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Elaboration (3) ACAVAM119

discussing and documenting their choices of representation to strengthen meaning and viewpoints in their artwork

researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture

Elaboration (5) ACAVAM119

Considering viewpoints – critical theories: For example – Can you identify explicit and implicit meanings in artworks? What metaphor could you use to enhance the meaning of your artwork?

Elaboration ACAVAM120

imagining and refining their visual and spatial representations of the world, combining a variety of technologies

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

Elaboration (2) ACAVAM120

Considering viewpoints – societies and cultures: For example – How does the context of time and place, culture and ideology influence the look and meaning of art in public spaces?

Elaboration (3) ACAVAM120

developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices

Elaboration (4) ACAVAM120

annotating their own and others’ art making intentions through, for example, keeping a written or digital journal, or portfolio

Elaboration ACAVAM121

reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks

Elaboration (1) ACAVAM121

Considering viewpoints – histories: For example – How did one artist influence the work of another? What is your favourite art style? When and where did it originate?

Elaboration (2) ACAVAM121

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

Elaboration (3) ACAVAM121

researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork

Elaboration (4) ACAVAM121

demonstrating awareness of safe studio practices, for example, designing safety posters, or producing film clips

Elaboration ACAVAM122

working individually and/or collaboratively to apply ethical, environmental and sustainable choices when developing and displaying a collection of visual artwork

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) 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 (3) ACAVAM122

exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

Elaboration ACAVAR123

visiting and critiquing a physical or virtual exhibition of art, craft or design, and reviewing how artists have used visual conventions in their artworks

Elaboration (1) ACAVAR123

critically analysing an artist’s intention for an artwork and their use of visual conventions

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

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Cross Curriculum Priorities