Media Arts - Curriculum  
       What we teach?
Note:  The Arts strand is divided into Five subjects. Media arts is part of arts structure.
The Victorian curriculum is based on the Australian Curriculum structure.
See link to ACARA below:

https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/media-arts
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Victorian Curriculum:

Media Arts

Rationale
The Media Arts curriculum encompasses the fields of media, art and design. In Media Arts, students create visual representations that communicate, challenge and express their own and others’ ideas, as both artist and audience. They develop their perceptual and conceptual understandings, critical reasoning and practical skills through exploring the world through the media arts. Students learn about the role of the artist and designer, their contribution to society, and the significance of the creative industries. Learning in the Media Arts helps students to develop understandings of their own and other cultures, and their responsibilities as global citizens”. 
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Aims
The Media Arts curriculum aims to develop students’:
  • conceptual and perceptual ideas and representations through design and inquiry processes
  • understanding of the use of the techniques, materials, processes and technologies
  • critical and creative thinking skills, Media Arts languages, knowledge of Media Arts theories and practices
  • respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, designers, commentators and critics
  • understanding of Media Arts social, cultural and industry practices
  • confidence, curiosity, imagination, enjoyment and a personal aesthetic. 

Making and Responding in Media Arts
Making includes learning about and using knowledge, skills, techniques, processes, materials and technologies in media arts practices, and to make media artworks that communicate ideas and intentions. Involves using techniques, technologies and processes to design, produce and distribute media artworks. As students make they consider both the audience and their own response to developing artworks as an artist. 
Responding includes exploring, analysing and interpreting media artworks. Students explore, view, analyse and participate in media culture. As students respond to artworks they draw on the knowledge, understanding and skills acquired through their experiences in making artworks.

 
Key Media Arts areas
Students develop knowledge and understanding of five key areas:
  • the media languages used to tell stories
  • the technologies which are essential for producing, accessing and distributing media
  • the various institutions that enable and constrain media production and use
  • the audiences for whom media arts products are made and who respond as consumers, citizens and creative individuals
  • the constructed representations of the world, which rely on shared and disputed social values and beliefs.
  1. Technical and symbolic elements
The technical and symbolic elements of media arts, including composition, space, time, movement, sound, colour and lighting, work together to create meaning in different contexts and forms for different purposes.
  1. Story principles
The elements of media arts are combined and shaped using story principles of structure, intent, characters, settings, points of view and genre conventions.
  1. Viewpoints
In both Making and Responding, students learn that meanings can be generated from different viewpoints and that these shifts according to different world experiences. As students make, investigate or critique media artworks as producers and consumers of media artworks, they ask and answer questions to interrogate the practice of the artist, the representation of meanings and the interpretations of the consumer. Meanings and interpretations are informed by the contexts of societies, cultures and histories, and an understanding of how elements, materials, skills and processes are used. These questions provide the basis for making informed critical judgments about the student’s own media artworks and the media artworks they see, hear, interact with and consume as audiences. 

  1. Techniques and processes
The skills, techniques and processes to create media artworks are developed through the three stages of production:
·       pre-production including scriptwriting, storyboarding, sketching designs, planning, research
·       production including capturing, recording, directing
·       post-production including mixing, editing, assembling, laying out, distributing.

Resource link to Victorian curriculum and Assessment Authority:
victoriancurriculum.vcaa.vic.edu.au/the-arts/media-arts/introduction/learning-in-media-arts

There are 4 strands; Explore and present, media

arts practice, present and perform, repsond and

interpret.


Diversity and Inclusion

Inclusivity and Diversity
Inclusive Education for students with disability 
Inclusion UNESCO 
Diversity in Australian Education ACER
Student Diversity ACARA
Diversity and Australian Education Steve Dinham ACER
Students with disability ACARA
English as an additional language or dialect ACARA
Gifted and talented students ACARA
Student Diversity Resources ACARA
 
The Australian Human Rights Commission: https://www.humanrights.gov.au/
The student wellbeing hub: https://studentwellbeinghub.edu.au– a resource available help create learning communities, development of respectful relationships and is guided by the principles of the National Safe Schools Framework. 
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Curriculum links

General Capabilities

General Capabilities ACARA
Critical and Creative thinking capabilities ACARA
Ethic Understanding capability ACARA
Intercultural capability
Information and communication technology 


Cross Curriculum Capabilities
Cross Curriculum Priorities Cross curriculum priorities ACARA
ATSI information VCAA
Learning about Asia and Australia's engagement with Asia VCAA

​Humanity Foundation website (www.togetherforhumanity.org.au) and browse the Difference Differently online modules. ​

Government Publications Policy and Papers

amplify_dept_of_ed_vic_draft_2018.pdf
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inclusive_education_for_students_with_disability_-_a_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf
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the_arts_and_australian_education__realising_potential.pdf
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national_declaration_on_the_educational_goals_for_young_australians.pdf
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australian-professional-standards-for-teachers.pdf
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revisedf-10curriculumplanningreportingguidelines.pdf
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2_media_arts_foundation-level_10_update.pdf
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