Students will understand the role of metalanguage in research and application in regard to media. Areas of focus include; Representation and Genre Practical skill development in a range of media forms Film analysis Research skill Understanding social values in construction of media texts New Media its role, impact and future considerations Understanding media influence and the concept of regulation and censorship The Product creation is both individual and group project.
The tasks are a mixture of think-pair-share and group collaboration with a high degree of discussion and examination Students are expected to work on their project and its production design plan in their own time. They are expected to fulfil the outcomes of practical units by self direction. On completion of this study the student should be able to use a range of technical equipment, applications and media processes and evaluate the capacity of these to present ideas, achieve effects, and explore aesthetic qualities in media forms.
A dialogic classroom that provides the encouragement to voice thoughts and ideas in a manner that is engaging and inclusive and prepared to go off curriculum is the technique at NCAT. This has proven to support and enhance student scores and participation, which gets young people thinking and responding to texts and meanings both inside and outside the classroom.
The dialogic classroom is a unique style that has powerful learning at its core. Music Investigation. This subject is based on group or solo performance, and involves aural comprehension, music theory, composition, improvisation and a range of activities related to performance. In this subject, students select a work from a prescribed list as the basis for an investigation of a Focus Area. Students present a report that discusses characteristics, techniques and performance practices of works representative of a Focus Area.
Students develop relevant instrumental and performance techniques and apply performance practices. Together these areas of study require students to apply extensive skills in performance, aural awareness, transcription, music theory and analysis. On completion of this unit the student should be able to evaluate and present their interpretive approach to a program of works; they should be able to compose, improvise, arrange and perform a music work and discuss the use of music characteristics, instrumental techniques, performance techniques and conventions in the work; and they should be able to demonstrate artistic intent and understanding of the Focus Area in a cohesive and engaging performance of music works.
NCAT is equipped with state-of-the-art rehearsal room facilities, a recording studio, music classrooms with state-of-the-art music software, and a vast range of quality musical instruments and hardware available for student use. Music Performance. Students undertake performances of group and solo work, develop listening skills, learn to sing or play music and understand written notation. Students are encouraged to investigate music in a way that resonates with them, contribute styles and genres to the program and collaborate in new ways with each other offering the best possible exposure to the widest variety of music education.
This subject focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They undertake study to optimise their own approach to performance.
Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances. They will use electronic and digital technologies in making and sharing music and communicating ideas about music; explore and expand personal music interests, knowledge and experiences; use imagination, creativity and personal and social skills in music making; access pathways for further education, training and employment in music; participate in life-long learning in music and be involved in the musical life of their community.
On completion of this unit, students should be able to prepare and perform a musically engaging program of group and solo works. In this subject, students select a program of group and solo works representing a range of styles and diversity of character for performance.
They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. They develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis. Students choose whether they will present their end-of-year performance examination program as a soloist OR as a member of a group This subject comprises three areas of study: Performance, Performance Technique and Musicianship.
Students select a program of contrasting group and solo works that demonstrate a range of music styles, diversity of character and a range of technical, stylistic and interpretative demands. Students practise a range of technical work and exercises selected to extend and improve command of instrumental and performance techniques. They develop an understanding of the relevance of technique to their performance of selected group and solo works.
Students practise and refine their ability to notate music by hand. They develop an understanding of ways expressive elements of music can be interpreted in the performance of music works. Music Style and Composition.
This subject involves exploring a range of music, creating and analysing music, and how people create music. Based on practical projects, and with a focus on sustainability, students will research, analyse, and produce pieces that explore contemporary trends.
Students are supported as they assume the role of a designer-maker in the design and creation of a product. The Victorian Certificate of Applied Learning is a highly engaging senior secondary qualification. It aims to provide the skills, knowledge and attributes to enable students to make informed choices about employment and educational pathways. If you're returning to study, find out how you can study the VCAL, choose units and achieve your senior secondary certificate.
The awards also recognise the exceptional efforts of committed teachers and community partners who have played significant roles within the VCAL program. You may be trying to access this site from a secured browser on the server.
Please enable scripts and reload this page. Turn on more accessible mode. Email required Address never made public. Name required. Enter your email to receive updates Email Address: Submit. Recent Posts Yerp has launched! Blog at WordPress. Follow Following. Sign me up. This supports schools to build VET teacher and trainer capacity, enabling schools to be more responsive to student demand for specific VET qualifications.
This initiative provides a pathway into VET teaching for industry professionals who are interested in teaching VET for secondary students. This VET Employment Based Pathways initiative allows participants to explore a variety of teaching styles, strategies, and to develop valuable networks with like-minded teachers from across Victoria. The program is designed to include a blended model which uses intensive, face-to-face teaching blocks with periods of online learning in order to optimise extended professional experience opportunities.
For enquiries or further information about either of these programs, contact the Workforce Unit at vocational. Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language.
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