Search

Elaboration (2) ACAVAM121

extending technical competence when using selected techniques, such as printmaking, brush techniques in painting, digital editing, shaping 3D forms

Elaboration (1) ACAVAM120

problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space

making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning

Elaboration (2) ACAVAM126

using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter

Elaboration (1) ACAVAM108

talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom

Elaboration (1) ACAVAM128

developing an individual focus for a series of artworks based on a given theme, concept or subject matter

Elaboration (1) ACAVAM122

justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book

Elaboration (2) ACAVAR130

working individually and/or collaboratively with others to test and document audience reactions to selected artworks, for example, a selection of artworks that represent different aspects of persuasion

Elaboration (2) ACAVAM110

exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts

Elaboration (1) ACAVAM107

comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like

Elaboration (2) ACAVAM122

researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks

Elaboration (2) ACAVAR123

presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists

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

Elaboration (1) ACAVAR124

respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks

Elaboration (2) ACAVAM129

developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience

Elaboration (2) ACAVAM116

recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups

Elaboration (2) ACAVAM125

exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork

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

Elaboration (2) ACAVAR124

recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience

Elaboration (2) ACAVAR113

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 …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities