● recognising the presence of, and offering explanations for, arts works from each arts form in their immediate environment. Children identify the people who contribute and respond to the arts within that context T • C • KC1 • KC2
● identifying the range of purposes for their own arts work and that of their peers. Children generate understandings of themselves and others in relation to arts work within each arts form created for appreciation, group belonging, sacred rites, advertising, entertainment or information
Id • C • KC1 • KC6
● accessing libraries and the Internet for resources on arts works in each arts form made by other children that has the potential to influence future arts practices F • KC6 • KC7
● investigating the lives and experiences of people working in arts in paid, unpaid and voluntary capabilities within their local communities. Children reflect on the important influences that have shaped these people’s preferences In • KC1 • KC6
● investigating the works of contemporary Australian artists from diverse backgrounds and locations. Children explore arts works from each of the arts forms in a range of contexts to recognise Australian artists whose work appeals to them, and to reflect on the possible reasons for that appeal T •KC1 • KC6
● acknowledging the different styles and traditions of arts works made by Australian
artists/performers. They document/report on (eg using digital camera, video, multimedia scanners, camera, sound bytes) arts works found in their homes, learning settings and public places within the community. In • C • KC2 • KC7
Strand: arts in contexts
The Developmental Learning Outcomes are deliberately broad long-term accomplishments. They reflect the integration of learning and development through the Essential Learnings and all Learning Areas and allow for different developmental pathways. ● Children develop trust and
confidence.F • Id
● Children develop a positive sense of self and a confident personal and group identity.Id • In ● Children develop a sense of being
connected with others and their worlds.F • Id • In
● Children are intellectually inquisitive. F • T • C
● Children develop a range of thinking skills.F • T • C ● Children are effective
communicators.T • C ● Children develop a sense of
physical wellbeing.Id • In ● Children develop a range of
physical competencies.Id
2.5
Understands the role
artists/performers play in their own cultural life and discriminates between different features, characteristics and styles of works made by these artists/performers. In • T • KC1
Examples of evidence include that the student:
● identifies the different purposes of dance and describes distinctive features and purposes of personal dance works. Accesses video conferences, e-mail, DVD and CD- ROMs to study the works of Australian dancers, actors, media personalities, musicians and visual artists, and how these have changed In • T •KC1
● distinguishes between their own drama and drama as entertainment in society, and suggests purposes for peers’ drama In • T •KC6
● identifies the attributes of specific purpose media products and describes features of different media arts works and discusses the ways in which these often represent views of the future F • In • T • KC1
● identifies music used for different situations todayIn • T • KC1
● recognises major forms of 2-D and 3-D art in their community and identifies their function In • T • KC1
● discusses contemporary artists’ use of new media and their purposes In • T • KC2
● works with artists/performers and/or participates in local cultural events and/or state arts festivals and explores vocational opportunitiesIn • KC2
● identifies ways in which contemporary Australian artists/performers promote their work to the community. C Developmental Learning Outcomes
At Standard 1, towards the end of Year 2,
the child:
At Standard 2, towards the end of Year 4, the student:
1.5
Identifies examples of arts works from across each arts form that occur in everyday life within their own community and local environment.
Id • In • T • KC1 • KC6
Examples of evidence include that the child:
● describes different kinds of dance (traditional
and contemporary); identifies style, movement and costume, and explains where and why they occur (eg in the community, at festivals, on television, in films)
In • T • C • KC1 • KC2
● discusses different ways drama is used (eg
television, advertising, theatre) and identifies features of drama performances (eg settings, costumes, characters, language)
In • T • C • KC1 • KC2
● identifies everyday life settings for media arts
works (eg home, movie theatre, video shop, online); categorises media (eg advertisements on television, radio, posters, billboards, in magazines) and talks about images and features used (eg films, videos, e-zines)
Id • T • C • KC1 • KC6
● discusses different purposes for music (eg
dance, soundtrack, entertainment, consumer influence) and its influence on everyday life (eg radio, computer game, CD, film, advertising
jingles) Id • In • T • C • KC2
● identifies examples of 2-D and 3-D art in their
environments, by traditional and contemporary artists and talks about their purpose (eg persuasion, pleasure, celebration, commercial use) and is familiar with works of contemporary Australian artists from diverse backgrounds and locations.