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Elaboration ACAVAM114

selecting and manipulating combinations of materials and techniques

Elaboration (3) ACAVAM115

explaining influences of other artists on their own art making

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) 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 (3) ACAVAM116

Considering viewpoints – societies and cultures: 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? How would you represent your …

Elaboration (5) ACAVAM116

Considering viewpoints – skills, techniques and processes: For example – How did the artist work within a space, and at this time? How have they innovated their practice?

Elaboration (5) ACAVAR117

Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.

Elaboration (7) ACAVAR117

Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?

Elaboration (4) ACAVAM114

making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes

Elaboration (2) ACAVAM115

making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning

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 (4) ACAVAR117

analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others

Elaboration (4) ACAVAM115

evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection

Elaboration (2) ACAVAM116

recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups

Elaboration ACAVAR117

making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement

Elaboration ACAVAM116

identifying reasons for the range of audience interpretations of the same artwork, for example, Considering viewpoints or the conceptual approach of the artwork

Elaboration (3) ACAVAM114

trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art

Elaboration (4) ACAVAM116

reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others

Elaboration (2) ACAVAR117

explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art

Elaboration (6) ACAVAR117

expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork

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Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities