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Rationale Visual Arts

This rationale complements and extends the rationale for The Arts learning area. Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express …

Rationale | Visual Arts | The Arts | F-10 curriculum

Example of knowledge and skills Visual Arts

In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They develop knowledge, understanding and skills through visual arts practices focusing on: Representation Subject matter personal …

Example of knowledge and skills | Visual Arts | The Arts | F-10 curriculum

Elaboration (1) ACAVAM106

observing and recording the shapes, colours and textures of people, objects and concepts they experience in their daily lives, for example, drawing faces, insects, plants, food

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 (1) ACAVAM108

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

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 (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 (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 (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 (1) ACAVAR113

Considering viewpoints – societies, cultures and histories: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? What are the people …

Elaboration (1) ACAVAM114

exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga a …

Elaboration (1) ACAVAM115

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?

Elaboration (1) ACAVAM116

Considering viewpoints – histories: For example – What did the artist want the audience to see and understand?

Elaboration (1) ACAVAR117

Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?

Elaboration (1) ACAVAM118

investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures

Elaboration (1) ACAVAM119

Considering viewpoints – meanings and interpretations: For example – Can you identify implied meaning from the symbols and codes within the artwork? What is a universal symbol that reflects contemporary youth culture, as you understand it? How important …

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