Communicating Arts Ideas
In this strand, students generate arts works that communicate ideas by creating, interpreting, exploring, developing and presenting ideas in and through the arts. In particular, they make arts works that communicate original ideas; make arts works that interpret arts ideas, taking known ideas and transforming them by exploration and experimentation; explore arts ideas by using direct experience, observation, curiosity, research, imagination and emotions; develop their arts ideas to satisfying conclusions using a range of creative processes; and communicate their arts ideas through presenting or performing them for a variety of purposes and a range of audiences.
Communication is an integrated process involving the relationship between the makers and audiences of arts works. This strand includes the complete range of communication processes students engage in when they generate and experiment with ideas: using arts languages; bringing new arts works into existence; reworking and transforming existing arts works or ideas; working individually or in groups; applying arts skills and processes, such as problem solving, rehearsing, structuring and shaping arts works; incorporating their understanding of historical, social and cultural knowledge; presenting them for others and using feedback from others in doing so.
In keeping with the spiral curriculum model outlined in the Curriculum Framework, students at earlier levels make simpler arts works which, as they progress through levels, become increasingly complex in the ways they communicate ideas. They move from being structured by given tasks and limited choices to being more independent and self-directed. At later levels, their arts works reflect a capacity to understand and use a wide diversity of ideas and to extend, manipulate and integrate them in unique ways.
In communicating arts ideas, students integrate all other strands and major outcomes.
Using Arts Skills, Techniques, Processes, Conventions and Technologies
Students understand how they choose from a repertoire of appropriate tools in making and appreciating the arts. In particular, they use a repertoire of appropriate arts skills, techniques and processes to participate in and understand the arts; they use the conventions of the arts confidently and appropriately; and they use and adapt traditional and emerging technologies to create, explore, develop and communicate.
In earlier levels, students work with simple tools and processes which are appropriate to their physical development - their motor skills, coordination, size of hands, visual and aural discrimination skills. They use arts languages and technologies that are appropriate to their level of understanding of the arts and to the particular arts forms of dance, drama, media, music and visual arts.
As they progress through the levels, they make increasingly independent choices from a range of available tools and their understanding of skills, techniques, conventions and technologies becomes increasingly complex. They are able to relate the way they use arts tools to the ideas they communicate and connect with them specific forms or styles. They use technology in appropriate ways to enhance their arts works and activities.
In using arts skills, techniques, processes, conventions and technologies, students integrate all other strands and major outcomes.
Responding To, Reflecting On and Evaluating The Arts
Students use their aesthetic understanding to respond to, reflect on and evaluate the arts. In particular, they respond to arts experiences using processes of inquiry; they describe, analyse, interpret and evaluate their experiences as they create and respond to their own arts works and activities; they use the specific terminology and language of the arts and respond to their arts experiences by talking and writing about them or by doing other arts activities; they reflect on the creative and thinking processes of their arts experiences and they evaluate the arts works of others and make informed judgements about them using their critical and cultural values and a range of critical frameworks.
At earlier levels, the responses of students to the arts move from being spontaneous and subjective to focusing on more objectively-observed details. They develop the ability to use critical frameworks - common shared structures for responding and evaluating arts works and activities. They develop increasingly complex and appropriate language for making their responses. At later levels, they use formal processes and are able to reflect on the values associated with their arts works and activities.
In responding to, reflecting on and evaluating the arts, students integrate all other strands and major outcomes.
Understanding the Role of The Arts in Society
Students understand the role of the arts in society and appreciate the ways in which the arts have shaped their own lives, contemporary societies and past times, places and people. In particular, they value the arts and show positive attitudes to their own continued involvement in learning and using the arts to create, express, understand and communicate; they understand their own arts heritage and recognise the diverse traditions that contribute to Australian arts; and they understand how the arts vary according to time and place and apply this historical and cultural understanding in creating and responding to arts works; they recognise the contributions of the arts to the Australian economy.
At earlier levels, students work with familiar contexts such as their own families, the world of the school or local area. They understand, in increasingly complex ways, the purpose and functions of the arts in Australian and other societies. At later levels, they understand the relationships between artists and arts works and the particular societies in which they were made. Through understanding the arts in these broader contexts, they also understand their own values about aesthetic experience as they are shown in their own lives. In understanding the role of the arts in society, students integrate all other strands and major outcomes.
These major outcomes and strands are interrelated and interconnected. All are equally important and are developed concurrently.
From: http://www.eddept.wa.edu.au/centoff/outcomes/arts/artsmenu.htm
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