Bound for Success Scope and Sequence Statements

THE ARTSCreating art works using skills, techniques, processes and technologiesConcept In Year 1 In Year 2 In Year 3 In Year 4 In Year 5 In Year 6 In Year 7 In Year 8 In Year 9CreateStudents select,arrange andmanipulate elementsfor a purposeStudents use simple andfamiliar, everydaymaterials, instruments andtools when pretending,imagining and inventingthrough experimentingwith art elements.Students use simple andfamiliar, everydaymaterials, instruments andtools, gradually extendingtheir repertoire andbecoming more familiarwith these by working formore sustained periods oftime.Students identify and use arange of simple artsprocesses, appropriatetechnologies, skills and artslanguages to engage in artsactivities with others.Students make independentchoices from a range offamiliar and unfamiliaravailable tools, instrumentsand materials to create artworks for their ownsatisfaction.Students apply a range ofspecific skills, techniques,processes and appropriatetechnologies, demonstratingan understanding of artsconventions and structuresand working at prescribedactivities for identifiedaudiences or purposes.Students draw on anextensive repertoire of artstechniques, skills andprocesses from a range ofart forms, formats andstyles to design andcomplete a work of art.Students select from arange of skills, techniquesand processes, andappropriate technologies,organising andmanipulating elements tocomplete tasks of aspecified form, format orstyle.Students independentlycombine arts skills,techniques, technologies,and processes to create andshare art works.Students develop a personalaesthetic by drawing on arange of forms, formats andstyles to create art worksand explain and describetheir style usingappropriate terminology.In Visual Arts thestudent might, forexample…In Drama the studentmight, for example…In Dance the studentmight, for example…In Media the studentmight, for example…In Music the studentmight, for example…(note this is KLAMusic, not theSpecialist MusicProgram)• Design a texture picturechoosing textures thatmatch their subject andmakes simple statementsabout their choice (e.g. inresponse to “what couldyou use to make a pictureof a cat?” choose cottonwool and charcoal and say“I chose them becausethey’re soft and furry”).• Choose and use simplepersonal props that matchtheir subject such as acrown for a king, anotebook or pretendmicrophone for a reporterand a broom for a cleaner.• Choose to use parts oftheir body to createimpressions (e.g. moveslowly on all fours andcrouch close to the floorwhen being a stalkinganimal).• Choose to cut outmagazine photos for acollage and says why,relating their choice to thesubject (e.g. say “Photoswill show the colours andcostumes better than adrawing”).• Choose body-partmovements to create asequence of percussionsounds to accompany asong (e.g. clapping andhitting knees alternately intime).• Design and make agreeting card usingcardboard, scissors andpens and cutting lettersfrom magazines to makesimple greetings such asHappy Birthday, or tocelebrate the Coming ofthe Light.• Choose and use furnitureprops to further definetheir character and role(e.g. use a chair as athrone, a desk as a caveand a row of chairs asseats in a bus).• Move within the imaginaryenvironment choosing andusing actions that indicatewhere they are (e.g.shimmy along the groundto get under a rope ormove their arms in asweeping motion to showthey are swimming).• Choose to write their owncaptions and combinesthem with digital photosthey have taken to create aposter.• Choose and use purposebuiltor improvisedpercussion tools toaccompany recorded orperformed music payingattention to the strong beatin each bar.• Design and make a nametag using letters generatedby a computer, discussingthe font size needed to ‘fit’the name tag and justifyingtheir choice .ICT• Work with others todevelop and perform anact with a distinctintroduction andconclusion, explainingwhere these sections beginand end.• Move on different spatiallevels (low, middle andhigh) within the imaginaryenvironment using theirown actions that indicatewhere they are (e.g. climbover rocks, through thebush and under a cliffoverhang).• Cut, drag and paste imagesand words using basicediting software to maketheir own sequence ofphotos of an event,collaboratively decidingwhich photos to use. ICT• Develop a simple rhythmN to accompany a piece ofrecorded music andperform it with the musicin time, using rhythmsticks, bongo drums orother percussioninstrument.• Choose to paint a portraitof themself using onlythree colours, a wide brushand acrylic paint using nowater and explains theirpreferences in the contextof their design (e.g. say “Iwant to show myself in myfavourite colours and wantit to be big and bold, likeme”).• Offer suggestions for whatcould happen next when incharacter to achieve theoutcome they want.• Choose some familiar andsome new steps to puttogether in a sequence to‘show off’ the steps theyhave learned and theirtechnique in dance.• Bring together photos andsounds captured from arecent event such as therodeo or Torres Strait Cup,writing accompanying textand sequencing the imagesto describe theirexperience. ICT• Rehearse and performmusic as part of a classensemble incorporatingsome of their owninterpretation and explainwhy.• Manipulate images to fitspaces and size parametersby scaling up and down,enlarging, reducing ordistorting using drawngrids or computer drawingtools of their own choice.• Use voice, posture andmovement in creatingvarious given and selfdeterminedroles (e.g.create a two-minuteimprovisation based on abottle and a bag).• Develop a sequence ofmovements within aspecified timeframe (e.g.creates a dance involvingdifferent movements, totake no more than twominutes, about a bearcoming to life afterhibernation).• Construct a claymation ona topic such as watersafety, for children in theschool, using the cameraappropriately, using sometechniques such aszooming, panning andmasking, and usingresearched ‘best-practice’for timing and extent ofclay changes/movementbetween photo frames.• Rehearse and performmusic as part of a classensemble with confidenceand overall accuracy so asto enhance theperformance and not todraw attention tothemselves.• Develop an art work thatexhibits a range oftechniques, skills andprocesses suited to aparticular style or format(e.g. develop a cartoon fora newspaper or anillustration for a children’sbook using skills andtechniques suited to theaudience).• Develop a short skit aboutan issue they feel stronglyabout to get a messageacross (e.g. choose to doan interview so that theviewer will be left in nodoubt about their issue ortheir personal viewpointput forward in the answersgiven).• Develop a short dance todemonstrate technicalexpertise using a range ofmovements in a chosenstyle (e.g. hip-hop, rap)and explain how they putthe movements together into get a fluid style.• Produce a videoadvertisement about atopical issue (e.g.environment, health) usingvideo editing techniquesand documentary styleinterviews based on theirresearch into techniques ofTV documentaries that areeffective and explaininghow the researchinfluenced theirproduction.• Rehearse and performworks as a soloist or partof a class ensemble,demonstrating accuracy inpitch and rhythm.• Show the development ofan art work from their firstrough sketches to thefinished product andexplain why they chose aparticular medium, sizeand style and chosentechniques, in the context.• Research and useinformation from externalmedia sources includingnewspapers and TV, todevelop their role as amember of the oppositionlobbying the federalgovernment onconservation andsustainability.• Develop a traditionaldance for one and twopeople, describing thedifferent technical skillsneeded for each, whengiven a particular stimulussuch as some traditionaldrum music.• Manipulate digital imagesof the school and studentsfor use in a photo displaythat portrays the school ina positive way to supportthe year 7 to 8 transition,tailoring the photos usingtechnical expertise from arange of media formsincluding noticeboards,newspapers and websites.• Rehearse and performworks as a soloist or partof a class ensemble, withaccuracy in pitch, rhythm,dynamics and phrasing.• Design and make a seriesof an object exploring afunctional theme (e.g. aseries of bowls of mugs)displaying varioustechniques and using avariety of technologies.• Choose and repeatexaggerated movementsand other gestures foreffect (e.g. when playing aclown) and explain whythey chose the movementsand the effect they expectthem to have.• Create a short dancesequence for a peeraudience, demonstratingtechnical expertise throughcombinations of jumps,swinging movements androlls.• Manipulate time in a videoproduction by creating amontage to cut betweendifferent scenes andactions when exploringdifferent points of viewand explain how they havedone that.• Play or sing an individualline or part in an ensembleshowing ability to fit theirpart into the whole -including by counting - toensure they come in at theright places.• Create a work of art usingtheir own preferred form,style and format anddescribe what theyappreciate or value in theirwork, using appropriateterminology.• Create a character sketchbringing together theirown preferred gestures,voice intonation, andmovements anddescribing/explaining whythese work in a holisticway to bring the characterto life, using appropriateterminology.• Create a dance to illustratea chosen theme bybringing together theirown preferred movementsto compliment themessages in the theme,explaining how they dothat, using appropriateterminology.• Create an audio or videopresentation on a chosentheme using their ownpreferred techniques andtechnologies and explainwhy they chose theseparticular elements toillustrate the theme, usingappropriate terminology.• Perform in their ownchosen medium a preferredwork that they considerbest demonstrates theirpersonal style, technique,expertise and preferenceand explain why usingappropriate musicalterminology.Bound for Success Scope and Sequence Statements V2 Page 77 Working Document Semester One 2007