic action
- Elaboration focusing on communication with the audience by, for example, remembering lines, moves and cues in rehearsal and performance
- Elaboration showing understanding of the purpose of rehearsing and the need for collaboration
- Elaboration sharing ideas about their drama with audiences; for example, through choice of performance space, approach to entering or leaving the performance space, pre-show presentations or by creating an introduction such as a podcast that can be distributed when an audience member obtains their ticket
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
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
Content descriptorAC9AMU6C01 Creating and making
manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose
Elaborations (8)
- Elaboration working collaboratively to compose music in response to an image, theme or question; for example, writing lyrics and using acoustic instruments and/or digital tools to create melodies, a chord progression, bassline or other parts for a song that they will use in a presentation of learning in a subject such as History or English
- Elaboration improvising and experimenting with combinations of sounds and/or using digital tools to create moods and atmospheres, or organising, developing and refining ideas by experimenting with elements such as texture, tone colour or structure to achieve intended effects
- Elaboration rehearsing a range of unison and part music individually and/or in an ensemble, using listening skills and questions based on Viewpoints to assist decision-making about how specific elements of music will be interpreted and using listening skills to refine their work (“How did the composer intend this melody to sound?” or “How can I incorporate a sense of the energy in the original performance of this song when my band doesn’t have all the instruments?”)
- Elaboration using a limited range of pitches to compose melodies for a selected instrument such as one they are learning to play; for example, a pitch range that only uses notes they can play, and using digital tools to add other parts
- Elaboration arranging or re-imagining a known work; for example, writing new lyrics and arranging for available instruments
- Elaboration composing a melody, manipulating elements of music such as rhythm, pitch, dynamics, texture or timbre, and using a compositional device/s such as a given form (verse/chorus, binary or ternary), contrast or repetition to structure the music, notating, documenting and/or recording; for example, using a combination of graphic and staff notation or making an audio recording
- Elaboration using voice/vocalisation and sounds such as body percussion or drumming; for example, developing a song, chant or soundscape to accompany a Welcome to Country (for example, First Nations Australian students working with an Elder or a group of people who have permission to develop this part of a ceremony) or an Acknowledgement of Country (using correct protocols)
- Elaboration using digital tools, voices and instruments to compose, notate, document music and/or record music; for example, combining loops constructed from melodic and/or rhythmic patterns with live performance, using voices and instruments or using notation software to create a score for performance by voice and instruments
Content descriptorAC9AMU6D01 Developing practices and skills
develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composing, singing and playing instruments
Elaborations (6)
- Elaboration developing vocal and/or instrumental skills by focusing on specific elements of music; for example, improvising patterns, phrases or melodies, such as harmonic, rhythmic or melodic patterns, and describing different ways they are using rhythm, melody and structure in their improvisations
- Elaboration combining listening/aural and performance skills; for example, listening to hear other parts when singing or playing in a group and adjusting own volume to achieve a balanced sound
- Elaboration exploring vocal/instrumental techniques they can use to manipulate elements of music to create contrast, repetition and balance in their compositions (for example, when composing instrumental parts for a song or creating bass and harmony parts to add texture to a melody they have composed), using focused listening and aural skills to evaluate the effects they are creating, practising and refining techniques required to achieve accuracy and making decisions about how to refine their ideas to accommodate their level of technical skill
- Elaboration developing vocal and instrumental skills such as manipulating the timbre of instruments and voices/vocalisation to create and vary mood or atmosphere, or techniques that will extend their range, fluency, control or accuracy; for example, using observations from listening and questions based on Viewpoints to set goals, track progress or explore areas of interest (“How did that performer get that sound?” or “I think that this song is about …, how can I share my feeling with the audience”?)
- Elaboration using digital tools to build skills such as accuracy and control; for example, using a digital tuner, using software to monitor articulation or dynamic range, or a digital metronome to monitor tempo
- Elaboration practising techniques for singing and playing to develop technical skills in solo and ensemble music; for example, to accurately interpret rhythm and pitch
Content descriptorAC9AMU6P01 Presenting and performing
perform music in a range of forms they have learnt and/or composed in informal and/or formal settings
Elaborations (3)
- Elaboration rehearsing and refining performances to engage audiences and communicate ideas, perspectives and/or meaning; for example, focusing on expressive elements of music such as dynamics and balance when rehearsing performances of songs from a cultural group in their community or songs in a language they are learning
- Elaboration providing and responding to feedback to refine performances and compositions; for example, discussing how the composer indicates dynamics in the music and how the performer/s interpret this information and how the performer/s communicate the mood of the music; for example, using tone colour/timbre and/or articulation (phrasing, staccato, legato)
- Elaboration presenting performances via digital platforms including, if age-appropriate, interacting with audiences via platforms such as school intranet or website, and considering online safety protocols; for example, streaming or uploading recordings of performances and posing questions for the audience to respond to in a chat space
Content descriptorAC9AVA6C01 Creating and making
use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning
Elaborations (6)
- Elaboration applying their understanding of visual arts processes and materials to create artworks that are both robust and communicate intended aesthetic qualities; for example, using a range of joining techniques to create a sculptural construction using cardboard and textiles, or carefully considering the use of joining techniques in creating an environmental sculpture using natural materials designed to break down and disintegrate over time
- Elaboration using visual conventions and visual arts processes to communicate ideas and meaning in their artwork; for example, exploring the ways that different brushstrokes can communicate meaning in a painting, such as long, smooth horizontal blended lines in a watercolour wash contrasted with textural brushstrokes with thick paint in contrasting colour
- Elaboration examining a series of diverse artworks that employ frames, windows, mirrors or sections as containers or portals into space, and using this tool as inspiration to create three versions or ideas for an artwork; for example, creating different sized frames to view the world around them and creating compositions for artworks, considering how they can include frames within frames
- Elaboration trying and testing a range of analog visual arts materials, such as paints, drawing materials or clay, and comparing virtual simulations of these materials; entering their findings in a logbook and using findings to create an artwork that combines at least one virtual material and one analog material
- Elaboration creating artworks that are the product of ideas they have developed through experimentation and planning; making choices about how to use visual art conventions, materials and techniques that best communicate their intentions
- Elaboration forming modular patterns, images or letters with grid paper or an online digital system to combine glyphs, pixels and shapes; for example, removing the grid and transforming it to another form such as a poster or template for printmaking
Content descriptorAC9AVA6D01 Developing practices and skills
experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials
Elaborations (6)
- Elaboration drawing on themes they are learning about in other subjects and visually brainstorming a range of diverse ideas that link to this theme; for example, using Viewpoints to develop questions to reflect on and extend the concept such as, “What are examples of this concept?”, “How can I make this more specific, or broaden my approach?”, “What are my experiences of this?” and exploring how they can use visual conventions and visual arts processes to create a composition to communicate these ideas visually
- Elaboration using visual conventions and visual arts processes to map the movements of a dance sequence, indicating, for example, the shapes dancers make with their bodies, use of levels (low–high), the directions of travelling steps or ways of moving (smooth, jerky, confined, stretchy), and using these to create an abstract visual representation of the dance; for example, using Viewpoints to develop questions to reflect on how colour, tone and composition can be manipulated to express the mood and emotions communicated and experienced in the dance performance ("How can I communicate to the viewer the energy and passion experienced in the dance?")
- Elaboration presenting a selection of Augmented Reality face filters that map and track the face in real time; for example, identifying three main types of assets such as face tracker, face mesh, canvas frame, and using face mesh resources to create a digital or analog concept for a face filter that communicates an intended concept; and exploring options for use, such as in a drama they are creating
- Elaboration exploring a range of approaches to printmaking, such as transferring previously created drawings onto printing foam and creating multiple prints that explore visual conventions; for example, using different coloured inks or paints, gradually adding pattern and texture to increase the complexity of detail, cutting out and combining aspects of prints and other 2D media to explore a collaborative approach
- Elaboration making informed choices about using various combinations of representational elements appropriate for a concept or subject matter; for example, exploring and reflecting on observational and gestural drawing processes as different ways to describe an object or figure, or combining materials such as imaginative drawing over realistic photographs to elaborate on and create new meaning
- Elaboration exploring different approaches to working in 3D forms, such as developing a range of techniques in modelling using materials such as earthenware clay or modelling clay; developing skills in hand-building and surface decoration to reflect on ways to communicate ideas, subject matter and meaning
Content descriptorAC9AVA6P01 Presenting and performing
select and present documentation of visual arts practice, and display artworks in informal and/or formal settings
Elaborations (7)
- Elaboration preparing artworks for display within the school environment; for example, measuring and making frames or stands for artworks, using repurposed/recycled materials, measuring artworks and spaces between so that, for example, they have an identical height from the floor and are spaced at equal distances; writing and positioning written labels for each artwork with information about the work and the artist; and considering the best way to arrange the space to engage the audience
- Elaboration exploring digital methods of encoding information in artworks to share with audiences; for example, by using image coding software or QR codes
- Elaboration working collaboratively to create an online exhibition of student work; for example, on a school learning management system.
- Elaboration exploring options for sharing work in public spaces; for example, in café galleries, public exhibition spaces or through community arts events
- Elaboration selecting and arranging evidence of their learning from their investigations, experiments and reflections in a way that communicates the development of their ideas and understandings, and sharing this with their teacher
- Elaboration considering artworks that represent a spatial awareness in digital or physical forms; for example, experimenting with Augmented Reality to place collage, objects or forms in space as a layer over what we see as “reality” digitally, or by arranging objects in physical space with transparent attachments, and producing a short moving image work to map how the visual assets change depending on point of view of the audience
- Elaboration creating a set of art labels to accompany artworks in a class exhibition of student work; for example, labels that inform audiences about the artist and their intentions, an exhibition introduction, advertising material and reviews
They present and perform their arts works in formal and/or informal settings.
Content descriptorAC9ADA6P01 Presenting and performing
practise and perform dances using technical and expressive skills in informal and/or formal settings
Elaborations (4)
- Elaboration rehearsing and performing a range of learnt dance and/or dance they have choreographed with an awareness of how they are working within their body capabilities and applying technical and expressive skills
- Elaboration using specific technical and expressive skills in their performance to communicate ideas, perspectives and/or meaning to the audience; for example, creating tension through use of a series of slow, controlled movements performed with neutral (blank) facial expressions
- Elaboration presenting dances, using production elements such as music, costumes and props where appropriate to enhance different contexts; for example, using traditional music when performing dances with representatives of the cultural group from the community
- Elaboration using questions based on Viewpoints such as questions about forms and elements to reflect on their performance; for example, “How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness?”, “What relationship are you aiming to create between the dancers and the audience?”
Content descriptorAC9ADR6P01 Presenting and performing
rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings
Elaborations (4)
- Elaboration using props, costumes and available technologies such as light, sound or multimedia to create dramatic symbols and enhance dramatic action
- Elaboration focusing on communication with the audience by, for example, remembering lines, moves and cues in rehearsal and performance
- Elaboration showing understanding of the purpose of rehearsing and the need for collaboration
- Elaboration sharing ideas about their drama with audiences; for example, through choice of performance space, approach to entering or leaving the performance space, pre-show presentations or by creating an introduction such as a podcast that can be distributed when an audience member obtains their ticket
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
Content descriptorAC9AMU6P01 Presenting and performing
perform music in a range of forms they have learnt and/or composed in informal and/or formal settings
Elaborations (3)
- Elaboration rehearsing and refining performances to engage audiences and communicate ideas, perspectives and/or meaning; for example, focusing on expressive elements of music such as dynamics and balance when rehearsing performances of songs from a cultural group in their community or songs in a language they are learning
- Elaboration providing and responding to feedback to refine performances and compositions; for example, discussing how the composer indicates dynamics in the music and how the performer/s interpret this information and how the performer/s communicate the mood of the music; for example, using tone colour/timbre and/or articulation (phrasing, staccato, legato)
- Elaboration presenting performances via digital platforms including, if age-appropriate, interacting with audiences via platforms such as school intranet or website, and considering online safety protocols; for example, streaming or uploading recordings of performances and posing questions for the audience to respond to in a chat space
Content descriptorAC9AVA6P01 Presenting and performing
select and present documentation of visual arts practice, and display artworks in informal and/or formal settings
Elaborations (7)
- Elaboration preparing artworks for display within the school environment; for example, measuring and making frames or stands for artworks, using repurposed/recycled materials, measuring artworks and spaces between so that, for example, they have an identical height from the floor and are spaced at equal distances; writing and positioning written labels for each artwork with information about the work and the artist; and considering the best way to arrange the space to engage the audience
- Elaboration exploring digital methods of encoding information in artworks to share with audiences; for example, by using image coding software or QR codes
- Elaboration working collaboratively to create an online exhibition of student work; for example, on a school learning management system.
- Elaboration exploring options for sharing work in public spaces; for example, in café galleries, public exhibition spaces or through community arts events
- Elaboration selecting and arranging evidence of their learning from their investigations, experiments and reflections in a way that communicates the development of their ideas and understandings, and sharing this with their teacher
- Elaboration considering artworks that represent a spatial awareness in digital or physical forms; for example, experimenting with Augmented Reality to place collage, objects or forms in space as a layer over what we see as “reality” digitally, or by arranging objects in physical space with transparent attachments, and producing a short moving image work to map how the visual assets change depending on point of view of the audience
- Elaboration creating a set of art labels to accompany artworks in a class exhibition of student work; for example, labels that inform audiences about the artist and their intentions, an exhibition introduction, advertising material and reviews
This achievement standard describes the expected learning for Years 5 to 6 Arts (all subjects). Use it to plan teaching and assessment with the Australian Curriculum v9.
Subject standards for Years 5 to 6
This standard covers the whole learning area. Each subject also has its own standard:
ASARTDANY56 Years 5 to 6 Dance Achievement Standard ASARTDRAY56 Years 5 to 6 Drama Achievement Standard ASARTMEDY56 Years 5 to 6 Media Arts Achievement Standard ASARTMUSY56 Years 5 to 6 Music Achievement Standard ASARTVISY56 Years 5 to 6 Visual Arts Achievement StandardAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Dance | 1 | 5 |
| Developing practices and skills | Dance | 1 | 4 |
| Exploring and responding | Dance | 2 | 10 |
| Presenting and performing | Dance | 1 | 4 |
| Creating and making | Drama | 1 | 6 |
| Developing practices and skills | Drama | 1 | 5 |
| Exploring and responding | Drama | 2 | 7 |
| Presenting and performing | Drama | 1 | 4 |
| 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 |
| Creating and making | Music | 1 | 8 |
| Developing practices and skills | Music | 1 | 6 |
| Exploring and responding | Music | 2 | 10 |
| Presenting and performing | Music | 1 | 3 |
| Creating and making | Visual Arts | 1 | 6 |
| Developing practices and skills | Visual Arts | 1 | 6 |
| Exploring and responding | Visual Arts | 2 | 10 |
| Presenting and performing | Visual Arts | 1 | 7 |
| Total | 25 | 129 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Arts (all subjects)?
By the end of Year 6, students explain the use of elements, concepts and/or conventions in arts works they create and/or experience. They describe how the arts communicate ideas, perspectives and/or meaning across cultures, times, places and/or other contexts. Read the full standard
How many Content Descriptors support this standard?
25 Content Descriptors support this Achievement Standard (Creating and making: 5, Developing practices and skills: 5, Exploring and responding: 10, Presenting and performing: 5).
How does this compare to Years 3 to 4?
The Years 3 to 4 Arts (all subjects) standard (ASARTY34) 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.