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Elaboration (1) ACAVAR109

Considering viewpoints – societies and cultures: For example – Where is this artwork from and why was it made? Who made the artworks? Where and how are they displayed?

Elaboration (2) ACAVAR109

identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others

describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intention …

Elaboration (4) ACAVAR109

acknowledging the role of artist and audience as they start to interpret meaning in artworks

Elaboration ACAVAM110

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

Elaboration (1) ACAVAM110

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 …

Elaboration (2) ACAVAM110

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

Elaboration (3) ACAVAM110

experimenting with visual conventions to create particular visual effects in representations

Elaboration (4) ACAVAM110

identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks

Elaboration ACAVAM111

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

Elaboration (1) ACAVAM111

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?

Elaboration (2) ACAVAM111

experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract

Elaboration (3) ACAVAM111

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?

Elaboration (4) ACAVAM111

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

Elaboration (5) ACAVAM111

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

Elaboration (7) ACAVAM111

applying art and design techniques effectively and safely, such as modelling and joining clay, marbling on paper, designing and printing a pattern

Elaboration ACAVAM112

making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media

Elaboration (1) ACAVAM112

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?

Elaboration (2) ACAVAM112

exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school

Elaboration (3) ACAVAM112

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

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities