Your search for "climate change" returned 11 result(s)
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Elaboration ACAMAR078

discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or …

literacy personal-social critical-creative information-communication

Elaboration | ACAMAR078 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACAMUM084

Considering viewpoints – forms and elements: For example – How did the music change? How many different sections are there in the music?

critical-creative

Elaboration (3) | ACAMUM084 | Content Descriptions | Years 3 and 4 | Music | The Arts | F-10 curriculum

Elaboration (2) ACAVAM128

Considering viewpoints – forms: For example – If it was made from different material or be produced in a different form, would the meaning of the artwork change?

critical-creative

Elaboration (2) | ACAVAM128 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (1) ACAVAM129

Considering viewpoints – philosophies and ideologies: For example – How does this artwork change your opinion on this issue? What art theory would you use to analyse this work?

critical-creative

Elaboration (1) | ACAVAM129 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (4) ACAMAM062

Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?

critical-creative

Elaboration (4) | ACAMAM062 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

Elaboration (4) ACAMAM063

Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?

critical-creative

Elaboration (4) | ACAMAM063 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

Elaboration (2) ACAMAM074

Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?

critical-creative

Elaboration (2) | ACAMAM074 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum

Elaboration (4) ACAVAR131

interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change

critical-creative literacy

Elaboration (4) | ACAVAR131 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (3) ACAMAM062

selecting combinations of media materials to represent the same person, location or idea in different ways, for example, using different music or sound effects to change the meaning of a story

critical-creative literacy

Elaboration (3) | ACAMAM062 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

Elaboration (1) ACAMAM074

utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements

critical-creative literacy

Elaboration (1) | ACAMAM074 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum

Elaboration (6) ACADAR019

investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)

personal-social critical-creative literacy intercultural-understanding sustainability

Elaboration (6) | ACADAR019 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

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