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Elaboration ACAVAM106

trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination

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 (2) ACAVAM106

Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?

Elaboration (3) ACAVAM106

practising drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography

Elaboration (4) ACAVAM106

identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

Elaboration ACAVAM107

exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically

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 (2) ACAVAM107

using techniques to demonstrate various compositional effects, for example, overlapping or crosshatching

Elaboration (3) ACAVAM107

following technical processes and safe practices to make artworks, for example, drawing onto Styrofoam to print on paper

Elaboration ACAVAM108

sharing ideas with their classmates about the representational choices they made in their artwork

Elaboration (1) ACAVAM108

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

Elaboration (2) ACAVAM108

Considering viewpoints – meanings and interpretations: For example – What did this artwork or design make you think about and why? What figures/shapes can you see in the artwork? How has the artist treated the figures/shapes to convey their idea or m …

Elaboration (3) ACAVAM108

making a decision about how to display their artwork to share their ideas

Elaboration ACAVAR109

identifying where they might experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and combining to create a class list and then discussing how visual artworks sustain and communicate cultural knowledge

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 (2) ACAVAR109

identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others

Elaboration (3) ACAVAR109

describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intention …

Elaboration (4) ACAVAR109

acknowledging the role of artist and audience as they start to interpret meaning in artworks

Elaboration ACAVAM110

researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive

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 …

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Cross Curriculum Priorities