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Engaging with Asia through The Arts

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Intercultural understanding

The Australian Curriculum includes seven general capabilities which aim to equip young Australians with the skills necessary to live and work in the twenty first century.

The Intercultural understanding general capability contains three organising elements:

  • recognising culture and developing respect.
  • interacting and empathising with others.
  • reflecting on intercultural experiences and taking responsibility.

The Intercultural understanding learning continuum shows how students are expected to progress with respect to the organising elements. There are six levels corresponding to Foundation, Year 2, Year 4, Year 6, Year 8 and Year 10.  

Intercultural understanding in The Arts

The following table expands on each element of intercultural understanding and identifies examples of how this capability can be developed within The Arts curriculum. 

Note: Intercultural understanding in the Australian Curriculum suggests capabilities that students would typically display at the culmination of various levels of schooling. The levels in this chart relate to the following years of schooling.

Level 3 – Years 3 and 4

Level 4 – Years 5 and 6

Level 5 – Years 7 and 8

Level 6 – Years 9 and 10

Click on the tabs below to explore the different elements.


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Element 1: Recognising culture and developing respect

 Level 
 Investigate culture and cultural identity Explore and compare cultural knowledge, beliefs and practices  Develop respect for cultural diversity
 3 Researching, rehearsing and presenting a dance to recognise diversity of cultures in the school, as in Traditional Korean dances

Singing and playing traditional music from a number of Asian countries, as in Malaysian shadow puppetry

 Investigating, creating and using lanterns during the Chinese New Year
 4 Exploring the symbolism used in national flags  from the Asia region Selecting combinations of media materials to represent worship in Christian, Buddhist, Muslim, Hindu and Jewish contexts, as in Tibetan patterns Analysing the work of Australian artists who draw on Asian influences, such as visual artist Tim Johnson, as in National Days and Celebrations - China
 5 Identifying the similarities and differences between popular music in Australia and Japan, as in Asia-pop

 

 Analysing contemporary and historic artworks to compare representations of family in a number of Asian countries, as in Contemporary artists - Asia region Exploring how and why Asian migrants in Australia maintain their cultural artistic traditions, for example dancer Li Cunxin, as in Community stories - Australians of Asian heritage
 6 Creating self portraits exploring students’ multiple identities Exploring the significance of arabesque in Islamic cultures and creating examples Considering the ethical issues related to adopting artistic styles or techniques from different Asian cultures, for example, Javanese batik

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