Search

Elaboration (3) ACAVAM119

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

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

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 (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 (3) ACAVAR123

Considering viewpoints – cultures: For example – How do artists from different cultures represent the concepts of Place/Country? Compare examples of street art found in Australia to street art from another country.

Elaboration (3) ACAVAR124

Considering viewpoints – philosophies and ideologies: For example – Do the artist’s past experiences influence the work? Why do you prefer this form?

Elaboration (3) ACAVAM125

experimenting with digital and virtual technologies in their artworks to enhance intended meaning

Elaboration (3) ACAVAM126

experimenting with a variety of techniques and processes when exploring their intentions as artist

Elaboration (3) ACAVAM127

developing skills that can transfer to cross-media and inter-media domains of visual arts

Elaboration (3) ACAVAM128

applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context

Elaboration (3) ACAVAM129

Considering viewpoints – evaluations: How does the display enhance the relationship between the artist and audience

Elaboration (3) ACAVAR130

Considering viewpoints – meanings and interpretations: For example – Has the artist used visual metaphors to express meaning and persuasion? What metaphor/s could you use to express your ideas about persuasion?

Elaboration (3) ACAVAR131

considering the responsibilities of visual arts practitioners when making commentaries about social, environmental and sustainability issues

Elaboration (2) ACADAM001

exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories

Elaboration (2) ACADAM002

Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?

Elaboration (2) ACADAM003

Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?

Elaboration (2) ACADAR004

recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

Elaboration (2) ACADAM006

demonstrating safe dance practices, for example, warming up their bodies before executing more complex movement patterns in dance sequences and cooling/calming down afterwards; removing socks if the floor surface is slippery (and clean)

Elaboration (2) ACADAM007

Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities