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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 (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?

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 (1) ACAVAR123

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

Elaboration (1) ACAVAR124

respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks

Elaboration (1) ACAVAM125

exploring and applying ideas inspired by the style of other artists in their own artworks

Elaboration (1) ACAVAM126

Considering viewpoints – psychology: For example – Why and how do you feel empathy for the character? How far could you reduce your work without losing meaning?

Elaboration (1) ACAVAM127

Considering viewpoints – histories: For example – How has the artist appropriated an artwork from another time?

Elaboration (1) ACAVAM128

developing an individual focus for a series of artworks based on a given theme, concept or subject matter

Elaboration (1) ACAVAM129

Considering viewpoints – philosophies and ideologies: For example – How does this artwork change your opinion on this issue? What art theory would you use to analyse this work?

Elaboration (1) ACAVAR130

Considering viewpoints – evaluations: For example – Who would you like to judge the success of your artwork? Why?

Elaboration (1) ACAVAR131

identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently

Elaboration (1) ACTDEK001

asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing

Elaboration (1) ACTDEK002

identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement

Elaboration (1) ACTDEK003

identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers

Elaboration (1) ACTDEK004

developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects

Elaboration (1) ACTDEP005

exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school …

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