Ways of working
Students are able to:
• select and develop ideas for arts works, considering different audiences and different purposes,
using arts elements and languages
• create and shape arts works by organising arts elements to express personal and community
values, beliefs and observations
• rehearse and rework arts works, using interpretive and technical skills
• present arts works to informal and formal audiences, using arts techniques, skills and processes
• identify and apply safe practices
• respond to arts works by identifying and interpreting the influences of social, cultural and
historical contexts, using arts elements and languages
• reflect on learning to identify new understandings and future applications.
Media
Media involves selecting media languages and technologies to create representations and
construct meaning, considering different audiences and different purposes.
• Still and moving images, sounds and words are selected to construct media texts
e.g. using a soundtrack to accompany a visual sequence to create a particular mood.
Music
Music involves singing, playing instruments, listening, moving, improvising and composing by
selecting the music elements to express ideas, considering different audiences and different
purposes, through sound.
• Familiar and unfamiliar sound sources, including vocal, instrumental and environmental sources,
have characteristic sound qualities (tone colour)
e.g. hearing the hum of city traffic; the resonating bass of a didgeridoo.
• Relative softness and loudness and articulation of sounds are used to change dynamic levels and
expression of music
e.g. using crescendo — gradually get louder
using staccato — play short, detached notes.
Visual Art
Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D)
to express ideas, considering different audiences and different purposes, through images and
objects.
• Colour shades (adding black to a colour) and tints (adding colour to white) are used to create
balance, contrast and patterns
e.g. using light colours to bring objects forward in a painting, while using dark colours to make objects recede.
• Continuous, broken and hatched lines are used to create balance, contrast, space and patterns
e.g. using broken and hatched marks to show contrast of light and dark.
• Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance,
contrast and patterns
e.g. using repeated shapes in a wax-resist painting to create a visual pattern.
• Texture creates contrast and patterns using lines, rubbings and markings
e.g. using feathery marks that contrast with smooth rubbings in clay sculptures; a pencil drawing of a tree
showing smooth leaves and rough bark
Students are able to:
• select and develop ideas for arts works, considering different audiences and different purposes,
using arts elements and languages
• create and shape arts works by organising arts elements to express personal and community
values, beliefs and observations
• rehearse and rework arts works, using interpretive and technical skills
• present arts works to informal and formal audiences, using arts techniques, skills and processes
• identify and apply safe practices
• respond to arts works by identifying and interpreting the influences of social, cultural and
historical contexts, using arts elements and languages
• reflect on learning to identify new understandings and future applications.
Media
Media involves selecting media languages and technologies to create representations and
construct meaning, considering different audiences and different purposes.
• Still and moving images, sounds and words are selected to construct media texts
e.g. using a soundtrack to accompany a visual sequence to create a particular mood.
Music
Music involves singing, playing instruments, listening, moving, improvising and composing by
selecting the music elements to express ideas, considering different audiences and different
purposes, through sound.
• Familiar and unfamiliar sound sources, including vocal, instrumental and environmental sources,
have characteristic sound qualities (tone colour)
e.g. hearing the hum of city traffic; the resonating bass of a didgeridoo.
• Relative softness and loudness and articulation of sounds are used to change dynamic levels and
expression of music
e.g. using crescendo — gradually get louder
using staccato — play short, detached notes.
Visual Art
Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D)
to express ideas, considering different audiences and different purposes, through images and
objects.
• Colour shades (adding black to a colour) and tints (adding colour to white) are used to create
balance, contrast and patterns
e.g. using light colours to bring objects forward in a painting, while using dark colours to make objects recede.
• Continuous, broken and hatched lines are used to create balance, contrast, space and patterns
e.g. using broken and hatched marks to show contrast of light and dark.
• Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance,
contrast and patterns
e.g. using repeated shapes in a wax-resist painting to create a visual pattern.
• Texture creates contrast and patterns using lines, rubbings and markings
e.g. using feathery marks that contrast with smooth rubbings in clay sculptures; a pencil drawing of a tree
showing smooth leaves and rough bark
