INTRODUCTION The Arts is a learning area that draws together related, but distinct, art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging arts practices in each art form across a range of cultures and places. The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. There are five arts subjects: dance, drama, media arts, music and visual arts and all provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences. Arts and senior secondary pathways Students will undertake a subject that caters for their learning area development from the Year 10 . This will provide students with the background knowledge, skills and understandings to enable them to successfully proceed to appropriate NTCET Stage 1 Arts subjects. Year 10 to NTCET progression Year 10 NTCET Year 11 – Stage 1 NTCET Year 12 – Stage 2 Dance Dance Creative Arts Dance Creative Arts Drama Drama Creative Arts Creative Arts Media Arts Media Arts Visual Arts Creative Arts Visual Arts Creative Arts Design Music Music Advanced Music Experienced Creative Arts Music Individual Study Music Technology Music Styles Solo Performance Ensemble Performance Musicianship Creative Arts Performance Special Study Visual Arts Visual Arts Creative Arts Visual Arts Creative Arts
Students produce one or more investigation that analyse and respond to the products of individual arts practitioners and/or groups of current or past practitioners. Students demonstrate knowledge and understanding of the nature, concepts, techniques, and processes of the work of practitioners. It is recommended that written pieces be no more than 750 words. Investigation(s) should be assessed using: Knowledge and Understanding Analysis and Response. Assessment Type 2: Product(s) Students develop and present at one or more arts product and present a record of support materials that demonstrate the investigation, development, and production of product(s). Record of support materials should include evidence of: an understanding of the creative process investigation of relevant core concepts and creative arts in practice development and production processes productive work reflection on the processes and product(s). Product(s) should be assessed using: Practical Application Knowledge and Understanding Analysis and Response. Assessment Type 3: Practical Skills Students make and present one record of practical skills undertaken and a reflection on their learning that may be teacher led. The skills assessment should not repeat skills already developed through the creative arts product(s), but may be related. Teachers and students may use the practical skills assessment to diversify and introduce new skills for students. Skills Record - A skills focus could include, for example, learning and refining skills with the voice or an instrument; model-making; digital editing; painting technique; concept drawing; choreography; stage make-up; composing and arranging; or developing skills in a particular arts genre. Students could experiment with or explore media, materials, and techniques, practical skills, rehearse, or perform. Reflection - Students reflect on aspects of the skill(s) they have developed in the relevant arts discipline(s) with a recommendation of a maximum of 750 words for written pieces, 5 minutes for an oral presentation or equivalent in multi modal form. Practical Skills should be assessed using: Practical Application Knowledge and Understanding Analysis and Response.
C Generally considered and clear expression and communication of ideas relevant to the program focus. Competent use of the relevant arts process in the development and presentation of appropriate arts product(s). Competent application of key practical skills, techniques, and processes. Appropriate knowledge and understanding of core concepts specific to relevant arts discipline(s). Generally appropriate understanding and use of language specific to arts discipline(s). Knowledge of key arts media, materials, techniques, processes, and technologies. Competent analysis of arts products in terms of practitioners’ ideas and processes. Considered interpretation and reflection on personal arts ideas, and skills relevant to the program focus. Considered evaluation of own practical work and the response of others. Considered identification, use, and acknowledgment of appropriate sources. D Basic expression of an idea that may be relevant to the program focus. Some use of the relevant arts process in the development and/or presentation of a arts product. Some application of a practical skill, technique, or process. Some basic knowledge of selected core concepts. Use of some terms that may be relevant to arts discipline(s). Recognition of some aspects of arts materials, techniques, processes, or technologies. Recognition and description of a practitioner’s idea, intention, process, or decision in arts products. Superficial description and consideration of personal arts ideas, and/or skills with some relevance to the program focus. Some description and consideration of own practical work. Identification and some use of sources that inform the creative arts process. E Attempted expression of an idea that may be relevant to the program focus. Attempted use of the relevant arts process in the limited development or presentation of arts product. Attempted application of a practical skill, technique, or process. Some recognition of one or more selected core concepts. Limited use of terms that may be relevant to arts discipline(s). Emerging awareness of relevant arts media, materials, techniques, processes, or technologies. Some identification of a practitioner’s intention or process in an arts product. Attempted description and consideration of a personal arts idea, or skill with limited relevance to the program focus. Some description of own practical work. Identification and use of a source. SUPPORT MATERIALS Assessment integrity The Northern Territory Board of Studies Curriculum, Assessment, Reporting and Certification Policy Years 10-12 outlines the principles and processes that teacher’s and assessors follow to assure the integrity of student assessments. This policy is available on the NTCET website Advice on ethical study and research