Level 1
Understanding the Arts in Context |
Developing Practical Knowledge |
Developing Ideas |
Communicating and Interpreting |
Dance Students will: • Demonstrate an awareness of dance in their lives and in their communities. |
Dance • Explore movement with a developing awareness of the dance elements of body, space, time, energy, and relationships. |
Dance • Improvise and explore movement ideas in response to a variety of stimuli. |
Dance • Share dance movement through informal presentation and share their thoughts and feelings in response to their own and others’ dances. |
Drama Students will: • Demonstrate an awareness that drama serves a variety of purposes in their lives and in their communities |
Drama • Explore the elements of role, focus, action, tension, time, and space through dramatic play |
Drama • Contribute and develop ideas in drama, using personal experience and imagination |
Drama • Share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas in their own and others’ work. |
Music – Sound Arts Students will: • Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities |
Music – Sound Arts • Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics, and tone colour. |
Music – Sound Arts • Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination. • Explore ways to represent sound and musical ideas. |
Music – Sound Arts • Share music making with others. • Respond to live and recorded music. |
Visual Arts Students will: • Share ideas about how and why their own and others’ works are made and their purpose, value, and context. |
Visual Arts • Explore a variety of materials and tools and discover elements and selected principles. |
Visual Arts • Investigate visual ideas in response to a variety of motivations, observation, and imagination. |
Visual Arts • Share the ideas, feelings, and stories communicated by their own and others’ objects and images. |
Level 2
Understanding the Arts in Context |
Developing Practical Knowledge |
Developing Ideas |
Communicating and Interpreting |
Dance Students will: • Identify and describe dance in their lives and in their communities. |
Dance • Explore and identify, through movement, the dance elements of body, space, time, energy, and relationships. |
Dance • Use the elements of dance in purposeful ways to respond to a variety of stimuli. |
Dance • Share dance movement through informal presentation and identify the use of the elements of dance. |
Drama Students will: • Identify and describe how drama serves a variety of purposes in their lives and their communities. |
Drama Explore and use elements of drama for different purposes. |
Drama • Develop and sustain ideas in drama, based on personal experience and imagination. |
Drama • Share drama through informal presentation and respond to elements of drama in their own and others’ work. |
Music – Sound Arts Students will: • Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities. |
Music – Sound Arts • Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices. |
Music – Sound Arts • Improvise, explore, and express musical ideas, drawing on personal experience, listening, and imagination. • Explore ways to represent sound and musical ideas. |
Music – Sound Arts • Share music making with others, using basic performance skills and techniques. • Respond to live and recorded music. |
Visual Arts Students will: • Share ideas about how and why their own and others’ works are made and their purpose, value, and context. |
Visual Arts Students • Explore a variety of materials and tools and discover elements and selected principles. |
Visual Arts Students Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination. |
Visual Arts Students • Share the ideas, feelings, and stories communicated by their own and others’ objects and images. |
Level 3
Understanding the Arts in Context |
Developing Practical Knowledge |
Developing Ideas |
Communicating and Interpreting |
Dance • Explore and describe dances from a variety of cultures. |
Dance Use the dance elements to develop and share their personal movement vocabulary. |
Dance • Select and combine dance elements in response to a variety of stimuli. |
Dance • Prepare and share dance movement individually and in pairs or groups. • Use the elements of dance to describe dance movements and respond to dances from a variety of cultures. |
Drama Investigate the functions and purposes of drama in cultural and historical contexts. |
Drama • Use techniques and relevant technologies to explore drama elements and conventions. |
Drama • Initiate and develop ideas with others to create drama. |
Drama • Present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies combine to create meaning in their own and others’ work. |
Music – Sound Arts Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts. • Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities. |
Music – Sound Arts • Explore and identify how sound is made and changed, as they listen and respond to music and apply knowledge of the elements of music, structural devices, and technologies. |
Music – Sound Arts • Express and shape musical ideas, using musical elements, instruments, and technologies in response to sources of motivation. • Represent sound and musical ideas in a variety of ways. |
Music – Sound Arts • Prepare and present brief performances of music, using performance skills and techniques. • Respond to and reflect on live and recorded music. |
Visual Arts Students Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued. |
Visual Arts Students • Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes. |
Visual Arts Students • Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works. |
Visual Arts Students • Describe the ideas their own and others’ objects and images communicate. |
Level 4
Understanding the Arts in Context |
Developing Practical Knowledge |
Developing Ideas |
Communicating and Interpreting |
Dance • Explore and describe how dance is used for different purposes in a variety of cultures and contexts. |
Dance Apply the dance elements to extend personal movement skills and vocabularies and to explore the vocabularies of others. |
Dance • Combine and contrast the dance elements to express images, ideas, and feelings in dance, using a variety of choreographic processes. |
Dance • Prepare and present dance, with an awareness of the performance context. • Describe and record how the purpose of selected dances is expressed through the movement. |
Drama Investigate the functions, purposes, and technologies of drama in cultural and historical contexts. |
Drama • Select and use techniques and relevant technologies to develop drama practice. • Use conventions to structure drama. |
Drama • Initiate and refine ideas with others to plan and develop drama. |
Drama • Present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies create meaning in their own and others’ work. |
Music – Sound Arts Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts. • Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities. |
Music – Sound Arts • Apply knowledge of the elements of music, structural devices, and technologies through integrating aural, practical, and theoretical skills. |
Music – Sound Arts • Express, develop, and refine musical ideas, using the elements of music, instruments, and technologies in response to sources of motivation. • Represent sound and musical ideas in a variety of ways. |
Music – Sound Arts • Prepare, rehearse, and present performance of music, using performance skills and techniques. • Reflect on the expressive qualities of their own and others’ music, both live and recorded. |
Visual Arts Students Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued. |
Visual Arts Students • Explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes. |
Visual Arts Students Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works. |
Visual Arts Students • Explore and describe ways in which meanings can be communicated and interpreted in their own and others’ work. |
Level 5
Understanding the Arts in Context |
Developing Practical Knowledge |
Developing Ideas |
Communicating and Interpreting |
Dance • Compare and contrast dances from a variety of past and present cultures and contexts |
Dance • Develop a variety of skills, dance techniques, vocabularies, and movement practices |
Dance • Manipulate the elements and explore the use of choreographic devices and structures to organise dance movement. |
Dance • Prepare, rehearse, and perform dance with an awareness of production technologies. • Reflect on and describe how choreography communicates ideas, feelings, moods, and experiences. |
Drama Investigate the characteristics, purposes, and function of drama in a range of contexts. |
Drama • Select and use techniques, conventions, and relevant technologies for specific drama purposes. |
Drama Select and refine ideas to develop drama for specific purposes. |
Drama • Present and respond to drama and describe how drama combines elements, techniques, conventions, and technologies to create structure and meaning in their own and others’ work. |
Music – Sound Arts • Compare and contrast the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts. • Investigate how music serves a variety of purposes and functions in their lives and in their communities. |
Music – Sound Arts • Apply knowledge of the elements of music, structural devices, stylistic conventions, and technologies through integrating aural, practical, and theoretical skills. |
Music – Sound Arts • Use musical elements, instruments, technologies, and conventions to express, develop, and refine structured compositions and improvisations. • Represent compositions and improvisation frameworks, using appropriate conventions. |
Music – Sound Arts • Prepare, rehearse, and present performances of music, using a range of performance skills and techniques. • Reflect on the expressive qualities of their own and others’ music, both live and recorded. |
Visual Arts Students • Investigate and consider the relationship between the production of art works and their contexts and influences |
Visual Arts Students Apply knowledge of selected conventions from established practice, using appropriate processes and procedures. |
Visual Arts Students • Generate, develop, and refine ideas in response to a variety of motivations, including the study of established practice. |
Visual Arts Students Compare and contrast the ways in which ideas and artmaking processes are used to communicate meaning in selected objects and images. |