1. Helen Champion Curriculum Manager
Victorian Curriculum F–10 Online professional learning session Specialist delivery of Dance, Drama and Music
Helen Champion
Curriculum Manager

2. Session overview The Arts in the Victorian Curriculum
Learning area structure
Organising ideas
Working with interdependent strands
Using the web site
Curriculum planning for Arts learning
Whole school, learning area, year, units/sequences of learning
Roles for generalist and specialist teachers
Partnerships, incursions, excursions and residencies
What’s in the curriculum? Dance, Drama, Media Arts, Music and Visual Arts
Choosing resources

3. Victorian Curriculum F–10
Released in September 2015 as a central component of the Education State
Provides a stable foundation for the development and implementation of whole-school teaching and learning programs
The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards
Structured as a learning continuum, that is, developmental levels that enable teachers to identify current levels of achievement and readiness to learn and then plan to enable students to achieve expected levels
11 levels for English and Mathematics , 6 bands for The Arts, Health and Physical Education, Personal and Social Capability and and 5 bands for all other Learning Areas and Capabilities
Incorporates the key content included in the Australian Curriculum
Capabilities are represented as sets of knowledge and skills that are distinct from any single learning area but that students develop and apply across the curriculum
Cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and culture, Asia and Australia’s engagement with Asia, and Sustainability) are embedded and included in the learning areas and capabilities, not represented as additional or separate components of the curriculum
Four rather than seven capabilities are included as part of the Victorian curriculum. The additional three general capabilities in the Australian Curriculum are Literacy, Numeracy and ICT. Teachers will develop students’ learning of literacy, numeracy and ICT across the curriculum. In Victorian Curriculum F-10 these capabilities are incorporated in the learning areas and do not require separate treatment

4. Learning areas & Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design
English
Health and Physical Education
The Humanities
History
Geography
Civics and Citizenship
Business and Economics
Languages
Mathematics
Science
Technologies
Design and Technologies
Digital Technologies
Capabilities
Critical and Creative Thinking
Ethical
Intercultural
Personal and Social
Victorian Curriculum F-10 is represented as a continuum of learning

5. The Arts in the Victorian Curriculum
1 Learning Area with curriculum for six Arts disciplines:
F-10
Dance,
Drama,
Media Arts,
Music,
Visual Arts
7-10
Visual Communication Design

6. Victorian Curriculum: The Arts4
Strands:
explore & express/represent ideas
practices
present & perform
respond & interpret + 2
Organising ideas:
students learn as artist and as audience
Students learn by making & responding

7. Levels of achievement F 1-2 3-4 5-6 7-8 9-10
The curriculum is represented on a continuum across 6 levels of achievement
In The Arts, an achievement standard is provided for each band
The Foundation (F) standard signifies the importance of The Arts in the early years of schooling
A curriculum to support students with a disability is provided and this is know as Towards Foundation Levels A-D

8. Terminology Content descriptions Achievement standards
Band/Level descriptions
statements that provide an overview to the content descriptions and achievement standard within the level or band.
Strands
key organising elements within each curriculum area.
Content descriptions
specific and discrete information identifying what teachers are expected to teach and students are expected to learn.
Elaborations
non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.
Achievement standards
statements that describe what students are typically able to understand, and are the basis for reporting student achievement.

9. Common strand structure
The Arts have a common structure involving four interdependent strands, each involving making and responding
Explore and Express/Represent Ideas
Practices
Respond and Interpret
Present and Perform

10. The curriculum for each of the Arts discipline:
Strands
F–6
7–10
Explore and Express/Represent Ideas
Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent.
Exploring ideas and improvising with ways to express/represent ideas.
Manipulating and applying the elements/concepts with intent.
Practices
Developing and refining understanding of skills and techniques. Structuring and organising ideas into form.
Developing and refining understanding of skills and techniques.
Structuring and organising ideas into form.
Present and Perform
Sharing through performance, presentation or display.
Sharing artworks through performance, presentation or display.
Respond and Interpret
Analysing and reflecting upon intentions. Examining and connecting artworks in context.
Analysing and reflecting upon intentions.
Examining and connecting artworks in context.
The curriculum for each of the Arts discipline:
is structured under four strands
contains content descriptions which are written to allow schools to make choices about stimulus material, topics, repertoire
includes achievement standards that use specific language (for example at F in music – ‘match pitch’)
is supported by a band description which provides context
includes elaborations that provide an explanation of and ways to unpack content descriptions
uses discipline specific language, practices and modes for making and responding

11. Learning as artist and audience
Artwork
responding and interpreting using imagination
expressing/representing ideas
presenting and performing
techniques and processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media

12. Making and responding
Students learn as artist and as audience through making and responding
Making is informed by responding & responding informs making

13. Curriculum and resources
2016 school choice between AusVELS and Victoria Curriculum F–10
Victorian Curriculum F–10 from 2017
Resources
General advice
Specific Arts discipline advice
Evolving
Bookmark and check for updates
ideas for updates

14. Take the web tour Watch the videos: Overview Introduction
Using the view and filter options

15. Curriculum planning and reporting guidelines
In relation to the Arts F–6:
F-2
At the Foundation stage (Prep–Year 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 3–4 includes all five Arts disciplines and at Years 5–6 and 7–8 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts.
(p. 20)
9-10
…pathways
The challenge is to reconcile the twin demands of providing a learning program that maintains a focus on a common entitlement to core knowledge and skills and high expectations of every student whilst also allowing students opportunities to develop and pursue areas of individual interest and expertise.
At F all 5 Arts disciplines will be taught but not necessarily evenly weighted.
At 1 – 2 all 5 Arts disciplines over the two years but not necessarily evenly weighted.
At F – 2 schools need to plan so the Arts receive significant attention this means that in Foundation and 1 – 2 the curriculum for all 5 Arts disciplines must be delivered. How this happens is a matter for school decision. Schools will make these decisions as a result of their planning process, considering the context, the expertise and the resources available.
DET will collect assessments for all strands and achievement standards.

16. What’s happening now? How are The Arts delivered at your school in
Prep (foundation)
1-2
3-4
5-6
Are class teachers also arts teachers?
Whole-school events or projects?
Connections to the community?
Visual Arts Specialist and Music Specialist – an hour per week. Drama and Media Arts integrated into English and Digital Technologies in the classroom by classroom teacher. Dance taught as part of the PE curriculum.
All Arts disciplines taught by the classroom teacher through dedicated units connected to thematic learning.
Combinations of one or two Arts disciplines complimented by a visiting artist in incursion or excursion. Partnerships with teaching or practising artists.
4. Whole school approach – festival or production, community event involving sequenced learning culminating in specific performances and presentations. Eg: Healthy Living festival, Harmony Day, Sustainability festival

17. Developing Arts teaching and learning programs
The common strand structure for each of the Arts discipline-specific curricula allows schools to continue to deliver The Arts through
Sequential, developmental teaching and learning programs that focus on one or more arts disciplines, for example:
a visual arts program
a music program
a performing arts program with dance, drama and music components
a literacy program that draws on curriculum from English and Media Arts.
Project-based learning where Arts learning is aligned to themes or inquiry questions, for example:
Who are we?
A celebration of school and community and identity expressed through presentations and performances created by the students in consultation with local Koorie elders and members of the community undertaken featuring performances developed from
units of work undertaken in Dance, Drama, Media Arts, Music, and/or Visual Arts classes
work developed in other learning areas where an Arts form (film, play, song, dance) is used to communicate knowledge and understanding
work developed with an artist-in-residence (physically or virtually) or local artist /s or arts organisations

18. 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 school’s teaching and learning program.
Templates
For each Arts discipline
F-6
7-10
Instructions

19. Across the Arts Levels 3–4
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
Improvise, investigate, ideas, imagination

20. Arts achievement standards: Foundation
Dance
make and perform dance sequences and demonstrate safe dance practice.
describe what happens in dance they make, perform and view.
Drama
make and perform drama that communicates ideas and stories.
discuss characters and situations in drama they make, perform and view.
Media Arts
describe the media art works they make and view.
make and share media artworks representing stories with settings and characters.
Music
sing and play instruments to communicate their experiences and ideas.
explore contrasting sounds and improvise with them.
match pitch when singing.
understand and respond to the beat and simple rhythm patterns.
describe the music to which they listen, identifying what they enjoy and why.
Visual Arts
make artworks using different materials and techniques that express their ideas, observations and imagination.
identify and describe the subject matter and ideas in artworks they make and view.

21. Learning in and learning through
The Arts structure supports:
learning in the arts disciplines: individually and/or in combination
learning through the Arts disciplines: individually, in combination and/or with other learning areas
developing Capabilities whilst learning in or through an Arts discipline
embedding learning related to the cross-curriculum priorities whilst learning in or through the Arts
working collaboratively
In the curriculum:
practices, elements, skills, techniques, processes and use of media and materials referred to in the curriculum are unique to each Arts discipline

22. Making choices about teaching materials
No specific materials or stimulus are stipulated in The Arts curriculum
Schools make choices based on the needs of particular groups of students, taking into account the local context – resources, where the school is located, prior learning, whole-school projects etc.
For example, teachers can make choices based on
cultures that students in the class identify with
the culture of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community
opportunities to connect with artists and arts organisations in the local community
Learning approaches that connect The Arts and other learning areas
Using the Arts to develop students capabilities – personal & social, critical and creative thinking, intercultural, ethical
Koorie Protocols
Starting local can mean connecting through your Koorie Education Co-ordinator (KEC) Koorie Education Support Officer (KESO) to establish a relationship with the local Koorie community.
This also means selecting teaching materials based on the children in the class.
Connecting with artists living and working in the community. (Often completed through one activity).

23. Connecting learning areas and capabilities
No specific materials or stimulus are stipulated in The Arts curriculum
Schools make choices based on the needs of particular groups of students, taking into account the local context – resources, where the school is located, prior learning, whole-school projects etc.
For example, teachers can make choices based on
cultures that students in the class identify with
the culture of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community
opportunities to connect with artists and arts organisations in the local community
Koorie Protocols
Starting local can mean connecting through your Koorie Education Co-ordinator (KEC) Koorie Education Support Officer (KESO) to establish a relationship with the local Koorie community.
This also means selecting teaching materials based on the children in the class.
Connecting with artists living and working in the community. (Often completed through one activity).

24. Learning in … Learning intention: to explore the idea of ‘closed’
Explore, express ideas, respond and interpret
explore ideas about ‘closed’ shapes, and ways of being ‘closed’; respond to/interpret stimulus showing ‘closed shapes’, improvise ways of creating a ‘closed’ shape using whole body, body parts/zones/regions; trial movement possibilities while holding the shape; document a definition of a closed shape;
Use dance and drama practices, interpret and respond:
work in pairs to create a dance or drama (movement/physical theatre) sequence by organising improvised closed shapes, combine locomotor and non movements to connect/transition from shape to shape, refine movements developing physical control, expressive elements; use agreed criteria to offer, accept and respond to feedback
Present and perform, explore, interpret and respond:
plan a performance – explore and trial use of props, a design for the performance space, information for the audience, rehearse focusing on performance skills such as accuracy and flow and expressive skills such as facial expression, perform using safe dance practice
Respond and interpret, practice documentation skills
use ICT to ‘document’ dance (in images or words – spoken or written), describe the shapes and/or the dance, record feedback and personal response (use familiar literacy/writing strategies)

25. Learning through …
Learning intention: to demonstrate understanding of different forms of energy
Pre-learning: Science F-2, Science understanding, Physical sciences
The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape
Dance:
explore and improvise ways of expressing science learning about forms of energy through dance
research ideas from dance works that explore similar ideas
document expressive intention for the dance
work in small groups using choreographic practices to form movement sequences based on improvised movements
develop individual and group performance skills and techniques
show work in progress, seek and respond to feedback; provide feedback to other groups
decide how to present the work to an audience; prepare stagecraft, costume etc.
perform the work
seek and evaluate feedback
Drama
What would this activity look like if the arts discipline was Drama instead of Dance
Music
Use voice, acoustic and digital instruments to create music to accompany the Dance or Drama work

26. Koorie Cross-Curriculum Protocols
Marrin Gamu
The project is quite simple. Here are the four steps:
Listen to the song and have a group of language students translate it into your language.
Help the group to learn the song in your language and decide how you would like to perform it.
Record a film clip of your song and give it a title.
Upload the video to the internet and send through a link
Resources have been developed to assist you with each step.

27. Goals, ambitions and targets
Education State
Goals, ambitions and targets
Discuss the opportunities provided by the Education State target for The Arts
Page 11

28. Learning in Dance Dance practices The elements of dance Form
Choreography: the creative process of making dance
Performing: practising, rehearsing, refining and applying physical and expressive techniques
Appreciating: describing, explaining, evaluating and critically analysing their own dances and other dances they have viewed
The elements of dance
space, time, dynamics and relationships are used in combination to create and communicate ideas and intentions through dance.
Form
In Dance, form is the shape or structure of a dance according to a preconceived plan.

29. Learning as artist and audience in Dance
choreographer
performer
exploring movement possibilities,
responding to stimulus,
improvising,
interpreting, learning dances
developing skills & techniques
viewing, performing,
reflecting, analysing,
evaluating,

30. Dance strands Strand Explore and Express Ideas Dance Practices
Present and Perform
Respond and Interpret
… exploring and shaping ideas …
use imagination and responses to stimulii … and dance they have viewed …
... choreography, performance and appreciation
…build their movement vocabulary and practise, skills, techniques and processes …
… using physical and expressive skills and techniques in performance to communicate ideas and intentions to an audience…
… reflecting, questioning and analysing as choreographer, performer and audience … engage with dance from diverse cultures, times and locations …

31. Dance in the Arts and HPE
Dance is in The Arts and in Health and Physical Education
The two curricula are complementary
Students make and perform dances in both learning areas:
In the Arts, the focus is on the student as artist and audience and learning through choreography, performance and appreciation of dance and dance-making
In Health and PE, the focus is on rhythmic and expressive movement activities with an emphasis on dance as a lifelong physical activity and the development of movement skills, concepts and patterns
Together, The Arts: Dance and HPE provide ways for students to develop personal and social skills and critically appraise cultural and social factors that shape their own identities, body and communities.

32. Learning in Drama Drama practices Making
improvising, devising, playing, acting, directing, comparing and contrasting, refining, interpreting, scripting, practising, rehearsing, presenting and performing
using movement and voice along with language and ideas to explore roles, characters, relationships and situations.
shaping and structuring drama using contrast, juxtaposition, dramatic symbol, cause and effect, and linear and episodic plot forms.
Responding
being audience members
listening to, enjoying, reflecting, analysing, appreciating and evaluating their own and others’ drama works.
The elements of drama
work dynamically together to create and focus dramatic action and dramatic meaning. Drama is conceived, organised and shaped by aspects of and combinations of
role, character and relationships, situation, voice and movement, space and time, focus, tension, language, ideas and dramatic meaning, mood and atmosphere and symbol.

33. Learning as artist and audience in Drama
drama-maker
performerdesigner
responding to stimulus,
improvising, devising,
interpreting scripts
developing skills & techniques, applying stagecraft
performing, viewing,
reflecting, analysing,
evaluating

34. Drama strands Strand Explore and Express Ideas Drama Practices
Present and Perform
Respond and Interpret
… imagining and creating characters, roles and situations
…dramatic play, role play, process drama
… explore dramatic possibilities …
... skills, techniques and processes for creating and sustaining characters, roles and situations in devised and scripted drama.…
… applying acting, direction, design elements and stagecraft in performance spaces, rehearsing, and refining performances …
… describing, reflecting, questioning, analysing and evaluating as drama makers, designers, performers and audience…

35. Learning in Music Music practices listening, composing and performing
used separately and in combination
supported by additional activities
Using notation and ICT to record and communicate musical ideas;
reading, writing and interpreting
developing skills and techniques to discuss their own music and the music and music practices of others.
The elements of music
Musical ideas are conceived, organised and shaped by aspects and combinations of Rhythm, Pitch, Dynamics and expression, Form and structure, Timbre/tone colour and Texture.

36. Learning as artist and audience in Music
listener
composer
performer
singing, playing, composing, improvising, arranging,
interpreting, developing skills & techniques, notating, recording,
performing,
reflecting, analysing,
evaluating

37. Music strands Strand Explore and Express Ideas Music Practices
Present and Perform
Respond and Interpret
… exploring sound and silence and ways of using voice, body percussion, instruments and technologies …develop and express ideas…listening skills and imagination…
… skills, techniques and
processes for listening, composing and performing music from diverse cultures, times and locations…
… planning, rehearsing and refining performances to communicate ideas and intentions to an audience … voice, instruments, technologies…
… reflecting, questioning, analysing and evaluating as listeners, composers and performers …listening skills to discriminate, identify …

38. Contacts
Curriculum Manager: Performing Arts Helen Champion PH: