Background to the VELS – The Arts domain

Level 2

At Level 2, both the Arts VELS and the CSF II, require students to identify, select and expressively use an expanding range of means offered by individual arts disciplines and continue the Level 1 emphasis evident in both documents, on communicating through creating and making their own arts works. The VELS requirement to identify, describe and comment on characteristics of arts works is similar to the requirements of the Responding to the arts outcome in the CSF II. As in Level 1, engagement with the processes and practices of exploring and responding forms part of the Creating and making standard. Whilst the Level 2 standard has a stronger focus on being expressive, than the equivalent Arts practice in the CSF II, it also reflects the essence of the scope of learning described in the CSF II for each of the arts disciplines.

The Level 2 standard combines generally similar requirements to those of the CSF II Level 2 outcomes and will involve students:

In Art, communicating ideas in two and three-dimensional art works by selecting, arranging and making choices about ways of using art elements, such as line (continuous/broken), shape (geometric /irregular), space (crowded/empty), colour (primary/secondary), texture (real/simulated), form (imagined/observed) and tone (light/dark) in expressive ways. Students explore art principles such as pattern, contrast, repetition and symmetry. Through experimentation and practice, they develop skills in manipulating art materials and tools used in a range of art forms. They identify differences and similarities between art forms, discuss the making and presenting of their own and others’ art works and describe the use of art elements and expressive qualities.

In Dance, making choices about the expressive use of the dance elements of space, time and energy to communicate particular understandings. Students develop physical skills through learning dance patterns and group formations and explore different ways of moving the body at and between spatial levels, using different directions and pathways. They use contrasting energy qualities when improvising dances and observe and talk about different body parts and positions, body shapes and actions, energy, levels, directions of movement, speed and rhythms. They identify ways their own and others’ dance works are made, presented and describe the dances and movements giving reasons for their preferences.

In Drama, re-enacting situations and beginning to organise their improvisations; for example, choosing stories and adapting them for performance as well as adapting the playing space in order to make suitable settings for their improvisations. They make choices about the expressive use of dramatic elements, such as movement, voice and gesture and incorporate dramatic forms into their work. Students identify a range of dramatic elements, characters and situations used in plays and discuss places where drama is made and performed in the community. They describe aspects of performances such as the use of dramatic elements in own and others’ drama and discuss their preferences.

In Media, communicating media ideas through visual, audio and print media production. They explore and arrange particular media elements, including images, words and sounds, in structured and expressive ways and make informed choices in order to present their ideas. Students present their media products for others to listen to, watch, read and discuss and explain how their media product was made. They describe the use of media elements and talk about their understanding of their own and others’ works, discussing their preferences. They identify differences and similarities between media forms, describe particular aspects of media presentations and identify why and how particular media productions are made, exhibited and distributed.

In Music, creating and performing short vocal and instrumental works, making choices about the expressive use of music elements and the use of their voices, body percussion, acoustic and electronic instruments, and objects. They learn to recall and expressively perform short instrumental works, including those they have composed. Students identify and describe musical elements and the expressive qualities of sound such as pitch, duration, loudness and tone colour and distinguish between rhythm and beat. They learn to use and interpret a limited range of symbols to represent sounds and learn the skills and techniques that are used when performing with others. Students identify the ways their own and others’ music is made and places where music is performed. They listen to a range of familiar and unfamiliar music and discuss reasons for personal preferences.

Victorian Essential Learning Standards	CSF II learning outcomes
Creating and making At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others’ arts works.	In Arts practice – ideas, skills, techniques and processes students: 2.1 Make informed decisions about effective ways of using performing/visual arts elements in making and presenting performing arts works. In Responding to the arts – criticism, aesthetics and contexts students: 2.2 Communicate about the ways in which performing/visual arts works are made and presented.

Victorian Essential Learning Standards

CSF II learning outcomes

Creating and making

At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others’ arts works.

In Arts practice – ideas, skills, techniques and processes students:

2.1 Make informed decisions about effective ways of using performing/visual arts elements in making and presenting performing arts works.

In Responding to the arts – criticism, aesthetics and contexts students:

2.2 Communicate about the ways in which performing/visual arts works are made and presented.

The Arts: Level 1 2 3 4 5 6

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