In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and othersâ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, studentsâ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Dance, students:
extend their awareness of the body as they incorporate actions using different body parts, body zones and bases
explore and experiment with directions, time, dynamics and relationships using groupings, objects and props
extend their fundamental movement skills by adding and combining more complex movements
use technical skills including accuracy and awareness of body alignment
explore meaning and interpretation, elements and forms including shapes and sequences of dances as they make and respond to dance
use expressive skills including projection and focus when performing dance for themselves and others.
By the end of Year 4, students describe and discuss similarities and differences between artworks they make and those to which they respond. They discuss how they and others organise the elements and processes in artworks.
Students collaborate to plan and make artworks that communicate ideas.
By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending on the purpose.
Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.