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Elaboration (4) ACAVAM116

reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others

Elaboration (5) ACAVAM116

Considering viewpoints – skills, techniques and processes: For example – How did the artist work within a space, and at this time? How have they innovated their practice?

Elaboration (6) ACAVAM116

presenting their artworks using internet-based technologies, including social media

Elaboration ACAVAR117

making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement

Elaboration (1) ACAVAR117

Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?

Elaboration (2) ACAVAR117

explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art

Considering viewpoints – meanings and interpretations: For example – What is this artwork about? What visual conventions have been used to convey meaning? How did the artist represent their subject matter? How does the artwork reflect the artist’s perspective …

Elaboration (4) ACAVAR117

analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others

Elaboration (5) ACAVAR117

Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.

Elaboration (6) ACAVAR117

expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork

Elaboration (7) ACAVAR117

Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?

Elaboration ACAVAM118

combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists

Elaboration (1) ACAVAM118

investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures

Elaboration (2) ACAVAM118

Considering viewpoints – psychology: For example – Why and how does an artwork make you feel emotional? Can you apply a similar technique to your artwork?

Elaboration (3) ACAVAM118

observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making

Elaboration (4) ACAVAM118

combining, adapting and manipulating images and objects from several sources

Elaboration (5) ACAVAM118

Considering viewpoints – forms: For example – Why did the artist choose this style of representation? What other forms and styles suit this message?

Elaboration ACAVAM119

investigating the viewpoints of several artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles

Elaboration (1) ACAVAM119

Considering viewpoints – meanings and interpretations: For example – Can you identify implied meaning from the symbols and codes within the artwork? What is a universal symbol that reflects contemporary youth culture, as you understand it? How important …

Elaboration (2) ACAVAM119

refining and selecting contextual information about artists, artworks and audiences to make connections between the significance of particular artworks on their art making

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities