Visual Arts

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Rationale

This rationale complements and extends the rationale for The Arts learning area.
Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience.

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Aims

In addition to the overarching aims of the Australian Curriculum: The Arts, visual arts knowledge, understanding and skills ensure that, individually and collaboratively, students develop:

conceptual and perceptual ideas and representations through design and inquiry processes

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Structure

Learning in Visual Arts
Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

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Example of knowledge and skills

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Years 3 and 4

Years 3 and 4 Band Description

In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.

As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.

As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.

Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.

In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.

In Visual Arts, students:

  • extend their awareness of visual conventions, and observe closely visual detail as they use materials, techniques and technologies and processes in visual arts forms
  • explore and experiment with visual conventions such as line, shape, colour and texture to develop an individual approach to a theme or subject matter
  • explore, observe and identify ideas and symbols used and adapted by artists in their artworks as they make and respond to visual arts
  • consider how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints.

Years 3 and 4 Content Descriptions

Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
  • Considering viewpoints – meanings and interpretations: For example – What is this painting telling us about the past? How does the artwork use visual conventions to convey meaning? How did the artist work within a space, and at this time? How and why did they innovate their practice?
  • exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts
  • experimenting with visual conventions to create particular visual effects in representations
  • identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111 - Scootle )
  • selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
  • Considering viewpoints – societies and cultures: For example – What clues in the artwork tell you where it was made, who made it, and why? What artworks are you familiar with? Which style of artworks represents your community?
  • experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
  • Considering viewpoints – materials and technologies: For example – What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? Can you develop your ideas using different materials?
  • practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
  • manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
  • applying art and design techniques effectively and safely, such as modelling and joining clay, marbling on paper, designing and printing a pattern
Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112 - Scootle )
  • making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
  • Considering viewpoints – materials and technologies: For example – What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? Can you develop your ideas using different materials?
  • exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
  • comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint
Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts
  • Considering viewpoints – societies, cultures and histories: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? What are the people in the painting doing? Can you draw what you did on Australia Day?
  • comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • examining public art in their community and comparing it to other artwork commemorating different people, times and cultures
  • writing about and discussing with others the meaning of their own artworks
  • Considering viewpoints – evaluations: For example – Did you enjoy looking at the artwork? Why? Which artwork do you like the most? Explain why you like it. What artworks do you like to make, and why? Compare these buildings and their relationship with the environment, e.g. the Uluru-Kata Tjuta Cultural Centre and the Temple of the Golden Pavilion, Kyoto
    • Aboriginal and Torres Strait Islander Histories and Cultures
    • Asia and Australia’s Engagement with Asia

Years 3 and 4 Achievement Standards

By the end of Year 4, students describe and discuss similarities and differences between artworks they make and those to which they respond. They discuss how they and others organise the elements and processes in artworks.

Students collaborate to plan and make artworks that communicate ideas.

By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks.

Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.


Years 3 and 4 Work Sample Portfolios