[[SYLLABUS_V1]]
NSW|Early Stage 1|PHE-SMI-01 - PDHPE|Identifies and demonstrates self-management and interpersonal skills.|Identify and describe various emotions.|Students use the changing facial expressions craft to identify and describe different emotions shown by the eyes and mouth.
NSW|Early Stage 1|CAE-DRA-01 - Creative Arts Drama|Experiments with and identifies ways feelings, ideas, roles and situations are embodied and enacted in drama.|Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters.|Students use the face craft as a prop to explore feelings and characters through changing expressions.
NSW|Early Stage 1|ENE-UARL-01 - English|Understands and responds to literature read to them.|Understand that characters in texts are represented by how they look, what they say and do, and their thoughts.|Students listen to a story and use the changing expressions craft to show how they imagine a character looks, based on what the character says, does and thinks.
NSW|Stage 1|PH1-SMI-01 - PDHPE|Describes and demonstrates self-management and interpersonal skills in a range of contexts.|Identify and describe the connection between feelings, words and body language.|Students connect facial expressions with feelings, words and body language when discussing how someone might be feeling on R U OK? Day.
NSW|Stage 1|CA1-DRA-01 - Creative Arts Drama|Makes and performs drama to embody and enact characters, ideas and stories, and describes ways that drama communicates ideas.|Embody a role or character using language, facial expressions and movement.|Students use facial expressions on the craft to represent a character’s feelings and communicate ideas.
NSW|Stage 1|EN1-UARL-01 - English|Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose.|Identify the language, dialogue, actions, images or music that create a reader response to a character.|Students identify words, dialogue or actions in a story that give clues about a character’s feelings, then create a matching facial expression on the craft.
NSW|Stage 2|PH2-SMI-01 - PDHPE|Explains and applies self-management and interpersonal skills in a range of contexts.|Describe how an individual’s emotional responses to situations can affect others.|Students discuss how different facial expressions may show emotional responses and how these emotions can affect friends and classmates.
NSW|Stage 2|CA2-DRA-01 - Creative Arts Drama|Makes and performs drama to embody and enact characters, ideas and stories for an audience, and describes ways the dramatic elements are used to convey meaning.|Experiment with ways to embody and enact the qualities, attitudes and movements of a character.|Students experiment with expression combinations to represent character qualities, attitudes and feelings.
NSW|Stage 2|EN2-UARL-01 - English|Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts.|Describe how characters invite emotional engagement with literature.|Students describe how a character’s actions or dialogue make the reader feel, then use the craft to represent the imagined expression that matches those emotional cues.
NSW|Stage 3|PH3-SMI-01 - PDHPE|Evaluates and applies self-management and interpersonal skills in a range of contexts.|Explain how emotional responses to situations can impact decision-making and relationships.|Students analyse the expressions they create and discuss how recognising emotions can support decision-making, relationships and checking in with others.
NSW|Stage 3|CA3-DRA-01 - Creative Arts Drama|Makes and performs drama to shape meaning using the dramatic elements, and explains how meaning is conveyed to audiences and ways contexts influence drama.|Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes.|Students use facial expressions, voice and movement to show a character’s feelings and practise communicating meaning to others.
VIC|Foundational|VC2ADRFE01 - Drama|explore how and why drama is important for people and communities|exploring how facial expressions, gestures and other ways of moving, and voice and language can communicate emotions and feelings in drama, for example through characters, rhymes, songs or chants from different times and cultures|Students create the Changing Expressions face, then use the different eyes and mouths to act out how a character might feel. The teacher prompts students to use facial expression, gesture and voice to show happy, sad, angry, scared or confused characters.
VIC|Levels 1 and 2|VC2E1LA01 - English|explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands|viewing short films and discussing how characters use words and body language to convey emotions|Students adjust the craft’s eyes and mouth to create an expression, then describe what the character might say and how their face/body helps communicate the emotion.
VIC|Levels 3 and 4|VC2E3LE03 - English|discuss how an author uses language and illustrations to build plots and portray characters and settings in literary texts, and explore how mood is created through settings and events|discussing the language used to describe the traits of characters in stories, their actions and motivations, for example ‘Dev was so lonely; he desperately wanted a pet, so he hatched a plan to get what he wanted.’|Students choose a story character, build a facial expression for that character, then explain what has happened in the story and what language or illustration clues show the character’s feelings.
VIC|Levels 5 and 6|VC2HP6P06 - Health and Physical Education|apply strategies to manage emotions and analyse how emotional responses influence interactions|analysing how appropriate emotional responses have a positive impact on relationships (MH, RS)|Students create several expression combinations and discuss how each emotion could affect a peer interaction. They identify respectful strategies for responding when someone looks upset, worried, angry or excited.
VIC|Foundational|VC2CPFS01 - Personal and Social Capability|verbal and non-verbal ways to recognise and identify emotional responses and situations associated with them|identifying how characters feel in stories and movies and the range of words that could be used to describe their emotions|Students use the Changing Expressions craft to slide between different eyes and mouths, then name the emotion shown. The teacher connects each expression to a familiar situation or story character and asks students to describe how the character might feel.
VIC|Levels 1 and 2|VC2CP2S02 - Personal and Social Capability|simple help-seeking and other productive coping strategies, and when and how to use them; verbal and non-verbal ways to express emotions and empathise with the feelings of others|collectively defining ‘empathy’ and creating a Y-chart of what it looks like, sounds like and feels like in the context of the classroom|Students create different facial expressions with the craft, then discuss what empathy might look like, sound like and feel like when someone is happy, sad, angry or scared.
VIC|Levels 3 and 4|VC2CP4S02 - Personal and Social Capability|strategies for providing peer support, an extended range of help-seeking and other productive coping strategies, and when and how to use them; strategies for communicating emotions and expressing empathy for feelings and needs communicated by others|practising interpreting the possible emotions of others by observing their body language, using stories and videos as stimulus|Students use the face craft as a stimulus to interpret possible emotions from eyes, mouths and body language. They then role-play supportive responses, such as checking in, listening or offering help.
VIC|Levels 5 and 6|VC2CP6S01 - Personal and Social Capability|how and why emotional responses and behaviour change in different personal and social contexts|analysing stories or movies to identify and explain the links between emotions and behaviour in different contexts|Students choose a character from a story or scenario, make a matching facial expression with the craft, and explain how the character’s emotions and behaviour may change depending on the social situation.
QLD|Foundational|AC9HPFP03 - Health and Physical Education|Express and describe emotions they experience.|Identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused.|Students use the different eye and mouth combinations to name emotions, describe how each face might feel and compare the visual clues that help them recognise feelings in others.
QLD|Foundational|AC9EFLE02 - English|Respond to stories and share feelings and thoughts about their events and characters.|Discussing events and characters in texts, and connecting them to their own experiences.|Students connect the changing facial expressions to a familiar story character, discussing how the character might feel during different events and relating these feelings to their own experiences.
QLD|Foundational|AC9ADRFE01 - Drama|Explore how and why the arts are important for people and communities.|Exploring how facial expressions, gestures and other ways of moving, and using voice or language, can communicate emotions and feelings in arts works; for example, characters in portraits, cartoons, songs, chants or dances from different times and cultures.|Students explore how changing the eyes and mouth changes the emotion communicated by a character, then imitate the expressions with their own face and gestures.
QLD|Year 1|AC9HP2P03 - Health and Physical Education|Identify how different situations influence emotional responses.|Predicting how a person or character might be feeling based on the words they use, their facial expressions and body language.|Students create different facial expressions and predict what situation might make a person or story character feel that way, using the face as evidence for their prediction.
QLD|Year 1|AC9E1LA01 - English|Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands.|Viewing short films and discussing how characters use words and body language to convey emotions.|Students match expressions created with the craft to characters and discuss how facial expression, body language and words can work together to communicate emotion.
QLD|Year 2|AC9HP2P03 - Health and Physical Education|Identify how different situations influence emotional responses.|Recognising how self and others are feeling in a range of situations.|Students change the eyes and mouth to represent emotions that may occur in different social situations and discuss clues that can help them recognise how another person is feeling.
QLD|Year 2|AC9E2LA08 - English|Understand that images add to or multiply the meanings of a text.|Identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words.|Students examine how changing a character's facial expression changes what an audience might infer about the character's reaction, thoughts or feelings.
QLD|Year 2|AC9ADR2C01 - Drama|Create and co-create fictional situations based on imagination and/or experience.|Communicating non-verbally by using facial expressions and movements to explore and show role and situation when participating in mime or movement-based drama.|Students use an expression from the craft as the starting point for a character, then communicate the same feeling non-verbally through their own facial expression and movement.
QLD|Year 3|AC9HP4P04 - Health and Physical Education|Select, use and refine personal and social skills to establish, manage and strengthen relationships.|Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.|Students use different expressions to infer how someone might feel in a challenging social situation and discuss respectful or supportive ways a friend could respond.
QLD|Year 3|AC9ADR4C01 - Drama|Improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning.|Improvising drama to explore issues and ideas, considering how empathy can assist them to take on roles, accept situations and “stand in the shoes” of another; for example, comparing their own and their peers’ responses to “everyday” interactions or imagining themselves as participants in an event that is happening or happened in another time or place.|Students select an expression, imagine the circumstances causing the character to feel that way and improvise a short scene from the character's perspective.
QLD|Year 4|AC9HP4P06 - Health and Physical Education|Explain how and why emotional responses can vary and practise strategies to manage their emotions.|Explaining the strategies characters in texts use to identify and manage their emotions before deciding to act.|Students use the changing expressions to explore how a character's emotions might shift during a scenario and discuss how the character could recognise and manage those emotions before acting.
QLD|Year 4|AC9E4LE03 - English|Discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions.|Examining an author’s choice of language to describe a character’s appearance, behaviour and speech.|Students create an expression for a character and develop descriptive language explaining the character's appearance, behaviour and emotional state.
QLD|Year 4|AC9ADR4P01 - Drama|Perform improvised and/or devised drama in informal settings.|Using voice, movement and language to sustain role and relationships when performing drama; for example, varying facial expressions and movements to create roles and situations.|Students use expressions generated by the craft as prompts for performing different characters, varying their own facial expressions, movement and voice to sustain each role.
QLD|Year 5|AC9HP6P04 - Health and Physical Education|Describe and demonstrate how respect and empathy can be expressed to positively influence relationships.|Examining the behaviours people demonstrate when treating others in respectful ways, and comparing to those behaviours that constitute forms of bullying, racism or gender-based violence.|Students infer how different characters may be feeling from their expressions and discuss how empathy and respectful responses can positively influence an interaction.
QLD|Year 5|AC9E5LE03 - English|Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters.|Comparing texts narrated from a first person and third person point of view, and discussing what information the audience can access and how this influences the audience’s sympathies.|Students create an expression for a literary character and consider how knowing the character's point of view changes their interpretation of, and sympathy for, that character's feelings.
QLD|Year 5|AC9ADR6C01 - Drama|Develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms.|Exploring physical, fictional or emotional spaces to create characters and respond to situations.|Students use changing facial expressions as stimuli for developing characters, exploring the emotional circumstances behind each expression and responding in role.
QLD|Year 6|AC9HP6P06 - Health and Physical Education|Apply strategies to manage emotions and analyse how emotional responses influence interactions.|Analysing situations in which emotions can influence decision-making, including in peer-group, family and movement situations.|Students analyse how different emotional states represented by the craft could influence a person's choices and interactions, then discuss constructive ways of responding.
QLD|Year 6|AC9ADR6C01 - Drama|Develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms.|Varying use of voice/vocalisation using techniques such as projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions, or exploring how movement and gesture can be used without voice/vocalisation to communicate ideas or intentions.|Students select an expression as a character prompt and devise a short scene that communicates the character's feelings and intentions through facial expression, gesture, movement and voice. WA|ABLEWA|VCHPEP005 - Health and Physical Education|Use facial expressions to indicate an emotion and demonstrate preference (VCHPEP005).|No separate content dot point provided in uploaded file.|Students create and adjust facial expressions, then identify or indicate the emotion shown.
WA|Pre-primary|WAPHEHPI1 - Health and Physical Education|Personal and social skills to interact respectfully with othersWAPHEHPI1.|For example:use self-regulation when expressing needs, wants and feelingsidentify different types of communication, verbal and non-verbalactive listeningidentify behaviours that may be disrespectful Personal and social capability.|Students discuss how facial expressions can show needs, wants and feelings during respectful interactions.
WA|Year 1|WA1HEHPI3 - Health and Physical Education|Positive ways to react to their own emotions in different situationsWA1HEHPI3.|For example:walking awayseeking helpremaining calm Personal and social capability.|Students make different expressions and talk about positive ways to respond when they feel that emotion.
WA|Year 2|WA2HEHPI1 - Health and Physical Education|Ways to interpret the feelings of others in different situations to help develop respectful relationships as individuals grow olderWA2HEHPI1.|For example:paying attention to words other people usenoticing facial expressions and body languagerecognising and respecting cultural diversity Personal and social capability.|Students use the face craft to practise noticing facial expressions and interpreting how others may feel.
WA|Year 4|WA4HEHPI3 - Health and Physical Education|Strategies to identify and manage emotions before reactingWA4HEHPI3.|No separate content dot point provided in uploaded file.|Students select an expression, name the emotion and suggest a strategy for managing it before reacting.
WA|Year 5|WA5HEHPI2 - Health and Physical Education|Ways in which inappropriate emotional responses impact on relationshipsWA5HEHPI2.|No separate content dot point provided in uploaded file.|Students compare expressions and discuss how different emotional responses can affect relationships.
WA|ABLEWA|ACELA1426a - English|Use sounds and facial expressions to affect familiar others (ACELA1426a).|No separate content dot point provided in uploaded file.|Students use facial expressions on the craft to communicate feelings to others.
WA|Pre-primary|WAPELIEN1 - English|Respond to stories and share feelings and thoughts about their settings, events and charactersWAPELIEN1.|For example:sharing thoughts and ideas about a story, such as orally discussing favourite storybook characters or by drawing pictures of a favourite event Literacy Personal and social capability.|Students connect the crafted expressions to characters in stories and share how the characters may feel.
WA|Year 1|WA1ELAI1 - English|Explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commandsWA1ELAI1.|For example:asking and answering questions in planned and unplanned discussions and conversationsidentifying emotions expressed in film or picture books and discussing what the characters may be feeling or thinking Literacy Personal and social capability Intercultural understanding.|Students use the face craft to identify emotions expressed by characters and discuss what they may be feeling or thinking.
WA|Year 3|WA3ELIEN1 - English|Discuss connections between personal experiences and character experiences in literary texts and share personal preferencesWA3ELIEN1.|For example:identifying a personal connection to a character and discussing how this helps understand the character’s actions or reactions to an event Literacy Personal and social capability.|Students link facial expressions to character experiences and discuss similar feelings from their own lives.
WA|Year 5|WA5ELIEX1 - English|Recognise that the point of view in a literary text influences how readers interpret and respond to events and charactersWA5ELIEX1.|For example:discussing how point of view has an effect on the reader’s interpretation of the text, such as changing from third to first personconsidering alternative points of view in a text, such as a text told in the first person from a protagonist’s point of view and considering the point of view of the antagonist Literacy Critical and creative thinking.|Students compare how different viewers may interpret the same expression and character feeling.
WA|ABLEWA|VCADRD002 - Drama|Use facial expression to communicate a feeling or reaction (VCADRD002).|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to communicate a feeling or reaction.
WA|Pre-primary|ACADRM029 - Drama|Simple stories based on stimuli and available technologies (ACADRM029).|No separate content dot point provided in uploaded file.|Students use the changing face craft as a stimulus for a simple story about a character’s feelings.
WA|Year 1|ACADRM028 - Drama|Exploration and experimentation of three (3) elements of drama:voice (loud, soft, varying loud and soft)movement (big, small, use of facial expressions)role (fictional character)to create drama (ACADRM028).|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to show a fictional character’s role and feeling.
WA|Year 2|ACADAM028 - Drama|Exploration and experimentation of four (4) elements of drama:voice (loud, soft, varying loud and soft; pace and pitch)movement (big, small; use of facial expressions; gestures; posture)role (fictional character; listening and responding in role)situation (establishing a fictional setting and relating to it in role)to create drama (ACADAM028).|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to act out how a character responds in a fictional situation.
WA|Year 3|ACADRM032 - Drama|Exploration and experimentation of seven (7) elements of drama:voice (loud, soft, varying loud and soft; pitch variation; pace; volume)movement (facial expressions and gestures to create belief in character and situation)role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)situation (establishing and sustaining a fictional setting)space (establishing a clear setting)character (communicating character traits; developing relationships between characters)time (sense of time to create belief in drama)when creating improvised or devised drama (ACADRM032).|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to create belief in character, situation and relationships.
WA|Year 4|ACADRM032 - Drama|Exploration and experimentation of eight (8) elements of drama:voice (loud, soft, varying loud and soft; pitch variation; pace; volume)movement (facial expressions and gestures to create belief in character and situation)role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)situation (establishing and sustaining a fictional setting)space (establishing a clear setting)character (communicating character traits; developing relationships between characters)time (sense of time to create belief in drama)relationships (how relationships influence character development)when creating improvised or devised drama (ACADRM032).|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to communicate character traits and explore how relationships influence character development.
WA|Year 5|ACADRM036 - Drama|Experimentation and refinement of ten (10) elements of drama:voice (loud, soft, varying loud and soft; pitch variation; pace; volume; clarity)movement (facial expressions and gestures to create belief in character and situation)role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)situation (establishing and sustaining a fictional setting)space (establishing a clear setting)character (communicating character traits; developing relationships between characters)time (sense of time to create belief in drama)tension (factors that contribute to suspense in stories; tension in characters' relationships)mood (describes the feelings and attitudes, often combined of the roles or characters involved in dramatic action)relationships (how relationships influence character development)when creating improvised, devised or scripted drama (ACADRM036).|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to refine mood, character traits and feelings in dramatic action.
WA|Year 6|ACADRM036 - Drama|Experimentation and refinement of ten (10) elements of drama:voice (loud, soft, varying loud and soft; pitch variation; pace; volume; clarity; projection)movement (facial expressions and gestures to create belief in character and situation)role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)situation (establishing and sustaining a fictional setting)space (establishing a clear setting)character (communicating character traits; developing relationships between characters)time (sense of time to create belief in drama)tension (factors that contribute to suspense in stories; tension in characters' relationships)mood (describes the feelings and attitudes, often combined of the roles or characters involved in dramatic action)relationships (how relationships influence character development)when creating improvised, devised or scripted drama (ACADRM036)Script formatting and conventions, including planning and documentationImprovisation skills (finding a resolution and signalling a conclusion) to enhance drama.|No separate content dot point provided in uploaded file.|Students first use the craft to consider facial expressions, then use their own facial features to refine and justify how expression, mood and character relationships communicate feelings in drama.
AUS|FOUNDATION YEAR|AC9EFLA02 - English|Explore different ways of using language to express preferences, likes and dislikes.|Recognising how feelings and preferences might be communicated in speech and gesture.|Students create different facial expressions using the craft and describe how feelings can be shown through speech, gesture and facial features.
AUS|YEAR 1|AC9E1LA01 - English|Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands.|Viewing short films and discussing how characters use words and body language to convey emotions.|Students use the movable eyes and mouth to show how a character may use facial expressions and body language to convey emotions.
AUS|YEAR 3|AC9E3LA09 - English|Identify how images extend the meaning of a text.|Recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures.|Students use the changing face to explore how facial expressions and body gestures in images help viewers understand character feelings and relationships.
AUS|YEAR 5|AC9E5LE03 - English|Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters.|Comparing texts narrated from a first person and third person point of view, and discussing what information the audience can access and how this influences the audience’s sympathies.|Students use the craft to show how one character may feel, then discuss how point of view changes the audience’s sympathy for that character.
AUS|FOUNDATION YEAR|AC9HPFP03 - Health and Physical Education|Express and describe emotions they experience.|Identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused.|Students move the eye and mouth strips to create happy, sad, excited, tired, angry, scared or confused expressions and describe each emotion.
AUS|YEARS 1 AND 2|AC9HP2P03 - Health and Physical Education|Identify how different situations influence emotional responses.|Predicting how a person or character might be feeling based on the words they use, their facial expressions and body language.|Students create a facial expression, then predict how a person or character might be feeling based on the expression and a simple scenario.
AUS|YEARS 3 AND 4|AC9HP4P04 - Health and Physical Education|Select, use and refine personal and social skills to establish, manage and strengthen relationships.|Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.|Students use the craft to represent how someone might feel in a challenging social situation and discuss supportive responses.
AUS|YEARS 5 AND 6|AC9HP6P06 - Health and Physical Education|Apply strategies to manage emotions and analyse how emotional responses influence interactions.|Analysing situations in which emotions can influence decision-making, including in peer-group, family and movement situations.|Students create different emotional expressions and analyse how those feelings could influence choices and interactions with others.
AUS|FOUNDATION YEAR|AC9ADRFC01 - Drama|Create arts works that communicate ideas.|Considering as a class the characters and situations associated with a story and then re-imagining them by asking questions of the story, such as “What’s up?”, “What happens next?” or “What else might/could happen?"" to support the development of their own socio-dramatic or miniature worlds play.|Students use the changing expression face as a character prompt to imagine what is happening, what might happen next and how the character feels.
AUS|YEARS 1 AND 2|AC9ADR2C01 - Drama|Create and co-create fictional situations based on imagination and/or experience.|Communicating non-verbally by using facial expressions and movements to explore and show role and situation when participating in mime or movement-based drama.|Students use the facial expressions as prompts for mime, showing a role, situation and feeling without speaking.
AUS|YEARS 3 AND 4|AC9ADR4C01 - Drama|Improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning.|Improvising drama to explore issues and ideas, considering how empathy can assist them to take on roles, accept situations and “stand in the shoes” of another; for example, comparing their own and their peers’ responses to “everyday” interactions or imagining themselves as participants in an event that is happening or happened in another time or place.|Students use the craft to choose an emotion for a character, then improvise from that character’s perspective to build empathy.
AUS|YEARS 5 AND 6|AC9ADR6D01 - Drama|Explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama.|Experimenting with empathy to develop characters and relationships in drama, considering situations from the perspectives of different characters, exploring responses and challenging stereotypes; for example, when interpreting scripted drama.|Students use changing expressions to explore empathy, character relationships and different emotional responses in a scripted or improvised scene.
AUS|YEARS 1 AND 2|AC9AVA2C01 - Visual Arts|Use visual conventions, visual arts processes and materials to create artworks.|Using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel.|Students use visual choices in the craft, including facial features and decoration, to represent feelings and emotions.
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