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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 (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) ACAVAM106

Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?

Elaboration (2) ACAVAM107

using techniques to demonstrate various compositional effects, for example, overlapping or crosshatching

Elaboration (2) ACAVAM108

Considering viewpoints – meanings and interpretations: For example – What did this artwork or design make you think about and why? What figures/shapes can you see in the artwork? How has the artist treated the figures/shapes to convey their idea or m …

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

Elaboration (2) ACAVAM110

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

Elaboration (2) ACAVAM111

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

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 (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 …

Elaboration (2) ACAVAM114

Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?

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Cross Curriculum Priorities