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Tieri State School

School Arts Program

2014

The Arts Term Overview 2014Prep Year

1Year

2Year

3Year

4Year

5Year

6Year 7

Term 1 Visual Arts

Visual Arts

Media Media Dance Dance Dance Drama

Term 2 Drama Drama Dance Dance Visual Arts

Visual Arts

Visual Arts

Media

Term 3 Media Media Visual Arts

Visual Arts

Drama Drama Drama Dance

Term 4 Dance Dance Drama Drama Media Media Media Visual Arts

Commitments to share Arts Success with the School Community

Term 1 Term 2 Term 3 Term 4

Office Notice board

Prep/ Yr 1 Yr 4, Yr 5 Yr 2, Yr 3 Yr 6, Yr 7

Pac notice board

Prep/Yr 1 Yr 4, Yr 5 Yr 2, Yr 3 Yr 6, Yr 7

Assembly performance

Yr 4, Yr 5

Yr 6, Yr 7

Prep, Yr 1

Yr 2, Yr 3

Yr 4, Yr 5

Yr 6, Yr 7

Prep, Yr 1

Yr 2, Yr 3

School Concert

Yr Prep- 7

Tieri State School- Yr 1-3 The ArtsProgram Essentials

Ways of workingStudents are able to:• select ideas for arts works, considering particular audiences and particular purposes, using arts elements and languages• create and shape arts works by combining arts elements to express personal ideas, feelings and experiences• practise arts works, using interpretive and technical skills• present arts works to familiar audiences, using arts techniques, skills and processes• follow guidelines to apply safe practices• respond to arts works and describe initial impressions and personal interpretations, using arts elements and languages• reflect on learning to identify new understandings.

Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• knowledge and understanding• creating

• presenting• responding• reflecting.

Knowledge and UnderstandingDance

Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases.

• Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrasese.g. travelling with hops, runs and slides; staying on the spot using whole-body stretches, curls and twists.• Directions, levels, shapes and pathways are used to move in space within movement phrasese.g. using forwards direction, a low level on the ground, curved shapes and a straight pathway to move within a space.• Fast and slow movements are used to change timing in movement phrasese.g. using fast movements in a traditional Aboriginal dance to express the quick actions of an animal.• Percussive and sustained movement qualities are used to change energy in movement phrasese.g. representing a robot by stop-and-start energy changes in movement.• Structuring devices, including repetition and narrative forms, are used to organise movement phrasese.g. using a nursery rhyme to structure a dance story.

DramaDrama involves using dramatic elements and conventions to express ideas,

considering particular audiences and particular purposes, through dramatic action based on real or imagined events.

• Role can be established using movement, voice, performance space, cues and turn-takinge.g. pretending to be someone else within a given or original story.• Purpose and context are used to shape roles, language, place and space to express idease.g. pretending to be a ringmaster within a circus scene.• Dramatic action is structured by being in role and building storydramase.g. developing a beach story with different characters, such as surfers, lifeguards, swimmers, joggers and sharks.MediaMedia involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes.

• Still and moving images, sounds and words are used in media textse.g. using still and moving images, sounds and words in a television advertisement.• Media techniques and practices, including crop, print, record/capture and sequence images, sounds and words, are used to create media textse.g. cropping a digital image to create a close-up from a long shot.• Representations in media texts can be either real or imagined, and are created for particular audiences and purposes e.g. using animal characters in sketches and drawings for a children’s film on road safety.

MusicMusic involves singing, playing instruments, listening, moving, improvising and composing by using the music elements to express ideas, considering particular

audiences and particular purposes, through sound.• Duration, beat, time values and metre are used to create repeated rhythmic patternse.g. using minims, crotchets, quavers, semiquavers and crotchet rests to create rhythmic ostinatos in simple time.• Pitch and intervals are used to create melodic phrases and sequencese.g. using an improvised melody to accompany a known nursery rhyme.• Repetition is used to structure musice.g. using the same, similar and different phrases within a known song.• Familiar sound sources, including vocal and instrumental sources, have characteristic sound qualities (tone colour)e.g. hearing the mellow tone of a cello, compared with the bright sound of a trumpet.• Relative softness and loudness of sounds are used to change the dynamic level of musice.g. using forte (f) to sing loudly or piano (p) to play softly.

Visual ArtVisual Art involves using visual arts elements, concepts, processes and forms (both

2D and 3D) to express ideas, considering particular audiences and particular purposes, through images and objects.

• Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed andcomplementary colours, are used to create tone and variatione.g. using cool colours to suggest calm in a paper and glue sculpture about dreams and sleep.• Line is used to suggest movement and directione.g. using heavy, straight lines to suggest the swiftness of a cheetah running or soft, squiggly lines to suggest the slowness of a flowing river.• Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and positione.g. using a variety of rectangular shapes together in a painting to represent buildings in a town.• Texture is used to create variation and repetitione.g. using rough and smooth fabrics and paper to create different surfaces in a collage

Scope and Sequence- Materials Concept In Year 1

the student:In Year 2the student:

In Year 3the student:

Materials Understands that the properties of materials reflect their selection and application in products.(Note the links to the Science KLA ‘natural and processes materials’)

Names and identifies different materials used in everyday products and makes simple statements about why particular materials are suitable for the product (e.g. says ‘party hats are made from paper because it is light and easy to shape ‘). Sc

Tries simple methods for joining materials when creating products (e.g. tries gluing and stapling to create a party hat and compares results).

Selects a material by matching its characteristics to design requirements. Sc

Considers products, and materials used to make them, and proposes logical reasons for designer’s choices (e.g. says ‘insects can’t chew through the plastic and it lets in light’). Sc

Uses a range of construction materials to design products which relate to the stories and activities they are undertaking in the classroom.

Explains how the materials they have selected match the design needs of the product they are creating (e.g. says ‘we selected carrots because they are healthy and last a long time but not lettuce because it goes limp’) and chooses to cover their morning tea with plastic wrap so to protect it from insects and to prevent it from drying out.

Understands that the choice and use of equipment and techniques will vary depending on availability, physical constraints, safety requirements, presentation and precision required

Uses simple equipment, with care, to change the shape or appearance of their product (e.g. uses scissors carefully to cut a piece from their party hat so that it will look different).

Selects and uses equipment and techniques for manipulating materials including cutting, shaping, joining (e.g. chooses heavy duty scissors to cut cardboard and kitchen scissors to cut the plastic netting, and uses this equipment with care).

Creates products using simple hand tools to combine materials with awareness of safety requirements. (e.g. combines ingredients of a cake using kitchen implements).

Scope and Sequence - Creating art works using skills, techniques, processes and technologies

Concept In Year 1 the student:

In Year 2 the student:


CreateStudents select, arrange and manipulate elements for a purpose

Uses simple and familiar, everyday materials, instruments and tools when pretending, imagining and inventing through experimenting with art elements.

Uses simple and familiar, everyday materials, instruments and tools, gradually extending their repertoire and becoming more familiar with these by working for more sustained periods of time.

Identifies and use a range of simple arts processes, appropriate technologies, skills and arts languages to engage in arts activities with others.

In Visual Arts the student, for example…

Designs a texture picture choosing textures that match their subject and makes simple statements about their choice (e.g. in response to ‘what could you use to make a picture of a cat?’ chooses cotton wool and charcoal and says ‘I chose them because they’re soft and furry’).

Designs and make a greeting card using cardboard, scissors and pens and cutting letters from magazines to make simple greetings such as Happy Birthday, or to celebrate the Coming of the Light.

Designs and makes a name tag using letters generated by a computer, discussing the font size needed to ‘fit’ the name tag and justifying their choice. ICT

In Drama the student, for example…

Chooses and uses simple personal props that match their subject such as a crown for a king, a notebook or pretend microphone for a reporter and a broom for a cleaner.

Chooses and uses furniture props to further define their character and role (e.g. use a chair as a throne, a desk as a cave and a row of chairs as seats in a bus).

Works with others to develop and perform an act with a distinct introduction and conclusion, explaining where these sections begin and end.

In Dance the student, for example…

Chooses to use parts of their body to create

Moves within the imaginary environment choosing and

Moves on different spatial levels (low, middle and high) within the imaginary

impressions (e.g. move slowly on all fours and crouch close to the floor when being a stalking animal).

using actions that indicate where they are (e.g. shimmy along the ground to get under a rope or move their arms in a sweeping motion to show they are swimming).

environment using their own actions that indicate where they are (e.g. climb over rocks, through the bush and under a cliff overhang).

In Media the student, for example…

Chooses to cut out magazine photos for a collage and says why, relating their choice to the subject (e.g. says ‘photos will show the colours and costumes better than a drawing’).

Chooses to write their own captions and combine them with digital photos they have taken to create a poster.

Cuts, drag and pastes images and words using basic editing software to make their own sequence of photos of an event, collaboratively deciding which photos to use. ICT

In Music the student, for example…(Note: This is KLA Music, not a Specialist Music Program)

Chooses body-part movements to create a sequence of percussion sounds to accompany a song (e.g. clapping and hitting knees alternately in time).

Chooses and uses purpose- built or improvised percussion tools to accompany recorded or performed music paying attention to the strong beat in each bar.

Develops a simple rhythm to accompany a piece of recorded music and performs it with the music in time, using rhythm sticks, bongo drums or other percussion instrument. N

Scope and Sequence - Presents and communicates through and in the Arts

Concept In Year 1 the student:



PresentStudents display and perform art works to communicate ideas

Expresses themselves spontaneously in play and uses play as the basis for sharing art works.

Expresses their own feelings through the arts by exploring and experimenting with a range of mediums and responds in simple ways to an informal audience.

Displays and performs art works in familiar and informal contexts (own family, class group) for personal, creative expression drawing on personal experience and what they’ve observed.


Chooses and presents different colours and shapes to represent real and imagined images (e.g. chooses different coloured and sized circles to represent flowers and lines them up across the page on top of hand-drawn stems).

Draws a picture using warm colours to express feelings of happiness and joy and says ‘this shows me being happy’.

Makes a card for their Mum/Nanna/Aunty drawing a picture of flowers on the front because they know she likes flowers.


Spontaneously pretends to be someone else (e.g. pretends to be a young child finding their way out of a scary bush) even when they notice the teacher is watching.

Pretends to be another character (in role plays structured by the teacher) and responds to the audience by talking loudly and standing up so that other classmates can see and hear what is happening and bowing when they are applauded.

Takes on the character (in role-plays structured by the teacher) by responding to specific nuances of the role based on what they’ve experienced or observed (e.g. when the friendly alien tells them that it is difficult to breathe on the planet, they stagger, hold their throat and ask the alien to help them).


Pretends to be an animal stalking prey while they sway to some music and say that is what they are doing.

Moves in different ways in response to different feelings (e.g. sways slowly for tiredness, jumps and skips for joy, thrashes around and hits the air for anger).

Communicates events from home or school in a sequence of movements (e.g. arriving at school, coming into class, putting pens on the desk).


Collects and shares media products (e.g. plays in their ‘home corner’ with their Big Bird doll, making the doll move in the same ways that the media character moves).

Places a favourite media doll/character (e.g. Superman) in front of a poster showing buildings that they created as a backdrop and arranging the doll horizontally saying to those watching: ‘he is flying’.

Displays or publishes their media products (such as photos they took of the Croc Festival) on classroom, library and school noticeboards, writing captions to ensure people stop and look.


Performs Looby Loo by placing the ‘body parts’ in the same order as the text of the song (right leg., left leg., right arm, left arm, head, whole self).

Hums, whistles or sings ‘twinkle, twinkle little star’ loudly so everyone in the class can hear but then sings it softly so only their partner can hear, saying ‘you have to sing louder for more people because they’re further away’).

Sings or plays a short tune they made up of first lines from various songs in a sequence using songs that the class are familiar with or enjoy.

Scope and Sequence - Respond, Reflect and Evaluate

ConceptIn Year 1 the student:



RespondStudents appraise and reflect on their own and others’ art works

Makes personal responses to representations of familiar and everyday art experiences, saying how the experiences made them feel.

Responds to their own experiences and representations of art experiences, noting the difference between what is real and what is representational.

Understands there are a range of different responses and know that others can have perspectives different from their own, and respond subjectively, displaying a simple command of arts language.


Talks about how the mural was made, what it means and how it makes them feel (e.g. says ‘we used the glue to get the wool to stick’ and ‘the really bright colours make me feel happy’).

Recognises when an arts work looks like something real and when it doesn’t and says why (e.g. says ‘the frog in the painting doesn’t look like a real frog because its legs are too long and it’s pink’).

Says ‘I’m the only one in the class who likes that picture and I like it because you can see the brush lines in it and the colours aren’t all mixed up together’.


Says how they felt during independent dramatic play (e.g. says ‘I felt brave when I escaped from the witch and made my way out of the bush’).

Talks about the realism of the characters (e.g. says ‘The witch in the play made me really frightened but it’s only a play so she’s not real’).

Talks and writes about their reflections (e.g. writes ‘I think that when the boy playing the part of the friendly alien told us that the air was hard to breathe it should have been louder so we could all hear it’ and ‘Fred and Sam didn’t like the play but I thought it was fun’).


Talks about how the actions of the characters made them feel (e.g. says ‘the lion made me feel scared’).

Talks about the realism of the characters (e.g. says ‘I was really scared when Sam was a tiger and I felt sorry for the rabbit, but it’s only pretend’).

Critically reflects on the skills and processes used (e.g. says ‘in the dance they wore hippy clothes and sort of glided across the stage’ and ‘I think they should have shaken their hips when the words said ‘shake and roll’).


Comments on how the media portrays a familiar experience (e.g. says ‘I like Big Bird because he’s funny’).

Describes differences between media texts depicting similar characters (e.g. says ‘the Superman doll is different to the one in the movie because it’s just a doll and it doesn’t fly’)

Distinguishes one shot from the next knowing that the order is important (e.g. says ‘there was a close-up first to get our attention’).

In Music the student, for example…(Note; this is KLA Music, not a Specialist Music Program)

Talks about the song being happy or sad, slow or fast and how it makes them feel (e.g. says ‘this song is fast and makes me feel happy’ and ‘it’s hard to put your whole self in’).

Uses response to musical sounds that reflect their immediate world (e.g. says ‘the violin is high and squeaky and the piano sounds like a drum’).

Knows that different types of music are for different purposes (e.g. says ‘you need a drum for a march to keep the 1-2-3-4 count’ and ‘a lullaby should be soft, because it’s for a baby and you want to soothe them to sleep’).

Tieri State School- Yr4-5 The ArtsProgram Essentials

Ways of workingStudents 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 communityvalues, 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 andhistorical contexts, using arts elements and languages• reflect on learning to identify new understandings and future applications.





Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in

short movement sequences.• Gross and fine motor movements, including locomotor and non-locomotor, are used to create actions for short movement sequencese.g. jumping and rotating hands at the wrist.• Group formations are used to organise dancers in short movement sequencese.g. placing dancers in a V formation within the space.• Simple rhythmic patterns are used for timing of movements in short movement sequencese.g. moving to simple 42 and 44 time signatures.• Swinging and collapsing movement qualities are used to alter energy in short

movement sequencese.g. collapsing or falling movement to represent a leaf dropping to the ground.• Structuring devices, including contrast and canon forms, are used to organise short movement sequencese.g. using different levels in a group shape; repeating an arm movement one after the other down a line of dancers.

DramaDrama involves selecting dramatic elements and conventions to express

ideas, consideringdifferent audiences and different purposes, through dramatic action based on real or imagined events.

• Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voicee.g. moving, speaking and reacting differently as a king, compared with as a servant.• Purpose and context guide the selection of time frames, language, place and space to express idease.g. altering time frames by starting at the end of a story and retelling it from that perspective.• Dramatic action is structured through storytelling, improvisation and extended roleplayse.g. presenting an interpretation of stories originating from the Torres Strait Islands.

MediaMedia 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 textse.g. using a soundtrack to accompany a visual sequence to create a particular mood.• Media techniques and practices, including layout, storyboard and manipulation of images,sounds and words, are used to create media textse.g. changing the order of frames in a traditional or non-traditional comic strip to create different versions of a narrative.• Representations in media texts are selected from different settings, including time and place, and for different audiences and purposese.g. using altered digital images of the school to portray it as a different place in an audiovisual presentation.

MusicMusic 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.

• Duration, beat, time values and metre are used to create rhythmic patternse.g. using dotted notes and rests to create rhythmic patterns in compound time.• Pitch and intervals are used to create the melodic arrangement of sounde.g. singing a melodic ostinato to accompany a song.• Tonalities and harmonies are used to organise musice.g. hearing and identifying major and minor songs and chords.• Musical forms are used to structure music

e.g. a recurring theme in rondo form, ABACA; verse/chorus form.• 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 musice.g. using crescendo — gradually get louderusing staccato — play short, detached note

Visual ArtVisual 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 patternse.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 patternse.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 patternse.g. using repeated shapes in a wax-resist painting to create a visual pattern.• Texture creates contrast and patterns using lines, rubbings and markingse.g. using feathery marks that contrast with smooth rubbings in clay sculptures; a pencil drawing of a tree showing smooth leaves and rough bark.



Materials Understands that the properties of materials reflect their selection and application in products. (links Science KLA ‘natural and processes materials’)

Examines the materials used by others in their products and discusses probable reasons for their choices (e.g. says ‘they probably used clear plastic so that they can see what is inside the container’). Sc

Selects materials from a range of similar materials for a purpose, explaining their choice (e.g. selects from a range of pliable materials where flexibility is required, and explains why they suit the product). Sc


Selects and uses appropriate equipment for processing materials including baking, moulding, melting, pulping) with safety and hygienic control (e.g. chooses and carefully uses a heavy duty saucepan to melt wax when making a candle and washes it before the residue sets).

Creates products using simple hand and electric tools to process materials in order to meet design requirements (e.g. chooses an electric beater to beat the eggs for a pavlova knowing that a whisk won’t make the egg mixture stiff enough).


Concept In Year 4the student:


Create Makes independent choices from a range of familiar and unfamiliar available tools,

Applies a range of specific skills, techniques, processes and appropriate technologies,

Students select, arrange and manipulate elements for a purpose

instruments and materials to create art works for their own satisfaction.

demonstrating an understanding of arts conventions and structures and working at prescribed activities for identified audiences or purposes.


Chooses to paint a portrait of themself using only three colours, a wide brush and acrylic paint using no water and explains their preferences in the context of their design (e.g. says ‘I want to show myself in my favourite colours and want it to be big and bold, like me’).

Manipulates images to fit spaces and size parameters by scaling up and down, enlarging, reducing or distorting using drawn grids or computer drawing tools of their own choice.


Offers suggestions for what could happen next when in character to achieve the outcome they want.

Uses voice, posture and movement in creating various given and self-determined roles (e.g. creates a two-minute improvisation based on a bottle and a bag).


Chooses some familiar and some new steps to put together in a sequence to ‘show off’ the steps they have learned and their technique in dance.

Develops a sequence of movements within a specified timeframe (e.g. creates a dance involving different movements, to take no more than two minutes, about a bear coming to life after hibernation).


Brings together photos and sounds captured from a recent event such as the rodeo or Torres Strait Cup, writing accompanying text and sequencing the images to describe their experience. ICT

Constructs a claymation on a topic such as water safety, for children in the school, using the camera appropriately, using some techniques such as zooming, panning and masking, and using researched ‘best-practice’ for timing and extent of clay changes/movement between photo frames.

In Music the student, for example…(Note: This is KLA Music,

Rehearses and performs music as part of a class ensemble incorporating some of their own interpretation and explain why.

Rehearses and performs music as part of a class ensemble with confidence and overall accuracy so as to enhance the performance and not to draw attention to themselves.


Presents art works to a familiar audience for a particular event designed to entertain, selecting display and performance techniques from specific forms and formats.

Presents art works to an audience beyond the school for a particular event, using a range of display and performance techniques.


Paints a picture to hang in the classroom about the rodeo (or other community event) and then chooses to mount it for hanging on a separate piece of paper, explaining why (e.g. says ‘I put my picture on a red piece of paper because there is red in the picture and the red makes the green grass stand out’).

Makes a collage to represent ‘the wet’ to hang in the community, choosing to use natural materials such as sand and seaweed and explains why in context (e.g. says ‘I used the sand and seaweed to make it more real and we glued them onto the straight lines to make it look like moving water’).


Speaks and moves as required by the dramatic action (e.g. selects short moments or sequences from the hospital drama they previously developed and shares with others).

Presents their own short skit at a public concert, speaking and moving as the dramatic action requires (e.g. speaking in a distorted voice and moving as if they were free of gravity in one part of the skit, and walking and talking normally in another).


Develops and presents to their class a short dance sequence mimicking one of the acts at the Croc Festival after first describing what they saw and observed.

Presents a structured dance with a beginning, middle and end, that they developed, using traditional (Aboriginal or Indian) dance styles for a public concert.


Designs a presentation and posts it to the school website - loading photos, sounds and captions - to share the events of a recent school excursion to the rodeo or other event. Uses long shots to establish the setting, close-ups for emotion and action shots for interest.

Displays posters and brochures they created, and plays a video they made at their local community centre to advertise their Croc Festival performance or promote their water safety video.


Puts together and performs a small repertoire of songs or pieces to entertain the junior school, choosing songs or pieces that will engage their audience, including an interactive piece, and says why.

Puts together and performs a repertoire of songs or pieces for a community concert to demonstrate their versatility and to entertain a wide variety of ages and tastes.


Concept In Year 4 In Year 5

the student: the student:


Makes objective observations about art works in holistic statements about them.

Makes objective observations about key features of the art works of others recognising patterns in art works and using appropriate terminology.


Compares art works in holistic ways (e.g. says ‘I think that sculpture is a representation of a crouching lion and that one is a dog that is running’).

Describes art works focusing on forms, colours, shapes and lines (e.g. says ‘in this picture the colour is used to create an impression and isn’t like in real life’ and ‘the texture of this tree is too smooth’).


Says ‘I think that play was about a girl who got lost and couldn’t find her way home’ and ‘it was a really long play but the costumes were bright’.

Identifies the key features of the drama while in and out of character (e.g. says ‘Mary played the role of the NASA chief well because she used a strong voice in a confident way’).


Says ‘I think the dance was about six people living on an island’ and ‘it was a slow dance but the props used were really good’.

Studies a dance performance, video or photograph and identify key features (e.g. says ‘in the video of the Croc Festival you could see the repetition of some of the dance sequences’)


Says ‘the DVD of the animals in the bush was a good film and it has lots of animals in it and the bush looked dry’ and ‘the website showed long shots of the rodeo but we then needed some of the audience to show the excitement’.

Explains why some settings or symbols are better than others for setting the mood (e.g. says ‘in this video the beach on the island makes it seem lazy and dreamy’ but ‘the music makes it seem dangerous’).

Says ‘in the claymation there were too many movements and it was jerky’).


Says ‘the music was bright and fast and the instruments were really loud some of the time and soft other times’.

Describes the features of the music (e.g. says ‘the main bit was repeated a lot in a pattern and as it got faster it got louder and more and more instruments joined in’).

Tieri State School- Yr6-7 The ArtsProgram Essentials

Ways of workingStudents are able to:• select and develop ideas for arts works, considering intended audiences and intended purposes,and make decisions about arts elements and languages• create and shape arts works by modifying arts elements to express purpose and to includeinfluences from their own and other cultures and times• modify and polish arts works, using interpretive and technical skills• present arts works to informal and formal audiences for intended purposes, using artstechniques, skills and processes• identify, apply and justify safe practices• respond by analysing and evaluating arts works in social, cultural, historical and spiritualcontexts, using arts elements and languages• reflect on learning, apply new understandings and identify future applications.





Dance involves using the human body to express ideas, considering intended audiences and intended purposes, by modifying dance elements in

movement sequences.• Combinations of locomotor and non-locomotor movements are used to create actions formovement sequences

e.g. combining leaping, extending arms and dropping to the ground.• Directional focus is used to draw attention in space in movement sequencese.g. extending arms to stage right to draw the audience’s attention to a focus.• Combinations of simple and compound time signatures are used to modify timing of movements in sequencese.g. moving to mixture of 3/4 and 6/8 time signatures.• Suspending and vibrating movement qualities are used to modify energye.g. using quick pulsating movements to represent a racing heartbeat; using slow floating movements to represent the land.• Structuring devices, including transitions, motifs and improvisation forms, are used to organise movement sequencese.g. representing anger with a recurrent theme or pattern (motif) of strong fists.

DramaDrama involves modifying dramatic elements and conventions to express ideas, considering intended audiences and intended purposes, through

dramatic action based on real or imagined events.• Roles and characters can be presented from different perspectives and in different situations,using variations in voice, movement and focuse.g. presenting land-user, traditional owner, environmentalist and government representative roles in an environmental issues drama.• Purpose and context are considered when modifying mood, time frames, language, place and space, and are used to express idease.g. changing mood of tired and depressed shipwreck survivors when a rescue boat is sighted.• Dramatic action is interpreted, prepared and shaped through scenarios and scriptse.g. using a student-devised script on a school-based issue such as bullying.

MediaMedia involves constructing meaning, considering intended audiences and

intended purposes, by modifying media languages and technologies to create representations.

• Still and moving images, sounds and words are applied and modified, using genre conventions, to construct media textse.g. using conventions such as studio interviews, narration, commentary and dramatic re-enactment in a radio, video or web-based documentary on Australian Indigenous land rights.• Media techniques and practices, including editing and publishing, are used to create media textse.g. using digital editing techniques to produce a DVD.• Representations in media texts have specific purposes and are modified to maximise audience impacte.g. using eye-catching images, slogans and jingles for a marketing campaign for a new product to target a teenage audience; using appropriate media images of Aboriginal peoples in a promotional video for a local context.

MusicMusic involves singing, playing instruments, listening, moving, improvising

and composing by modifying the music elements to express ideas,

considering intended audiences and intended purposes, through sound.• Duration, beat, time values and metre are used to create rhythme.g. playing a polyrhythm within a small ensemble.• Pitch and intervals are used to create melodye.g. composing a short melody over a tonic and dominant chord progression.• Tonalities and harmonies are used to organise music in vertical arrangementse.g. playing major/minor keys, chord progressions and riffs.• Contemporary and traditional musical forms are used to structure musice.g. playing music in strophic form; composing a 12-bar blues song; identifying repetitive singing in vocal sequences of Aboriginal music and songs.• Vocal, instrumental and electronic sound sources have characteristic sound qualities (tone colour)e.g. hearing and identifying orchestral timbres.• Relative softness and loudness and emphasis of sounds are used to change dynamic levels and expression of musice.g. using accents to emphasise particular beats of a song.

Visual ArtVisual Art involves modifying visual arts elements, concepts, processes and

forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.

• Blended, controlled and symbolic colour is used to create depth, representation and symbolisme.g. using mixed and blended colour to add depth in abstract paintings.• Descriptive and emotive lines are used to create abstraction, proportion and symbolisme.g. using fluid lines to show an emotional response to a stimulus.• Negative space and positive shape are used to create abstraction, non-representation andproportione.g. using photographs of natural shapes in their environments to focus on negative spaces and positive shapes and thus show effects of light and dark.• Actual, invented and simulated textures are used to create depth, representation andnon-representatione.g. using texture in a collograph print to express ideas about water without using representational imagery.



Materials Understands that the properties of materials reflect their selection and application in products. (links Science KLA ‘natural and processes materials’)

Compares various materials by considering environmental appropriateness and the intended use of the product (e.g. says ‘I selected plastic material to print my brochure on because it will be hung on trees in the rainforest and if it’s plastic it will last longer than if it is paper’). Sc

Compares and contrasts materials considering combination of factors including functionality, appearance, and environmental impact (e.g. says ‘we created our packaging from recycled cardboard for strength and to minimise the long-term impact on the environment’). Sc

Compares and contrasts materials that are viable options in terms of design requirements as well as impacts and consequences for one or more defined aspects of appropriateness including aesthetics, environment, culture and economics (e.g. creates a product for a gift and exemplifies a commitment to recycling by processing and manipulating discarded materials, making writing paper from recycled paper and toys from discarded textiles).


Knows that lack of appropriate care with equipment can shorten its life or cause it not to work well (e.g. knows that paint brushes lose their flexibility if they aren’t washed and stored properly, and that cake tins will rust if not dried out after use).

Recognises the need for accuracy when designing and creating products (e.g. says ‘we had to cut a hole in the centre of the roof really carefully to fit our solar cell so that it didn’t move around’ and ‘we had to make sure we spelt the words right when icing the cake’).

Without prompting, maintains equipment after its use (e.g. having painted a wall ensures that brushes are cleaned and stored properly).

Selects tools and techniques to enhance an existing product and explains the choice (e.g. says ‘using animation will make the presentation of our story more interesting to non-readers’).


Concept In Year 6the student:


CreateStudents select, arrange and manipulate elements for a purpose

Draws on an extensive repertoire of arts techniques, skills and processes from a range of art forms, formats and styles to design and complete a work of art.

Selects from a range of skills, techniques and processes, and appropriate technologies, organising and manipulating elements to complete tasks of a specified form, format or style.


Develops an art work that exhibits a range of techniques, skills and processes suited to a particular style or format (e.g. develops a cartoon for a newspaper or an illustration for a children’s book using skills and techniques suited to the audience).

Shows the development of an art work from their first rough sketches to the finished product and explains why they chose a particular medium, size and style and chosen techniques, in the context.


Develops a short skit about an issue they feel strongly about to get a message across (e.g. chooses to do an interview so that the viewer will be left in no doubt about their issue or their personal viewpoint put forward in the answers given).

Researches and uses information from external media sources including newspapers and TV, to develop their role as a member of the opposition lobbying the federal government on conservation and sustainability.


Develops a short dance to demonstrate technical expertise using a range of movements in a chosen style (e.g. hip-hop, rap) and explains how they put the movements together in to get a fluid style.

Develops a traditional dance for one and two people, describing the different technical skills needed for each, when given a particular stimulus such as some traditional drum music.


Produces a video advertisement about a topical issue (e.g. environment, health) using video editing techniques and documentary style interviews based on their research into techniques of TV documentaries that are effective and explaining how the research influenced their production.

Manipulates digital images of the school and students for use in a photo display that portrays the school in a positive way to support the Years 7 to 8 transition, tailoring the photos using technical expertise from a range of media forms including noticeboards, newspapers and websites.

In Music the student, for example…(Note: This is KLA Music,

Rehearses and performs works as a soloist or part of a class ensemble, demonstrating accuracy in pitch and rhythm.

Rehearses and performs works as a soloist or part of a class ensemble, with accuracy in pitch, rhythm, dynamics and phrasing.


Presents art works to an audience beyond the school for a particular event designed with a clear communication purpose, showing a willingness to rehearse to develop technical proficiency.

Presents art works to audiences within formal contexts for a particular purpose, collaboratively deciding on what to present or perform to fit the context, showing a willingness to rehearse to develop technical proficiency and seek instruction and direction in order to personally improve.


Makes a collage using digital photographs for a community competition with a theme of

Collaborate with others to design a 3D sculptural form which will enhance a local area (e.g. a sculpture for the front entry of the council building) and explains why

‘technology in the arts’ and practices distorting their photos before selecting the ones they will use, justifying their choice in the context of what they are communicating.

they chose the form/texture (e.g. says ‘we used a rough surface because we wanted to represent the struggles of the Indigenous people in their fight for equality’).


Rehearses moments and scenes of a play, memorising lines to ensure that significant lines in the script are prominent and pronounced.

Presents a dramatic play for a local concert, refining and reworking scenes at rehearsal collaboratively with peers, sustaining their role by concentrating on the action and staying in character when not speaking.


Puts together a class dance for the Croc Festival to raise money for victims of a cyclone and communicate the need for ‘caring and sharing’ through their dance movements.

Collaborates to present a dance sequence that explores a theme (e.g. a dance for NAIDOC Week or the Coming of the Light that presents the theme of reconciliation).


Develops and distributes brochures made using publisher to promote water safety, distributing a ‘mock up’ to the school community to obtain feedback prior to distributing to the wider community.

Uses industry practices to publish media products in a specific context (e.g. collaboratively publishes and displays CDs, videos and digital photos, about a local environmental issue such as Sea Grass Waters in local community websites, newsletters and noticeboards targeting families with young children).


Performs a song or piece as an opening for an event, such as a town meeting to discuss water shortages and choose a song that relates to the issue.

Sings or plays a repertoire for a concert to raise money for a worthy cause in an old people’s home, choosing songs from the war years and attending rehearsals to improve their performance.


ConceptIn Year 6 the student:



Makes objective observations about representations in art works beyond their local environment.

Responds to and reflects on features and conventions of arts works, making relationships within them.


Says or writes ‘this painting is called ‘Rain’ and the brush strokes look like raindrops and they’ve been blurred so they look wet’).

Compares different parts of the painting describing differences in technique (e.g. writes ‘in the part below the road, the paint is put on using a wash lightly but in the part above the texture is rougher’).


Says or writes ‘a mime was used because it was about a boy who was deaf so it was really effective because it made you think about what it would be like to be deaf’.

Compares different parts of a play they have seen (e.g. says ‘the theme was about punishment and the second and fourth scenes had lots of dramatic tension’).


Says or writes ‘the dance was about some big cats and the movements were smooth and gliding to match the way that big cats walk’.

Describes and compares different parts of the dance focusing on rhythm, spatial organisation and mood (e.g. says ‘in the first part the dancers were all spread out across the stage but in the second part they were huddled together in small groups’).


Says or writes ‘on the TV furniture ad the voices are really loud and fast so that you get drawn into it and feel really tense like you want to rush and buy it; we used the same technique in our Croc Fest advertisement’.

Says or writes ‘in this newspaper the headlines on the front page are large and with only a few words but on the fourth page the headline letters are a lot smaller and there are more words’ and ‘in the major newspapers our school is hardly ever shown in a good way but the local TV news is always positive about our school’.


Says or writes ‘the violins sounded all fast and scratchy and made you feel like you were in a cage and couldn’t get out’.

Identifies the musical elements which they think strongly shape a piece of music saying what they believe the composer was trying to do (e.g. say ‘I think Mozart used the harp in that bit to make it sound like water’ and ‘In the Beatles’ song Imagine there are very few different notes used and it is slow and an even rhythm which makes it sound dreamy but serious’).

Student Name: Assessment Task Title: Class:

ASSESSABLE ELEMENTS Task Specific Descriptors – The ArtsKLA

specific assessable elements

TaskSpecific Criteria

A B C D E

KNOWLEDGE AND UNDERSTANDING

Comprehensive knowledge and understanding of concepts, facts and procedures

Thorough knowledge and understanding of concepts, facts and procedures

Satisfactory knowledge and understanding of concepts, facts and procedures

Variable knowledge and understanding of concepts, facts and procedures

Rudimentary knowledge and understanding of concepts, facts and procedures

CREATING Insightful and skilful creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes

Informed and effective creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes

Relevant and competent creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes

Variable creation of arts works to express ideas using arts elements, techniques, skills and processes

Minimal creation of arts works using arts elements, techniques, skills and processes

PRESENTING Controlled presentation of arts works to display interpretive and technical skills

Effective presentation of arts works to display interpretive and technical skills

Credible presentation of arts works to display interpretive and technical skills

Variable presentation of arts works to display interpretive and technical skills

Minimal presentation of arts works to display interpretive and technical skills.

RESPONDING Perceptive response to arts works using arts elements and languages

Informed response to arts works using arts elements and languages

Relevant responses to arts works using arts elements and languages

Narrow responses to arts works using arts elements and languages

Cursory response to arts works using arts elements and languages

REFLECTING Perceptive reflection on learning

Informed reflection on learning

Relevant reflection on learning

Superficial reflection on learning

Cursory reflection on learning

Comments

Standards(Results)

AEvidence in student’s work

typically demonstrates a very high level of knowledge and understanding of concepts, facts and procedures and

application of process.

BEvidence in student’s work

typically demonstrates a high level of knowledge and

understanding of concepts, facts and procedures and application of processes.

CEvidence in student’s work typically demonstrates a

sound level of knowledge and understanding of concepts , facts and procedures and application of processes.

DEvidence in a student’s work

typically demonstrates a sound level of knowledge and understanding of concepts, facts and procedures and application of processes

EEvidence in a studdent’s work typically demonstrates a very

limited level of knowledge and understanding of concepts, facts and

procedures and application of processes.

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