Nossal High School Music & Dance Programs

‘Pitch’ 2013 Capella Ensemble

Year 9 Dance

Dance students in Year 9 will learn skills and techniques to communicate ideas using movement in a variety of selected dance styles. They will learn the process of dance choreography and traditions to enhance aesthetic dance works. The students will also document and research dance styles from a range of social, historical and cultural contexts e.g Jazz, Hip Hop, Social Dance, Zumba etc. Students will perform in small and large groups to communicate original and learnt dance works

Year 10 Dance

Dance will suit students who are interested in movement, aesthetics and anatomy. In Dance, students develop the physical skills, personal movement vocabulary and application of choreographic and analytical principles. Students create and perform their own dance works as well as studying the dance works of others through performance and analysis. Students are required to undertake a range of dance training to build physical skills and develop their ability to execute safely, a diverse range of expressive body actions. Students perform and choreograph group dance works using different dance-making processes through a variety of dance styles such as Ballet, Jazz, Hip-Hop, Contemporary and Cultural dance.

Year 9 Music

This semester length course in Year 9 will provide an introduction to various styles of music. This course will encourage students to develop their creativity, imagination, inventiveness and the cultivation of aesthetic considerations for music. Students will develop an understanding in the following areas:

  • Musical elements
  • Musical genres
  • Music and technology

Year 10 Music

This semester length course in Year 10 is suitable for students who have completed ‘Exploring Music’ or who already have a developed understanding of musical concepts. This subject will prepare students to undertake VCE Music in Year 11 if they wish. Students will listen to, analyse and compare various musical works from different genres. Students will also learn how to compose their own music using the software ‘Garage Band’ and ‘Musescore’. Students will develop an understanding in the following areas:

  • Musicianship
  • Music analysis
  • Rehearsal techniques and performance

VCE Music

Units 1 – 4 are offered to Year 10, 11 and 12 students. To undertake this subject it is recommended that students have the equivalent of AMEB Grade 6 practical level and AMEB Grade 4 theory. VCE Unit 3/4 students have the option to complete the subject as a soloist or as a member of a group. The course covers the following areas of study:

  • Music performance
  • Performance technique
  • Musicianship
  • Organisation of Sound


Theatre Studies

In Year 9 Theatre Studies the focus is on introducing students to the concepts of vocal and movement skills. Students work through a variety of drama workshops to give them the skills necessary to develop an end-of-semester group performance. Students also develop an awareness of a variety of theatrical conventions through watching a live professional theatre performance. Written components of the course include keeping a Drama Journal, writing a Performance Analysis and research of a theatre form.

For students doing Theatre Studies in Year 10 the focus is on creating meaningful theatre in response to a variety of stimuli. Students also continue to develop their vocal and movement skills and are also introduced to the performance tools of dramatic elements and theatrical conventions. Students will perform a solo performance and a group performance throughout the semester. Students will attend a live professional theatre performance which will form the basis of their written performance analysis. There is an end-of-semester performance that will allow student’s to showcase knowledge and understanding of Theatre Studies.

VCE Theatre Studies focuses on the creation and performance of characters, narratives and stories. Students draw on a range of content and use role and expressive skills to create, embody and present theatre. They analyse the development of their performances and explore the actor/audience relationship. Students develop an understanding of dramatic elements, stagecraft and theatrical conventions appropriate to performance styles from a range of cultural contexts. They view and analyse performances by professional practitioners.

Theatre Studies provides students with opportunities to explore the ways in which theatre represents social, political, and historical contexts, narratives and stories. Students develop an understanding of the language of theatre including terminology and expressions appropriate to the context of the theatre that students create, perform and analyse. Students develop an appreciation of theatre as an art form through participation, criticism and aesthetic understanding.



Year 9 Art
Visual Arts provides opportunities for students to enjoy the making and studying of art. It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world, and encourages students to develop their ideas and interests in artworks. Students learn:

Year 9 Photography
This semester length course provides a basic introduction into digital photography.
The students will:

  • Learn how to use a digital SLR camera.
  • Study photographic composition rules
  • Complete a series of photographic challenges.
  • Analyse and interpret the photographic work of significant photographic artists.
  • Use computer editing and manipulation techniques on their own images.
  • Produce a visual diary displaying their photographs, photo analysis, photo appreciation and theory assignments.

Year 10 Multi Media
Students will produce creative digital images and videos. using a range of “industry standard” computer software programs: Photoshop, Illustrator, InDesign and Movie Maker (Windows).They will also learn about photo and video appreciation and the rules of composition and page layout.

Year 10 Art
Students can learn to draw and develop their creative and artistic abilities in Art. Projects will cover collage, illustration and printing making. They will produce drawing from observation and from their imagination. Students will frame their work for the school Arts exhibition and critical analyse and reflect on the work of practicing artists from Australia and overseas.

Visual Communication and Design

Year 9 Visual Communication and Design

This semester length course provides a basic introduction to the skills required in VCE Study of Visual Communication Design. The students will:

  • Experiment with one, two and three point perspective freehand drawing techniques, producing a series of illustrations that will be colour in using the Adobe Photoshop CS6.
  • Learn about effective poster design and create a poster for an issue/cause within our community.
  • Interpret information from a variety of sources and analyse the work of commissioned artists and designers.
  • Understand the use of design elements and principles to improve any visual piece of information.

Year 10 Visual Communication

This semester length course in Year 10 continues to develop the students understanding of industrial design, environmental design and visual communication design. The students will:

  • Use the design process correctly, interpret information from a wide variety of sources, develop, refine and analyse their own drawings and analyse the visual communication work of others.
  • Explore and develop ideas using a range of materials and techniques
  • Use the design elements and principles to improve the presentation of their work
  • Creating a series of rendered illustrations to create the illusion of three dimensional form, space, depth and texture.
  • Explore the client-designer relationship and produce final presentations which meet the needs of a given brief for particular audiences. This would culminate in the making of a package and poster, complete with all backup research and development presented in a folio.

VCE Visual Communication and Design

Unit 1: Introduction to visual communication design

This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Through experimentation and through exploration of the relationship between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. In this unit students are introduced to three stages of the design process: researching designers, generating ideas and applying design knowledge and drawing skills to develop concepts.

Unit 2: Communication in context. The main purpose of this unit is to enable students to develop and refine practical skills by generating images and developing them through freehand drawing, instrumental drawing and the use of information and communications technology. In the development of visual communications, this unit enables students to develop an awareness of how the design process facilitates exploration and experimentation and how information and ideas are communicated.

Unit 2: Applications of visual communication design

This unit focuses on the application of visual communication design knowledge, design thinking

skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications.

Unit 3: Design thinking and practice

In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Students use their research and analysis of visual communication designers to support the development of their own work. They establish a brief and apply design thinking skills through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.

Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4.

Unit 4: Design development and presentation

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience. As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused. Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communications and devise a pitch to communicate their design thinking and decision making to the client.