Performing Arts

Performing Arts IconPerforming Arts

The Performing Arts program at Kingsbury Primary School is designed and planned in accordance with the Victorian Curriculum. Focus areas are designed to inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Curriculum Focus Areas:


Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving both individually and collaboratively. They choreograph, perform and appreciate as they engage with dance practice and practitioners in their own and others’ cultures and communities.

The Dance curriculum aims to develop students’:

  • Body awareness and technical and expressive skills to communicate through movement confidently, creatively and intelligently.
  • Choreographic and performance skills and appreciation of their own and others’ dances.
  • Aesthetic, artistic and cultural understandings of dance in past and contemporary context sits relationship with other arts forms and contributions to cultures and societies a respect for and knowledge of the diverse purposes, traditions, histories and cultures of dance by making and responding as active participants and informed audiences.

Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. Through role and dramatic action students explore, imagine and take risks to communicate ideas, experiences and stories. Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.

The Drama curriculum aims to develop students’:

  • Confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own creativity through drama.
  • Knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning.
  • Sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences.
  • Knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.

In Media Arts students make and respond using Media Arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Media Arts engages students in discovery, experimentation and problem—solving, and the development of perception about visual images, sound and text. Students utilise techniques, technologies, practices and processes with images, sound and text and become increasingly confident and proficient in achieving their personal visual aesthetic, and appreciating and valuing that of others.

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.

Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding, which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, effective, motor, social and personal competencies of students.

The Music curriculum aims to develop students’:

  • Confidence to be creative, innovative, thoughtful, skilful and informed musicians.
  • Skills to listen, improvise, compose, interpret, perform, and respond with intent and purpose.
  • Aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions.
  • Understanding of music as an aural art form, its relationship with other arts forms and contributions to cultures and societies.