Bound for Success Scope and Sequence Statements

THE ARTSPresents and Communicates through and in the ArtsConcept 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 9PresentStudents display andperform art works tocommunicate ideasIn 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 SpecialistMusic Program)Students expressthemselves spontaneouslyin play and use play as thebasis for sharing art works.• Choose and presentdifferent colours andshapes to represent realand imagined images (e.g.choose different colouredand sized circles torepresent flowers and linethem up across the page ontop of hand-drawn stems).• Spontaneously pretend tobe someone else (e.g.pretend to be a young childfinding their way out of ascary bush) even whenthey notice the teacher iswatching.• Pretend to be an animalstalking prey while theysway to some music andsay that is what they aredoing.• Collect and share mediaproducts (e.g. play in their‘home corner’ with theirBig Bird doll, making thedoll move in the sameways that the mediacharacter moves).• Perform Looby Loo byplacing the ‘body parts’ inthe same order as the textof the song (right leg, leftleg, right arm, left arm,head, whole self)Students express their ownfeelings through the arts byexploring andexperimenting with a rangeof mediums and respondsin simple ways to aninformal audience.• Draw a picture using warmcolours to express feelingsof happiness and joy andsay “this shows me beinghappy”.• Pretend to be anothercharacter (in role playsstructured by the teacher)and respond to theaudience by talking loudlyand standing up so thatother classmates can seeand hear what ishappening and bowingwhen they are applauded.• Move in different ways inresponse to differentfeelings (e.g. sway slowlyfor tiredness, jump andskip for joy, thrash aroundand hit the air for anger).• Place a favourite mediadoll/character (e.g.Superman) in front of aposter showing buildingsthat they created as abackdrop and arrangingthe doll horizontallysaying to those watching:“he is flying”.• Hum, whistle or sing‘twinkle, twinkle littlestar’ loudly so everyone inthe class can hear but thensing it softly so only theirpartner can hear, saying“you have to sing louderfor more people becausethey’re further away”).Students display andperform art works infamiliar and informalcontexts (own family, classgroup) for personal,creative expression drawingon personal experience andwhat they’ve observed.• Make a card for theirMum/Nanna/Auntydrawing a picture offlowers on the frontbecause they know shelikes flowers.• Take on the character (inrole-plays structured bythe teacher) by respondingto specific nuances of therole based on what they’veexperienced or observed(e.g. when the friendlyalien tells them that it isdifficult to breathe on theplanet, they stagger, holdtheir throat and ask thealien to help them).• Communicate events fromhome or school in asequence of movements(e.g. arriving at school,coming into class, puttingpens on the desk).• Display or publish theirmedia products (such asphotos they took of theCroc Festival) onclassroom, library andschool noticeboardswriting captions to ensurepeople stop and look.• Sing or play a short tunethey made up of first linesfrom various songs in asequence using songs thatthe class are familiar withor enjoy.Students present art worksto a familiar audience for aparticular event designed toentertain, selecting displayand performancetechniques from specificforms and formats.• Paint a picture to hang inthe classroom about therodeo (or other communityevent) and then choose tomount it for hanging on aseparate piece of paper,explaining why (e.g. say Iput my picture on a redpiece of paper becausethere is red in the pictureand the red makes thegreen grass stand out”).• Speak and move asrequired by the dramaticaction (e.g. select shortmoments or sequencesfrom the hospital dramathey previously developed,and share with others).• Develop and present totheir class a short dancesequence mimicking oneof the acts at the CrocFestival after firstdescribing what they sawand observed.• Design a presentation andpost it to the schoolwebsite - loading photos,sounds and captions - toshare the events of a recentschool excursion to therodeo or other event. Uselong shots to establish thesetting, close-ups foremotion and action shotsfor interest.• Put together and perform asmall repertoire of songsor pieces to entertain thejunior school, choosingsongs or pieces that willengage their audience,including an interactivepiece, and saying why.Students present art worksto an audience beyond theschool for a particularevent, using a range ofdisplay and performancetechniques.• Make a collage torepresent ‘the wet’ to hangin the community,choosing to use naturalmaterials such as sand andseaweed and explain whyin context (e.g. say “I usedthe sand and seaweed tomake it more real and weglued them onto thestraight lines to make itlook like moving water”).• Present their own shortskit at a public concert;speaking and moving asthe dramatic action require(e.g. speaking in adistorted voice and movingas if they were free ofgravity in one part of theskit, and walking andtalking normally inanother).• Present a structured dancewith a beginning, middleand end, that theydeveloped, usingtraditional (Aboriginal orIndian) dance styles for apublic concert.• Display posters andbrochures they created,and play a video theymade at their localcommunity centre toadvertise their CrocFestival performance orpromote their water safetyvideo• Put together and perform arepertoire of songs orpieces for a communityconcert to demonstratetheir versatility and toentertain a wide variety ofages and tastes.Students present art worksto an audience beyond theschool for a particularevent designed with a clearcommunication purpose,(showing a willingness torehearse to developtechnical proficiency).• Make a collage usingdigital photographs for acommunity competitionwith a theme of‘technology in the arts’and practice distortingtheir photos beforeselecting the ones they willuse, justifying their choicein the context of what theyare communicating.• Rehearse moments andscenes of a play,memorising lines to ensurethat significant lines in thescript are prominent andpronounced.• Put together a class dancefor the Croc Festival toraise money for victims ofa cyclone andcommunicate the need for‘caring and sharing’through their dancemovements.• Develop and distributebrochures made usingpublisher to promote watersafety, distributing a‘mock up’ to the schoolcommunity to obtainfeedback prior todistributing to the widercommunity.• Perform a song or piece asan opening for an eventsuch as a town meeting todiscuss water shortagesand choose a song thatrelates to the issue.Students present art worksto audiences within formalcontexts for a particularpurpose, collaborativelydeciding on what to presentor perform to fit the context(showing a willingness torehearse to developtechnical proficiency andseek instruction anddirection in order topersonally improve).• Collaborate with others todesign a 3D sculpturalform which will enhance alocal area (e.g. a sculpturefor the front entry of thecouncil building) andexplain why they chose theform/texture (e.g. say “weused a rough surfacebecause we wanted torepresent the struggles ofthe Indigenous people intheir fight for equality”).• Present a dramatic play fora local concert, refiningand reworking scenes atrehearsal collaborativelywith peers, sustaining theirrole by concentrating onthe action and staying incharacter when notspeaking.• Collaborate to present adance sequence thatexplores a theme (e.g. adance for NAIDOC Weekor the ‘Coming of theLight’ that presents thetheme of reconciliation).• Use industry practices topublish media products ina specific context (e.g.collaboratively publish anddisplay CDs, videos anddigital photos, about alocal environmental issuesuch as Sea Grass Watersin local communitywebsites, newsletters andnoticeboards targetingfamilies with youngchildren).• Sing or play a repertoirefor a concert to raisemoney for a worthy causein an old people’s home,choosing songs from thewar years and attendingrehearsals to improve theirperformance.Students present art workswithin formal and artsindustry contexts using arange of forms and formatsincluding new forms ofexpression and indicatewhy these weretried/incorporated.• Make a painting for anexhibition using paint andcharcoal applied first andcovered in a water-colourwash saying “I wanted it tolook wet and this effectwas the best one that Itried”.• Present a group-deviseddrama for a communityaudience about familiesliving in the city based ona magazine article saying“we chose to use paceembedded in variousmovements to give animpression of the hustleand bustle of city life”.• Present a group-deviseddance at an event such asthe Croc Festival, showcasingindividual stylesand using solo and groupdances, saying “wecontrasted the differenttypes of dance styles andused them all in aconnected way”.• Create a webpage usinghyperlinks and ‘grabs’saying “we used hyperlinksand grabs to incorporatesound to heighten theimpact of the images”.• Perform a program ofmusic including somethingcompletely different to thenormal style, saying “Iplayed it like a blues piecejust to try somethingdifferent” or “I arrangedthat waltz tune so that itwould sound like amarch”.Students display andperform art works in arange of school,community, and artsindustry contexts, choosingworks designed to blend,surprise, entertain orchallenge and justify theirchoice.• Use images from severalsources such as computerimages and photo copier asthe basis for an art work aspart of a communitydisplay about climatechange and say “I usedblack and white pictures toshow the starkness of theenvironment as if all thecolour and life was gone”).• Develop and perform amime or short play thatchallenges perceptionsabout disability, racism orsome other issue thatcrosses cultures and say“we used mime so thatlanguage wouldn’t stopsome people from knowingwhat we wanted to say andeveryone watching wouldget the message”.• Develop and perform adance exploring differentways of expressing thesame idea (e.g. a dancedemonstrating how ‘thewet’ affects differentmembers of thecommunity).• Exhibit media products incontemporary, publiccontexts for particulareffect (e.g. collaboratewith a local communitygroup to distribute leafletsand set up campaigndisplays explaining stemcell research, saying“leaflets provided us witha format for a short, sharpmessage about stem cellresearch; we used a photoof a dog with 2 heads toget their attention”).• Write music to accompanya silent movie, matchingthe mood to the musicsaying “we used the musicfor dramatic effect havingloud bangs when thingsdropped, fast music duringa chase and slow,romantic music during thelove scenes”.Bound for Success Scope and Sequence Statements V2 Page 78 Working Document Semester One 2007