Report+(Section+4)


 * Criteria for Assessment - Task 3 Performance**

One person in each group** will have to submit the report for Task 3 in the LMS
 * 4. Report (addresses the appropriate VELS standards, describes how this type of activity would be included within the primary curriculum)

Submit a report outlining:

the rationale for the piece,

the VELS standards addressed,

Creating and making ** The //Creating and making //dimension focuses on ideas, skills, techniques, processes, performances and presentations. It includes engagement in concepts that emerge from a range of starting points and stimuli. Students explore experiences, ideas, feelings and understandings through making, interpreting, performing, creating and presenting. Creating and making arts works involves imagination and experimentation; planning; the application of arts elements, principles and/or conventions; skills, techniques and processes; media, materials, equipment and technologies; reflection; and refinement.  At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works.  The //Exploring and responding //dimension focuses on context, interpreting, and responding, criticism and aesthetics. It involves students analysing and developing understanding about their own and other people’s work and expressing personal and informed judgments of arts works. Involvement in evaluating meaning, ideas and/or content in finished products is integral to engagement in the Arts.  Exploration of, and response to, expressive qualities of arts works is informed by critical analysis of the use of elements, content and techniques and discussion about the nature, content, and formal, aesthetic and/or kinaesthetic qualities of arts works.  They investigate a range of sources to generate ideas and manipulate arts elements, principles and/or conventions in a range of arts disciplines and forms as they explore the potential of ideas. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times. They evaluate the effectiveness of their arts works and make changes to realise intended aims. They consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences.   At this level students begin to explore the interdisciplinary nature of arts disciplines; for example, by making installations that incorporate a number of Visual Arts forms, by creating performances that include combinations of Music, Dance and Drama, and/or by combining visual and performance arts forms. In programs associated with Level 4, students should have experience in at least two arts disciplines. <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">They learn about ways to design, improvise, represent, interpret, make and present arts works that communicate feelings and their interests and understanding of themselves, their relationships and other people. For example: <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;"> <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">• in Dance, students mirror the movements of a partner and then perform the same movements expressing contrasting emotions; <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;"> <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">• in Drama, students role-play situations and events, sustaining role/character throughout their group or solo performance. <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;"> <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">They experiment with imaginative and innovative ways of generating ideas and manipulating arts elements, principles and/or conventions to explore the potential of ideas, gaining inspiration from a broad range of sources, including arts works from different cultures, styles and historical contexts. For example: <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;"> <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">• in Music, students listen to and discuss the mood created in selected advertisement jingles or sound tracks for a cartoon or a theme for a movie character, then using a variety of sound sources and a range of sounds they create two arrangements of group-devised music to convey two different moods. <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">Students research, improvise, practise and rehearse skills, techniques and processes, using a range of media, materials, equipment and technologies. With some guidance, they maintain a record of their planning and development (for example, in a visual diary or multimedia journal) noting when they are achieving their aim. They also record the refining of specific aspects of the work when ideas or attempts are not realising their intended purpose. <span style="font-family: 'StoneSans','sans-serif'; font-size: 10pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">
 * VELS – LEVEL 4 / THE ARTS ** - (some mumbo jumbo reference material)
 * <span style="font-family: DaxCondensed-Bold; mso-bidi-font-family: DaxCondensed-Bold; mso-fareast-language: EN-AU;">
 * <span style="font-family: DaxCondensed-Bold; mso-bidi-font-family: DaxCondensed-Bold; mso-fareast-language: EN-AU;"> Exploring and responding **
 * <span style="font-family: 'StoneSans','sans-serif'; font-size: 10.5pt; mso-bidi-font-family: StoneSans; mso-fareast-language: EN-AU;">Learning Focus **<span style="font-family: DaxCondensed-Bold; font-size: 10pt; mso-bidi-font-family: DaxCondensed-Bold; mso-fareast-language: EN-AU;">

how this type of activity would be inculded within the primary curriculum.