The Arts

Unit 1: Introducing Performance Styles and Contemporary Drama Practices

Areas of Study:

• Creating a devised performance 

• Presenting a devised performance 

• Analysing a devised performance 

• Analysing and evaluating a professional drama performance.

Topics Studied:

• Study three or more performance styles from a range of social, historical, contemporary and cultural contexts

• Examine the traditions of storytelling and devise performances telling stories that go beyond representations of reality

• Incorporate and/or juxtapose a number of performance styles to make dramatic statements and create performances that are innovative, transformational and contemporary

• Learn about contemporary drama practices that incorporate a range of conventions and devices for making dramatic works

• Use creative processes and play-making techniques to consider the specific purpose and intention of performance styles, and how conventions of those styles can be used in the work they devise and create for an audience

• Create, present and analyse a devised solo and/or ensemble performance that includes real and/or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories

• This unit also involves analysis of a student’s own devised work, and the analysis of work by professional drama practitioners and performers

• Apply play-making techniques to shape and give meaning to their performance

• Manipulate expressive and performance skills in the creation and presentation of characters and develop awareness and understanding of how characters are portrayed within certain performance styles and in contemporary drama practices

• Document the play-making techniques they use to explore and extract meaning from stimulus material, and document the exploration of production areas, dramatic elements, and conventions of selected performance styles.

Unit 2: Contemporary Drama Practices and Australian Identity

Areas of Study:

• Using Australia as inspiration 

• Presenting a devised performance 

• Analysing and evaluating a devised performance 

• Analysing and evaluating an Australian drama performance.

Topics Studied:

• Study aspects of Australian identity by engaging with contemporary drama practices as artists and as audiences

• Explore the work of selected contemporary drama practitioners, including Australian practitioners, and their associated performance styles

• Focus on the application and documentation of play-making techniques involved in constructing a devised solo or ensemble performance

• Create, present and analyse a performance they devise based on any of the following: a person, an event, an issue, a place, an artwork, a piece of music, a text or an icon from a contemporary or historical Australian context

• In creating a performance, students engage with stimulus material to extract ideas and possibilities that allow them to explore an aspect or aspects of Australian identity, which could include engaging with the experiences and perspectives of Aboriginal and Torres Strait Islander peoples, colonial Australians, migrants, refugees, and/or urban and rural communities

• Examine selected performance styles in relation to contemporary drama practices and explore the associated conventions, including those of Aboriginal and Torres Strait Islander artists and practitioners, and the broader diversity of Australian stories

• Further develop knowledge of the conventions of transformation of character, time and place; the application of symbol, and how these conventions may be manipulated to create meaning in performance

• Explore, develop and apply dramatic elements and production areas

• Consider the sustainable sourcing and ethical use of materials when applying production areas

• Analyse and evaluate your own performance work as well as undertaking an analysis and evaluation of a performance of an Australian work by professional actors, and develop an understanding of relevant drama terminology.

Assessment (Covers both Units 1 & 2):

• Demonstrate the use of play-making techniques to devise and develop solo and/or ensemble drama 

• work(s) based on stories and/or characters.

• Document the use of play-making techniques to create and develop stories and characters in drama in one of the following formats:

• a paper-based journal

• an e-journal

• a journal that combines hard and soft copy components.

• Perform devised solo and/or ensemble drama work that features stories and characters.

• Analyse the drama work created and performed using one of the following formats:

• an oral presentation

• a multimedia presentation

• responses to structured questions.

• Analyse and evaluate a drama performance by professional or other drama practitioners in response to structured questions. 

Cost: $ (resources and materials)

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Contact Teacher: Mr Seijiro Nishioka

Unit 1: Organisation of Music

Areas of Study:

• Performing

• Creating

• Analysing and responding.

Topics Studied:

• Explore and develop an understanding of how music is organised

• By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation

• Prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on the student’s chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation

• Create (arrange, compose or improvise) short music exercises that reflect an understanding of the organisation of music and the processes studied

• Develop knowledge of music language concepts through analysing and responding to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.

Unit 2: Effect in Music

Areas of Study:

• Performing

• Creating

• Analysing and responding.

Topics Studied:

• Focus on the way music can be used to create an intended effect

• By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created

• Through creating their own music, they reflect this exploration and understanding

• Prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using a chosen instrument/sound source

• Students should perform at least one work to convey a specified effect and demonstrate this in performance

• Create (arrange, compose or improvise) short music exercises that reflect an understanding of the organisation of music and the processes studied

• Analyse and respond to a wide range of music to become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas

• Students continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.

Assessment (Covers Units 1 & 2):

Suitable tasks for assessment in Units 1 & 2 Music may be selected from the following:

• performances of at least two works, including at least one ensemble/group work

• a discussion of the challenges presented by these works which may be presented as:

  • • oral

    • multimedia

    • written

• aural, oral, written and practical tasks such as:

  • • a folio of exercises

    • responses to structured questions

    • a workbook of class activities

• composition and/or improvisation exercises and accompanying discussion that demonstrate an understanding of the organisation of music which may be presented as:

  • • oral

    • multimedia

    • Written

Cost: $ (resources and materials)

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Music Inquiry

Unit 3: Influence in Music

Areas of Study:

• Music making

• Analysing for music making

• Responding

Topics Studied:

• Through music making and responding, focus on connections between music created in different times and/or places and the influence(s) of one on the other

• Music making involves the integrated music experiences of performing, creating and responding

• Compose, arrange, interpret, reimagine, improvise, recreate, perform and critique music in a scaffolded manner that will lead to your project in Unit 4, where you become increasingly autonomous and self-directed and less dependent on teacher direction and support

• Perform music to demonstrate musical approaches influenced by an existing style and/or performer, and create/arrange short music works that include identifiable influences from an existing work/performer/style and are able to explain these influences

• Develop aural skills by responding to and analysing music from a range of sources across time and place, comparing their music characteristics

• Analyse a music work and/or style and explore how it has influenced subsequent music creators. Develop an understanding of how the treatment of music elements, concepts and compositional devices in one work and/or style can be identified and explained in the works of others.

Unit 4: Project

Area of Study 1

• Music making

• Analysing for music making

• Responding

Topics Studied:

• Deepen your understanding of the influence of music by considering it at a personal level

• Move from considering and reflecting on the influences in the works of others to applying new understandings of influence in their own music making

• You are increasingly able to deliberate on and articulate your thinking and choices

• Your music making continues to focus on integrated music experiences and you become increasingly autonomous and self-directed after the modelling experienced in Unit 3

• Perform music to demonstrate musical influences of an existing style and/or performer on your own works, and create/arrange short music works that include identifiable influences from an existing work/performer/style, which you are able to explain

• Develop aural skills by responding to music from a range of sources across time and place, comparing your music characteristics

• Analyse music works and/or styles and explore how they have influenced your own music making

• Develop an understanding of how the treatment of music elements, concepts and compositional devices in one work and/or style can be identified and explained in your own works

• You choose their own Area of Investigation. This may be:

  • • a style

    • a performer

    • a creator

    • a musical genre

• Analyse at least two works from your chosen Area of Investigation

• Discuss how the treatment of music elements, concepts and compositional devices in these works influence your own musical output

• Describe the connections between these works and your own music making

• Perform on your chosen instrument. The works performed will come from your chosen area of investigation

• Create/arrange a music work. The work should demonstrate direct connections to the chosen Area of Investigation

• Continue to respond to a wide variety of music excerpts from a range of different music traditions, times and locations

• In your responses, continue to develop skills in identifying and describing similarities and differences between musical approaches.

• Assessment (Covers Units 3 & 4):

• Live or video recording of a performance 

• (2–2.5 mins) of a work or excerpt on a chosen instrument

• Explanation of influences. (oral/written/multimedia)

• Live or video and/or audio recording of a composition and appropriate notation/record of composition/arrangement.

• A description of how one music work/approach has influenced another (oral/written/multimedia)

• An Investigation Proposal showing influences between two works to be used as the basis for development in Unit 4 (written/multimedia)

• Written responses to three previously unheard excerpts of music in the following format:

  • • responses to structured questions.

Cost: $ (resources and materials)

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Contact Teacher: Mr Seijiro Nishioka

Unit 1: Explore, Expand and Investigate

Areas of Study:

• Explore – materials, techniques and art forms

• Expand – make, present and reflect

• Investigate – research and present.

Topics Studied:

• Materials, techniques and processes in a range of art forms

• Expand knowledge and understanding of the characteristics, properties and application of materials used in art making

• Explore selected materials to understand how they relate to specific art forms and how they can be used in the making of artworks

• Explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time

• Throughout their investigation students become aware of and understand the safe handling of materials they use

• Explore the different ways artists use materials, techniques and processes

• The students’ exploration and experimentation with materials and techniques stimulates ideas, inspires different ways of working and enables a broad understanding of the specific art forms

• Their exploration and experimentation are documented in both visual and written form in a Visual Arts journal

Unit 2: Understand, Develop and Resolve

Areas of Study:

• Understand – ideas, artworks and exhibition

• Develop – theme, aesthetic qualities and style

• Resolve – ideas, subject matter and style

Topics Studied:

• Continue to research how artworks are made by investigating how artists use aesthetic qualities to represent ideas in artworks

• Broaden this investigation to understand how artworks are displayed to audiences, and how ideas are represented to communicate meaning

• Students respond to a set theme and progressively develop their own ideas

• Learn how to develop ideas using materials, techniques and processes, and art elements and art principles

• Consolidate these ideas to plan and make finished artworks, reflecting on knowledge and understanding of the aesthetic qualities of artworks

• The planning and development of at least one finished artwork are documented in their Visual Arts journal.

• Investigate how artists use art elements and art principles to develop aesthetic qualities and style in an artwork

• Working in their Visual Arts journal students begin to discover and understand how each of the art elements and art principles can be combined to convey different emotions and expression in their own and others’ artworks

• Explore how art elements and art principles create visual language in artworks.

• Begin to understand how exhibitions are planned and designed and how spaces are organised for exhibitions

• Investigate the roles associated with the planning of exhibitions and how artworks are selected and displayed in specific spaces

This offers students the opportunity to engage with exhibitions, whether they are in galleries, museums, other exhibition spaces or site-specific spaces.

Assessment (Covers Units 1 & 2):

Assessment items for Units 1 & 2 of Art Making and Exhibiting will include the following:

• Information for an exhibition - Students present information about three Australian artists, including at least one Aboriginal or Torres Strait Islander artist, and at least one artwork by each artist

• Thematic exhibition - Students design and curate a thematic exhibition of six artworks

• Students record and document art making in the Visual Arts journal using written and visual material

• Experimental artworks for each unit and documentation

• Students present at least one finished artwork for each unit, with accompanying documentation of the development and refinement of art making, in their Visual Arts journal

Cost: $ (resources and materials)

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Unit 3: Collect, Extend and Connect

Areas of Study:

• Collect – inspirations, influences and images

• Extend – make, critique and reflect

• Connect – curate, design and propose.

Topics Studied:

• Students actively engage in art making using materials, techniques and processes

• Explore contexts, subject matter and ideas to develop artworks in imaginative and creative ways. Investigate how artists use visual language to represent ideas and meaning in artworks

• The materials, techniques and processes of the art form the students work with are fundamental to the artworks they make

• Students use their Visual Arts journal to record their art making

• Record research of artists, artworks and collected ideas and also document the iterative and interrelated aspects of art making to connect the inspirations and influences researched

• The Visual Arts journal demonstrates the students’ exploration of contexts, ideas and subject matter and their understanding of visual language

• Document the exploration of and experimentation with materials, techniques and processes

• From the ideas documented in their Visual Arts journal, students plan and develop artworks

• These artworks may be made at any stage during this unit, reflecting the students’ own ideas and their developing style

• In order to receive constructive feedback on the progress of their art making, and to develop and extend their ideas, students present a critique of their artworks to their peer group

• Students show a selection of their developmental work and artworks from their Visual Arts journal in their presentation

• After the critique students evaluate their work and revise, refine and resolve their artworks

• Visit an exhibition in either a gallery, museum, other exhibition space or site-specific space

• Visit or view a minimum of two exhibitions during the year

• Exhibitions studied must be from different art spaces, to give students an understanding of the breadth of artwork in current exhibitions and to provide a source of inspiration and influence for the artworks they make

• Research the exhibition of artworks in these exhibition spaces and the role a curator has in planning and writing information about an exhibition.

Unit 4: Consolidate, Present and Conserve

Areas of Study:

• Collect – inspirations, influences and images

• Extend – make, critique and reflect

• Connect – curate, design and propose.

Topics Studied:

• Students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks in -specific art forms

• The progressive resolution of these artworks is documented in the student’s Visual Arts journal, demonstrating their developing technical skills in a specific art form as well

• as their refinement and resolution of subject matter, ideas, visual language, aesthetic qualities and style

• Students also reflect on their selected finished artworks and evaluate the materials, techniques and processes used to make them.

• The Visual Arts journal in Unit 4 includes:

  • • the continued development of the student’s own art making in a specific art form

    • evaluation of art making in a specific art form

    • the visual documentation of the processes used for finalising artworks

    • annotations to support visual documentation

    • research into the connections between specific artists and artworks and the student’s own artworks

    • research about the presentation of artworks in exhibitions

    • research undertaken for conservation and care of artworks

    • research about the selection of artworks for display and the planning of exhibitions

    • written and visual research to make connections with specific artists and artwork.

    • Demonstrate the ability to communicate to others about the student’s own artworks

    • They articulate the development of subject matter, ideas, visual language, their choice of materials, their understanding of the inherent characteristics and properties of the material, their use of techniques and processes, and aesthetic qualities

    • Acting on their critique from Unit 3, students further develop their ideas and broaden their thinking to make new artworks

    • Students organise the presentation of their finished artworks

    • They make decisions on how their artworks will be displayed, the lighting they may use, and any other considerations they may need to present their artworks

    • Students also present a critique of their artworks and receive and reflect on feedback

    • Students continue to engage with galleries, museums, other exhibition spaces and site-specific spaces and examine a variety of exhibitions

    • They review the methods used and considerations involved in the presentation, conservation and care of artworks, including the conservation and care of their own artworks

    • Students must visit or view a minimum of two exhibitions during the current year of study

    • Students document the investigation and review of artworks and exhibitions in their Visual Arts journal.

Assessment (Covers Units 3 & 4):

Assessment items for Unit 3 & 4 Art Making and Exhibiting will include the following:

• A case study, with written and visual material, outlining the conservation and care of a selected artwork viewed in an exhibition in the current year of study and the conservation methods used for the display of their own artworks

• Present Unit 3 art making in a critique to the class or other group

• Gather feedback from the critique and reflect on it to further develop artworks in Unit 4. The reflection on the feedback must be documented in 1000–1500 words, with visual information

• Research and collate documentation in a Visual Arts journal

• Research and plan an exhibition of artworks of three artists, choosing two artworks by each artist. The task must be presented with an annotated curatorial exhibition proposal

• Make at least one finished artwork in a specific art form that expands on the artworks completed in Unit 3

• Present a display and critique of at least one finished artwork to peers or another group.

Cost: $ (resources and materials)

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Contact Teacher: Mr Seijiro Nishioka