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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

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 …

Elaboration (1) ACTDEP006

communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter

Elaboration (1) ACTDEP007

learning and safely practising a range of technical skills using tools and equipment, for example joining techniques when making products, watering and mulching gardens, preparing food, using software to design an environment

Elaboration (1) ACTDEP008

recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea

Elaboration (1) ACTDEP009

using lists or storyboarding when planning and making, for example when planning an electronic planting calendar

Elaboration (1) ACTDEK010

examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home

Elaboration (1) ACTDEK011

exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat

Elaboration (1) ACTDEK012

identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest …

Elaboration (1) ACTDEK013

investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete

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