The Arts Level 5 (Years 7 and 8)
At Level 5, learning in the Arts draws on the disciplines of Art: two-dimensional and three-dimensional, Dance, Drama, Media, Music, and Visual Communication, individually and in combination. Learning and teaching programs allow students to develop skills, knowledge and understanding relevant to specific arts forms and disciplines in an increasingly competent manner. In programs associated with Level 5, students should have continuous experience in at least two arts disciplines.
Learning focus
As students work towards the achievement of Level 5 standards in the Arts, they use a range of starting points including observation, experience and research to represent, generate, develop and communicate real, imaginary and abstract ideas. For example:
- in Drama, students work as an ensemble to explore cultural diversity by sharing experiences and observations through improvisation and role-play about a familiar situation, maintaining a diary of personal reflections throughout their performance making
- in Art, following several lessons exploring line, tonal rendering, perspective and foreshortening as ways to represent and define form, students work from direct observation of people/places/objects and create the illusion of space and form on a two-dimensional surface.
Students explore different contemporary and traditional arts forms and styles to develop understanding of the concept of style. Students apply their arts knowledge and, with guidance, an understanding of style when experimenting with, selecting and using a range of contemporary and traditional media, materials, equipment and technologies to explore and expand their understanding and use of a range of skills, techniques and processes in the arts disciplines of Art (two-dimensional and three-dimensional), Dance, Drama, Media, Music, and Visual Communication. For example:
- in Dance, students learn and present dance sequences from different cultures and styles.
Students work both independently and collaboratively to develop creative and effective ways of combining and manipulating arts elements, principles and/or conventions when designing, making and presenting arts works for particular purposes and audiences. For example:
- in Media, students video or photograph two alternate interpretations of a short visual narrative, to present the story from the point of view of two characters, using variations in lighting, camera angle and shot types
- in Visual Communication, students explore the potential of symbols and cartoons and elements of shape, line and colour to fulfil a design brief.
Students use processes of rehearsal, reflection and evaluation to develop skills in refining and shaping their works to effectively communicate their intended aims, and experiment with imaginative ways of creating solutions to set tasks. They maintain a record of their exploration and development of ideas and problem solving processes; for example, in a visual diary, on video or in an electronic journal.
Students explore and respond to arts works from a range of styles, forms, times, traditions and cultures. They use research to inform their concept of style and apply their observation skills when describing, comparing and analysing arts works. Students use appropriate arts language when discussing their own and other artists’ intentions and expressive use of arts forms, elements, principles and/or conventions and when describing, analysing and interpreting the content and meaning of arts works. They develop skills in analysing, interpreting and evaluating specific expressive, technical and aesthetic qualities of their own and others’ works. For example:
- in Music, they listen to and discuss excerpts from music that explores the aural aesthetics of musical representations of air and earth.
Students develop their ability to listen to, reflect on and acknowledge others’ perspectives when discussing their own and others’ responses to arts works.
Further examples of arts discipline-specific learning approaches for Level 5 will be published soon.
Standards
Creating and making
At Level 5, students, independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose. They experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles. They generate and develop ideas that explore particular concepts, techniques and issues when making arts works. They combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. They maintain a record of the creating and making of their arts works and explain their decisions about how they present arts works for specific purposes and audiences.
Exploring and responding
At Level 5, students research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others’ use of arts elements, principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies. They compare, analyse, evaluate, and interpret the content, meaning and qualities in arts works created in different social, cultural and historical contexts, offering informed responses and opinions and using appropriate arts language. They describe aspects and requirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by cultural and historical contexts. They use appropriate arts language.
Downloads
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The Arts booklet (
PDF - 249KB) - The Arts standards table (Doc - 41KB)
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Victorian Essential Learning Standards Level 5 ( PDF - 755KB)
