Media Arts

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  • Foundation to Year 10 Curriculum
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Foundation to Year 2  

Foundation to Year 2 Description

In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world. In the Foundation Year, students undertake The Arts appropriate for their level of development. They

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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.

In the Foundation Year, students undertake The Arts appropriate for their level of development.

They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.

As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.

As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.

Students learn about safe practices in the arts through making and responding safely in the different arts subjects.

They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.

In Media Arts, students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts.

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Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community. 

As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.

In Media Arts, students: 
learn how ideas can be communicated through selecting and organising the elements of media arts related to the Catholic Christian story, beliefs and tradition.

Foundation to Year 2 Content Descriptions

Explore ideas, characters and settings in the community through stories in images, sounds and text


Useto capture and edit images, sounds and text for a purpose


Create and present media artworks that communicate ideas and stories to an


Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples

Foundation to Year 2 Achievement Standard

By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.

Students make and share media artworks using story principles, composition, sound and technologies.

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Foundation Year Work Sample Portfolios

 

Years 3 and 4  

Years 3 and 4 Description

In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers. As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of

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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.

As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.

As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.

Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.

In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.

In Media Arts, students:

  • extend their understanding of structure, intent, character and settings
  • use composition, sound and technologies
  • consider themselves as audiences and explore other audience groups
  • explore institutions (individuals, communities and organisations) to understand purpose and process when producing media artworks
  • explore meaning and interpretation, and forms and elements including structure, intent, character, settings, composition, time, space and sound as they make and respond to media artworks
  • discuss the ethical behaviour of individuals when producing media artworks for a variety of audiences
  • recognise appropriate and inappropriate use of other people’s images and work in the making of media artworks.

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Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community.

As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.

In Media Arts, students: 
learn how their ideas can be communicated through selecting and organising the elements of media arts including ideas that communicate the Catholic Christian story, beliefs and tradition

Years 3 and 4 Content Descriptions

Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text


Useto createandthrough the manipulation of images, sounds and text to tell stories


Plan, create and present media artworks for specific purposes with awareness of responsible media practice


Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples

Years 3 and 4 Achievement Standard

By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.

Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.

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Year 3 Work Sample Portfolios

 

Years 5 and 6  

Years 5 and 6 Description

In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locatio

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In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity. 

As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.

Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.

In Media Arts, students:

  • develop their use of structure, intent, character and settings by incorporating points of view and genre conventions in their compositions
  • extend their understanding and use of time, space, sound, movement, lighting and technologies
  • identify the variety of audiences for which media artworks are made
  • explain the purpose and processes for producing media artworks
  • explore meaning and interpretation, and forms and elements including structure, intent, character and settings as they make and respond to media artworks
  • consider the ethical behaviour and role of communities and organisations in regulating access to media artworks.

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As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation, and social, cultural and religious contexts.
 
Students also express Catholic perspectives through the Arts when making and responding to artworks for a religious purpose and context. 

In Media Arts, students: 
 
explore meaning and interpretation, and forms and elements including structure, intent, character and settings as they make and respond to media artworks including media artworks that communicate the Catholic Christian story, belief and tradition
Apply the principles of Catholic Social Teaching to ethical behaviour and role of communities and organisations in regulating access to media artworks.

Years 5 and 6 Content Descriptions

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas,and genrein images, sounds and text


Develop skills withto shape space, time,andwithin images, sounds and text


Plan, produce and present media artworks for specific audiences and purposes using responsible media practice


Explain how theandcommunicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks

Years 5 and 6 Achievement Standard

By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.

Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.

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Year 5 Work Sample Portfolios

 

Years 7 and 8  

Years 7 and 8 Description

In Media Arts, students: build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks build on their understanding and use of time, space, sound, movement, lighting and technologies examine the ways in which audiences make meaning and how different audiences engag

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In Media Arts, students:

  • build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks
  • build on their understanding and use of time, space, sound, movement, lighting and technologies
  • examine the ways in which audiences make meaning and how different audiences engage with and share media artworks
  • draw on media arts from a range of cultures, times and locations as they experience media arts
  • explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region
  • learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
  • explore social and cultural values and beliefs of Aboriginal and Torres Strait Islander Peoples as represented in media artworks and consider how these may influence the media artworks they make
  • learn that over time there has been further development of different traditional and contemporary styles as they explore media forms
  • explore meaning and interpretation, forms and elements including structure, intent, character, settings, points of view, genre conventions and media conventions as they make and respond to media artworks
  • consider social, cultural and historical influences and representations in media arts
  • evaluate how established behaviours or conventions influence media artworks they engage with and make
  • maintain safety in use of technologies and in interaction with others, including the use of images and works of others
  • develop ethical practices and consider regulatory issues when using technology
  • build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse media artworks.

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Students engage in Media Arts from a Catholic Perspective when they: 

explore how Catholic Christian perspectives are communicated and interpreted including structure, intent, character, settings, points of view, genre and media conventions as they make and respond to media artworks
consider social, cultural, historical and religious influences and representations in media arts

Years 7 and 8 Content Descriptions

Experiment with the organisation of ideas to structure stories through mediaand genres to create points of view in images, sounds and text


Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples


Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning


Plan, structure and design media artworks that engage audiences


Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues


Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences


Identify specific features and purposes of media artworks from contemporary and past times to exploreand enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks

Years 7 and 8 Achievement Standard

By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks.

Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.

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Years 9 and 10  

Years 9 and 10 Description

In Media Arts, students: refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions extend the use of time, space, sound, movement and lighting as they use technologies analyse the way in which audiences make meaning and how audiences interact with and share

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In Media Arts, students:

  • refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions
  • extend the use of time, space, sound, movement and lighting as they use technologies
  • analyse the way in which audiences make meaning and how audiences interact with and share media artworks
  • draw on media arts from a range of cultures, times and locations as they experience media arts
  • explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region
  • learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
  • learn that over time there has been further development of different traditional and contemporary styles as they explore media forms
  • explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia and how these may influence their own artistic intentions in making media artworks
  • explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks
  • consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks
  • evaluate the social and ethical implications of media arts
  • maintain safety in use of technologies and in interaction with others, including the use of images and works of others
  • maintain ethical practices and consider regulatory issues when using technology
  • build on their understanding from previous bands of the roles of artists and audiences as students engage with more diverse media artworks.

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Students engage in Media Arts from a Catholic Perspective when they: 

analyse the ways that the Catholic Christian story and tradition have been communicated through Media artworks such as film, over time. 
draw on media arts from a range of religious contexts, cultures, times and locations as they experience media arts
explore meaning and interpretation, forms and elements, and social, cultural, historical and religious influences of media arts as they make and respond to media artworks
consider the local, global, social, cultural and religious contexts that shape purpose and processes in production of media artworks
evaluate the social and ethical implications of media arts through the lens of Catholic Social Teaching

Years 9 and 10 Content Descriptions

Experiment with ideas and stories that manipulate mediaand genres to construct new and alternative points of view through images, sounds and text


Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples


Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and


Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes


Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues


Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences


Analyse a range of media artworks from contemporary and past times to explore differingand enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks

Years 9 and 10 Achievement Standard

By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.

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