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Elaboration (2) ACAVAM110

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

Elaboration (3) ACAVAM110

experimenting with visual conventions to create particular visual effects in representations

Elaboration (4) ACAVAM110

identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks

selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures

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 (2) ACAVAM111

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

Elaboration (3) ACAVAM111

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 (4) ACAVAM111

practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook

Elaboration (5) ACAVAM111

manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition

Elaboration (7) ACAVAM111

applying art and design techniques effectively and safely, such as modelling and joining clay, marbling on paper, designing and printing a pattern

Elaboration ACAVAM112

making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media

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 (2) ACAVAM112

exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school

Elaboration (3) ACAVAM112

comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint

Elaboration ACAVAR113

identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts

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 (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 (3) ACAVAR113

examining public art in their community and comparing it to other artwork commemorating different people, times and cultures

Elaboration (4) ACAVAR113

writing about and discussing with others the meaning of their own artworks

Elaboration (5) ACAVAR113

Considering viewpoints – evaluations: For example – Did you enjoy looking at the artwork? Why? Which artwork do you like the most? Explain why you like it. What artworks do you like to make, and why? Compare these buildings and their relationship with …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities