Learning
Arts Electives

ART

In Year 9 Art students focus on developing and refining skills in both drawing and painting. Through the method of grid enlargement students create a large scale portrait, using line and tonal rendering. Students experiment with scale in painting, working on a large scale comic book style painting and a small scale landscape painting. These paintings focus on colour mixing and blending the gouache paint medium. Students study the history of art from Ancient Egypt through to Renaissance art and learn how to analysis artwork through a four stage analysis.

Areas of Study

Drawing Refinement of measurement and shading to show volume and form
Painting Refinement of brush technique, colour mixing and application
Sculpture Refinement of modelling techniques with the construction of a 3-D object where volume and form take on an extra dimension
History An important component in the semester unit, students will use a four-stage plan to describe, analyse, interpret and judge various works of art

Assessment

Being a practical subject, a major piece of work contributes to the formal exam mark. This piece is completed during normal classes.

In all other pieces, work effort, research and efficient use of class time contributes to a greater proportion of the assessment mark.

Semester Examination

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DANCE

Students undertake practical workshops where they develop their technical skills. Students learn about the muscular and skeletal systems. This knowledge is then connected to the dancer’s body and applied to safe dance practice. Students are introduced to compositional elements and given a group task where they create a dance using the compositional elements based on a natural disaster(s). Students also learn a group dance choreographed by the teacher. In this task the students are assessed on their ability to replicate the movements and their performance. All students present a solo that explored these qualities. The written examination assessed the student’s knowledge of safe dance practice, dance analysis and dance evaluation. Dance is divided into two dimensions.

Creating and Making

Create an atmosphere of learning that stimulates the growth of imagination and creativity and allows for the ability to work individually or as a group in choreographic tasks.

Increase knowledge of history and dance-related information through the use of written tasks, oral evaluations, and workshops from professional dance groups and dance educators.

Increase ability to compose dance sequences based on structured improvisation and problem-solving exercises to demonstrate knowledge and skill in the use of compositional elements and principles.

To show increased skill in the execution of a variety of dance techniques. To increase strength, clarity of movement and awareness of the body in space and in relationship to other dancers. This is exercised through:

Theatrical Style Dance

Composition (Choreography)

Performance skills (Solo and ensemble performance)

To improve strength in performance technique and in presentation of dance works.

To increase students’ memory skills

Exploring and Responding

Students will gain an appreciation of Dance through observation and description of professional and classroom activities.

Responding to creative movement by peers and public performances.

Respond and explore dance history and dance styles.

Critical analysis, observations and reflection in Dance Journal.

Exploration of basic anatomy and acknowledgement of this through practical exercises.


Assessment

Composition Task
Class Performance
Solo Performance
Dance History Presentation
Dance Journal
Technical Skills
Semester Examination

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DRAMA

Year 9 Drama focuses on creating, presenting and analysing devised performances that include real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. It also involves analysis of their own performance work and other student’s performances. Students use performance styles from a range of contexts associated with naturalism and non-naturalism. Students examine storytelling through the creation of solo and/or ensemble devised performance/s. They manipulate expressive skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance styles and document the processes they use. Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, conventions and performance styles from a range of contexts. They use performance and expressive skills to explore and develop role and character. Year 9 Drama takes the students on a journey through the wonderful world of non-naturalistism!

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MEDIA

In Year 9 Media students learnt the basic elements of photography and film including composition, image structure, capture, camera technique and presentation. Students developed their theoretical understandings of still and moving image through the creative practice of completing a Visual Communication Folio and the production of a short film.

Assessment

Visual Diary
Self Portrait
Short Film
Practical Examination
Theoretical Examination

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MUSIC

In Year 9 Music the major component of the course is Performance, which is broken down into: A) Group (ensemble) Performance, where – in conjunction with their classroom teacher – students get to work on and present music performances to an audience, and B) Solo Performance, where students – in conjunction with private Instrumental tutors – work on and present a 5-minute Solo recital & technical exercises on their chosen instrument (or voice) to the class. Students continue to refine their Aural & Theory knowledge from Year 7&8, which is assessed with a written examination at the end of the semester and they are taught how to analyse and compare YouTube pieces and compose a short piece of music using available music technology. There are no prerequisites for Year 9 Music, just a willingness to perform and play music. Having and maintaining regular private instrumental and/or voice lessons would be a benefit.

Units:

Group Performance

Students form Ensembles and work on a song/piece to present in a performance to an audience of other Year 9 Students and teachers. Students may perform on their chosen instrument, or elect to try a second one. Preparation takes place during 2 x 75 minute Practical periods per 10-day cycle over the first two-thirds of the semester, with the direct assistance of their classroom teacher. It is worth 18% of the total 50% performance mark.

Solo Performance

Students work on a song/piece to present in a 5 minute Solo performance on their chosen instrument. Performance is to the Music class and teacher only and includes demonstration of technical work, such as an exercise, warm-ups and/or scales. Preparation generally takes place over the course of the semester in student’s free time and during lessons with their private instrumental/voice teacher, where decisions are made as to what piece and technical work might suit the particular students level and ability (other provision may be made in the absence of a private tutor). Performances take place towards the end of semester, after the Group performances and are worth 32% of the total 50% performance mark.

YouTube Comparison Analysis

students are given examples to demonstrate the process and are then asked to write a short analysis comparing 2 different versions of a song/piece of their choice. They then submit this electronically, supplying links to their examples.

Composition

Students build on compositional techniques learnt in Year 8 to create a short Melody and Accompaniment composition. They may use available software such as: Garage Band, or Musescore (all freely available with iPad, or Desktop), or purchased music software such as Notion for iPad. They may also choose to record ‘live’ instruments and/or vocals, if they so wish

Music Theory/Aural exercises

Students build upon Theory and Aural learnt in Year 7&8 and complete regular exercises in a fun way to improve both their musical knowledge and listening skills. This culminates in a Written Examination at the end of the semester.


Assessment:

Performance (Solo and Group)

Theory/Aural Exam

YouTube Comparative analysis

Composition 

 

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THEATRE ARTS

In Year 9 Theatre Arts students begin by exploring a range of pre-modern theatrical styles including Elizabethan and Greek Theatre. Students are then introduced to Commedia dell’Arte through a series of workshops. These workshops lead to a performance task requiring students to demonstrate their understanding of the conventions of the style. The main body of work lies in the “Process and Performance” unit. Students are introduced to the three stages of production and present a folio detailing their creative choices for one area of stagecraft.  

Creating and Making

Students will learn:

  • characteristics of theatrical work from practitioners from the pre- modern era
  • to research a variety of stimuli including play script texts, visual texts, audio…etc, and how these stimuli help shape performance
  • to develop and apply knowledge of theatrical stagecraft in collaborative processes
  • to describe the interrelationship between the actor and audience
  • to collaboratively rehearse, refine and perform a prescribed text to the general public
  • The production process and contribute as a part of a production team


Exploring and Responding

Students will learn:

  • How to interpret text through the use of stagecraft other than acting
  • How to research and apply stagecraft other than acting to interpret playscripts
  • How acting techniques are applied during peer and professional performance
  • How to analyze performance work and explain how stagecraft provides meaning and depth to a performance;
  • How to describe the ways in which meaning is constructed by an audience
  • How to use theatre language, terminology and expressions appropriately


Assessment

Theatre Research Task
Commedia Dell'Arte
Process and Performance
Theatre Folio and Journal
Semester Examination

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VISUAL COMMUNICATION DESIGN

During the semester students completed a number of Design and Technical Drawing units. Page Layout and Pictographs were the first areas studied. The Business Design was the major project in the term and combined the use of ICT in the finished piece. House Design and Pictorial Drawing introduced a number of new drawing systems which are an important component in this subject.

Students use these skills to resolve a number of tasks during the semester. 

The visual diary is an important component of the course.  It records the resources, planning and annotation of each unit and is a significant part of each assessment.

Units

  • Lettering and Page Layout
  • Pitographs
  • Business Design – students use Publisher to create and print a letterhead and business card
  • Pictorial Drawing


Assessment

Pictorial Drawing
Business Symbol
Development Scrapbook
Semester Examination