The Arts Learning Area promotes a safe working environment that encourages creativity and freedom of expression. As creative professionals, we strive for excellence in allowing our students to explore the Arts curriculum in practical ways that are both engaging and challenging. As educators, and lifelong learners, we are continually developing our own skills in order to further develop and improve the quality of learning offered to our students.

Our vision for the Arts Learning Area is one where ICT is seen as integral in providing a rich, well rounded and engaging learning environment. We strive to provide inclusive educational activities and outcomes that allow students to express themselves creatively in order to communicate their ideas to a wider audience and to the community at large. Through the products of the Arts, we aim to develop the profile of the school and to boost student enrolment and rate of retention.

Students of the Arts are encouraged to comply with the school’s positive behaviour initiative in a way that reinforces their own self confidence and develops students’ own inclusive practice.

Our aim is to fundamentally reinforce lifelong learning and self-actualisation in our students through teacher modelling and demonstrating our own engagement with our subject areas.


Drama forms an integral part of the culture, social and economic life of Australia. It is a significant means of defining Australian culture.

At Dalyellup College, selected drama experiences provide students with a general understanding of the historical origins of theatre and performance. Students are exposed to script interpretation, play building and key principles of stagecraft.
Students achieve the outcomes through key activities of playmaking, performance and critical reflection. Students are taught the elements of drama, skills and processes and the role of arts in society. They learn improvisation and spontaneity skills as well as an appreciation of the arts. Students develop group devised drama through the play building process. They perform their rehearsed performance pieces and conclude by reflecting on their own drama and the drama of others.

The teacher facilitates the drama process and provides students with key skills and processes for developing their arts works. Workshops are integrated with text and heritage so that students understand the historical and cultural contexts behind their drama. The teacher will demonstrate and model skills taught in drama. Students will have the opportunity to perform to live audiences their rehearsed work.

The year 8/9 10 Standard Drama Courses consists of four main components:

  • Workshops
  • Performance
  • Text and heritage
  • Drama journal


Students participate in key activities of creation, performance and reflection.

In creation, students manipulate elements of music to create works that communicate ideas and emotions. In performance, students use aural and interpretive skills and vocal and instrumental techniques. They take into account the dynamic relationship between musician and audience. In reflection, students describe, analyse, interpret and evaluate their own music and that of others.

Visual Arts

Students participate in the interrelated key activities of visual inquiry, studio practice, exhibition and reflection.

Through the process of visual inquiry, students develop an understanding of the elements of the visual arts language. This is applied in the creation of arts works that explore ideas and feelings. In studio practice, students use skills, processes and techniques to create arts works using their understanding of visual language. Through exhibition and display, they present and describe their arts works to others. In their reflections, students describe, analyse, interpret and evaluate their own arts works and those of others. Students use elements of the visual arts: line, colour, texture, shape, space, light, form, and value; and design principles which include: balance, unity, contrast, pattern, emphasis, time, production, scale, movement and rhythm.


Students participate in the key activities of creation, production and analysis.

In creation, students generate ideas, conduct research, write scripts and plans, organise resources and select appropriate codes and conventions to create media works that communicate ideas and emotions. In production, students create media works using a range of technologies. They reflect upon, evaluate, modify and present their media works. Through analysis, students describe, interpret and evaluate meanings created in their own media works and those of others.

In working with these elements, students use communication, organisational and technological skills. They recognise selection processes, structures and constraints. They take into account the relationship between the media and audiences. They learn to respond to and evaluate the media. Students experience a wide range of media forms. They come to understand and use different styles and genres which reflect a variety of cultural and historical influences. They experience media produced in Australia as well as the media works of other students. These contexts are reflected in their own media productions.