Victorian Curriculum F-10 Introduction and overview to The ...

Victorian Curriculum F-10 Introduction and overview to The ...

Integrating Media Arts across the Victorian Curriculum Webinar, 02 May, 2017 Session overview Structure of the Media Arts curriculum Curriculum mapping & assessment Media Arts Media Arts Arts, Technologies and English Victorian Curriculum: The Arts 4 +2 Strands: explore & express/represent ideas practices present & perform respond & interpret Organising ideas: students learn as artist and as audience Students learn by making & responding Revised Curriculum planning and reporting guidelines In relation to the Arts F6: F-2

At the Foundation stage (PrepYear 2), schools focus on five curriculum areas: English, Mathematics, The Arts, Health and Physical Education and Personal and Social Capability. (p. 19). At these levels, substantial attention should be paid to the Arts. 3-8 An Arts program that in Years 34 includes all five Arts disciplines and at Years 56 and 78 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts. (p. 20) 9-10 An arts program that inlcudes in this band of schooling learning in at least one arts discipline. (p.21) http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf Learning in Media Arts Media Arts Practices In Making and Responding students engage with the key concepts, story principles and both technical and symbolic elements of media arts. Making in Media Arts is the use of knowledge, skills, techniques, process and materials that communicate ideas and intentions.

Students design, produce and distribute media artworks. Responding includes exploring, analysing and interpreting media artworks. In making and responding to media artworks, students develop critical perception, personal expression and collaboration. Learning in Media Arts Media forms: film, news reports, documentary, advertising, animation, music videos, video games, graphic novels and multimodal media arts forms. Key media concepts: used to tell stories; technologies used to produce, access and distribute media; various institutions that enable and constrain media production and distribution; audiences; representation. Technical and symbolic elements of media: including composition, space, time, movement, sound, colour and lighting for media forms in different contexts. Story principles: structure, intent, characters, setting, points of view and genre. Techniques and processes: pre-production, post production,

distribution, engagement. Materials: images, sound, text and technologies. Media Arts strands Strand Explore and Represent Ideas Media Practices Present and Perform Explore, investigate and experiment with ideas and develop characters, representations and viewpoints through characters, sound, settings, stories and text. Use media technologies and media conventions to create and represent stories in media forms.

Planning, producing, distributing for specific audiences and contexts in media forms. Respond and Interpret reflecting, questioning, analysing and evaluating as an audience and producer. Identify specific features and purposes of media artworks. Curriculum mapping Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the schools teaching and

learning program. Instructions: http:// www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculu mplanning.aspx Templates For each Arts discipline F-6 7-10 vcaa.vic.edu.au/Pages/foundation10 / viccurriculum/media/cpa.aspx vcaa.vic.edu.au/Pages/foundation10/ viccurriculum/thearts.aspx Primary Content Descriptions & Elaborations Level 4 Content Descriptors Level 4 Achievement Standards Explore & Represent Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sound and text. Creating a sequence of images, sounds and text or a combination of these, to clearly establish the beginning, middle and end of a story or an event Media Arts Practices Use media technologies to create time and space through the

manipulation of images, sounds and text when telling stories. Applying text to accompany still or moving images, for example credits in a title sequence selecting appropriate fonts, colour and suitable length of time for display Present and Perform Plan, create and present media artworks for specific purposes with awareness of responsible media practice. Storyboarding and filming a short sequence showing a conflict by selecting camera angles, lighting and costume to convey meaning without dialogue Respond and Interpret Identify intended purposes and meanings of media artworks, using the key concepts of media arts. Describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories can be retold using media technologies Primary Content Descriptor & Achievement Standards Level 4 Content Descriptors Level 4 Achievement Standards Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sound and text.

Use media technologies to create time and space through the manipulation of images, sounds and text when telling stories. Students use the story principles of intent, structure, setting, characters, media elements and media technologies to make and share media artworks that communicate ideas to an audience. Plan, create and present media artworks for specific purposes with awareness of responsible media practice. Students use the story principles of intent, structure, setting, characters, media elements and media technologies to make and share media artworks that communicate ideas to an audience. Identify intended purposes and meanings of media artworks, using the key concepts of media arts. Students describe 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 describe 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. Secondary Content Descriptions & Achievement Standards Level 7 8 Content Descriptors Level 8

Explore & Represent Experiment with the organisation of ideas to structure stories through media conventions and genres, to create viewpoints in images, sound and text. Develop media representations to show familiar or shared social can cultural beliefs and values. Students use genre, media conventions and shape technical and symbolic elements for specific purposes and meanings. They evaluate how they and others use these media conventions and elements to make meaning. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. They design production processes, and control equipment and technologies to achieve their intentions. Media Arts Practices Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning. Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. Plan, structure and design media artworks that engage audiences. Students use genre, media conventions and shape technical and symbolic elements for specific purposes and meanings. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts.

They design production processes, and control equipment and technologies to achieve their intentions. Level 8 Content Descriptors Level 8 Achievement Standard Present and Perform Present media artworks within different community and institutional contexts, with consideration of ethical and regulatory issues. Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. Students use genre, media conventions and shape technical and symbolic elements for specific purposes and meanings. They evaluate how they and others use these media conventions and elements to make meaning. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. Respond and Interpret Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and viewpoints of particular audiences. Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media art making. Students identify and analyse how representations of social values and viewpoints are portrayed in the media

artworks they make, distribute and view. They evaluate how they and others use these media conventions and elements to make meaning. They identify and analyse the social and ethical responsibilities of both makers and users of media artworks. Video Postcards St. Josephs College - Echuca ABC Open Website https://open.abc.net.au/ Example: Video Postcards Activity Content Descriptor Respond & Interpret View ABC Open website to view video postcards. Discuss the representation of ideas, story, genre of the video and the viewpoints represented by the creator as well as the viewer. Students plan their own video postcard using

storyboarding. They document the use of the technical and symbolic elements in their planning. Their product will demonstrate the use of technology in shooting and editing their product considering their audience. Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and viewpoints of particular audiences. Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media art making. Media Arts practices 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. Example: Video Postcards Achievement Standard Assessment criteria Respond & Interpret

Students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view. Students discuss the social values portrayed in the video postcards from different viewpoints. What are the social values convey? They evaluate how they and others use these media conventions and elements to make meaning. They evaluate the use of media conventions in the postcards and discuss the media conventions they have used in their work to convey meaning. Students produce representations of social values and viewpoints in media artworks for particular audiences and contexts. Students identify the audience for their post card and the social values and viewpoints they convey in their work. Media Arts practices They design production processes, and control equipment and technologies to achieve their intentions. Students use technologies using ipad cameras and moviemaker to create their digital postcard. They discuss the processes used to create meaning in their work. Across the Arts Levels 34

Dance Drama Media Arts Music Visual Arts Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama Investigate and devise representations of people in their community through settings, ideas and story structure in images, sound and text.

Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments Explore artworks from different cultures and times to express ideas in visual artworks. Explore & Express/Represent Improvise, investigate, ideas, imagination Across the Arts Levels 5 & 6 Arts practice Dance Drama Media Arts Music Visual Arts Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices

to create dance sequences Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing Select and apply visual conventions, materials, techniques, technologies and processes specific to

different art forms when making artworks Arts Practices Across the Arts Levels 9 & 10 Respond & Interpret Dance Evaluate their own choreography and performance, and that of others, to inform and refine future work Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making Drama Media Arts Music Visual Arts Visual Communication Design Evaluate how the elements of drama, forms and

performance styles in devised and scripted drama to convey meaning and aesthetic effect Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts Analyse and evaluate a range of media artworks from contemporary and past times, to explore differing viewpoints and enrich their media arts making Evaluate a range of performances and compositions to inform and refine their own music making Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by

audiences Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts Analyse a range of music from contemporary and past times, to explore differing viewpoints and enrich their music making, and consider music in international contexts Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts to explore differing viewpoints Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts Analyse a range of drama from contemporary and past times to explore

differing viewpoints and enrich their drama practice Technologies & Media Arts MEDIA ARTS Explore and Represent Ideas Media Practices Present and Perform Respond and Interpret Explore, investigate and experiment with ideas and develop characters, representations and viewpoints through characters, sound, settings, stories and text. Use media technologies and media conventions to create and represent stories in media forms. Planning, producing, distributing for specific audiences and contexts in media forms.

reflecting, questioning, analysing and evaluating as an audience and producer. Identify specific features and purposes of media artworks. DIGITAL TECHNOLOGIES Digital Systems Data and Information Creating Digital Systems Hardware, software and network components of digital systems. How data is transmitted between components in a system. How data is collected and represented and how it is interpreted in context to produce information. Interrelated processes and associated skills by which students create digital solutions. Technologies & Media Arts MEDIA ARTS Explore and Represent Ideas Media Practices

Present and Perform Explore, investigate and experiment with ideas and develop characters, representations and viewpoints through characters, sound, settings, stories and text. Use media technologies and media conventions to create and represent stories in media forms. Planning, producing, distributing for specific audiences and contexts in media forms. Respond and Interpret reflecting, questioning, analysing and evaluating as an audience and producer. Identify specific features and purposes of media artworks. DESIGN & TECHNOLOGIES Technologies and Society Technologies Contexts

Creating Designed Solutions Focus on how people use and develop technologies. Economic, environmental, ethical, legal and functional factors, and the impact of technologies on individuals, families, local, regional and global communities and the environment. Materials and technologies (sub strand) Traditional, contemporary and emerging materials and specialist areas that involve the extensive use of technologies. Working with materials and production processes. Design thinking, design processes and production processes. Investigating, Generating, Producing, Evaluating, Planning and managing. Achievement Standard comparison Level 6 Media Arts Level 6 Design & Technologies By the end of Level 6: Students use materials and media technologies to make media artworks for specific audiences and purposes, using intent, structure, setting and characters to

communicate viewpoints and genre conventions. They explain the purposes of media artworks made in different cultures, times and places for different audiences. By the end of Level 6: Students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts, suitable for identified needs or opportunities. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions. Media Arts & English Table represents connections between the Media Arts curriculum & the English curriculum READING & VIEWING Language Expressing & Developing ideas

WRITING Text structure & organisation Responding to literature Creating literature Examining literature Texts in context Interpreting, analysing, evaluating Literature in Context Literacy Text structure & organisation. Literature SPEAKING & LISTENING Creating texts

Language variation & change Language for interaction Expressing & developing ideas. Literature & Context Responding to literature Examining literature Interacting with others Curriculum planning media arts concepts (With thanks to Eltham College) Project 1: Analysis of a media product Analysis of technical & symbolic elements Story principles Materials Exercises: Media practices Use of technical & symbolic elements Pre-production, production, post-production Image, sound, text Production techniques camera techniques Post production editing (still and moving images) Ideas for curriculum concepts Project 2: A Day in 60 seconds Project planning creative thinking, storyboarding, shot lists or photomontage. (Audience, intent, presentation, distribution).

(image, sound, text) Production filming/shooting/drawing/creation of text Editing After Effects, PhotoShop, InDesign Distribution/Presentation - Audience Feedback Please complete the survey from F-10 to let me know about the relevance of this presentation for your work and whether it met your expectations. You can also email me directly: Kathryn Hendy-Ekers Curriculum Manager: Visual Arts Phone: 61 3 9032 1697 Email: [email protected]

Recently Viewed Presentations

  • Your role as Campus Security Authority under the

    Your role as Campus Security Authority under the

    Who is a CSA. What to report under Clery. What do we mean by Clery Geography? How to report and what to provide victims. CSA training requirements. Note: If you believe you've been wrongly identified as a CSA, contact your...
  • Plural Review - waunakee.k12.wi.us

    Plural Review - waunakee.k12.wi.us

    Plural Review. Rhonda had three maid of honors in her wedding. a) correct b) incorrect. incorrect. ... fungus - fungi. Samantha heard loud echos in the cave from all the bats circling around her head. a) correct b) incorrect. incorrect.
  • MSc Marketing Programme Expetations Dr. Alex Gunz Programme

    MSc Marketing Programme Expetations Dr. Alex Gunz Programme

    TurnitinUK is the plagiarism detection service used by the University - ALL YOUR WORK WILL BE CHECKED IN THE SYSTEM. You must keep electronic copies of all your work until graduation. Penalties. Only getting a minimum mark for the piece...
  • Chapter 6

    Chapter 6

    Many red, orange, or yellow fruits and vegetables contain carotenoids—pigments —some of which can be converted to vitamin A (such as beta carotene, which is also an antioxidant) ... such as spinach and romaine, also contain vitamin A. Vitamin D....
  • Name: Jarrett-Unit 2: Review Sheet Classical EraWestPersia, Greece,

    Name: Jarrett-Unit 2: Review Sheet Classical EraWestPersia, Greece,

    d.Sparta (cont)5. Stressed absolute loyalty, courage, strength and endurance! 6. No major contribution achieved because intelligence achievements were not
  • Ntan is a Japanese word that translates into

    Ntan is a Japanese word that translates into

    Nōtan is a Japanese word that translates into "light dark harmony" It is a design concept involving the play and placement of black and white to make 2D space. This creates a positive space mirror image of a negative space...
  • Intro to Kitchen Safety

    Intro to Kitchen Safety

    Egg functions - structure. Eggs add structure to baked goods like muffins and cakes. People watching their cholesterol and fat intake can substitute two egg whites for one whole egg. Eggs also add color to the interior of baked goods...
  • Weather Hazards - Geog

    Weather Hazards - Geog

    Extreme Weather Hazards ... Flash floods arise quickly with little advance warning, like the flood at Boscastle, England in 2004. Flooding occurs when rivers cannot contain their waters and overflow. ... Please note that this license refers only to the...