Rationale
This rationale complements and extends the rationale for The Arts learning area.Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience.
Aims
In addition to the overarching aims of the Australian Curriculum: The Arts, visual arts knowledge, understanding and skills ensure that, individually and collaboratively, students develop:conceptual and perceptual ideas and representations through design and inquiry processes
Structure
Learning in Visual ArtsLearning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.
Example of knowledge and skills
Years 9 and 10
Years 9 and 10 Band Description
In Visual Arts, students:
- build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints
- refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience
- identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints
- research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints
- adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form
- draw on artworks from a range of cultures, times and locations as they experience visual arts
- explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
- learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
- reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks as they explore different forms in visual arts
- identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts
- use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make and respond to visual artworks
- adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience
- extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies
- build on their experience from the previous band to develop their understanding of the roles of artists and audiences.
Years 9 and 10 Content Descriptions
Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125 - Scootle
)
Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions
(ACAVAM126 - Scootle
)
Develop and refine techniques and processes to represent ideas and subject matter
(ACAVAM127 - Scootle
)
Plan and design artworks that represent artistic intention
(ACAVAM128 - Scootle
)
Present ideas for displaying artworks and evaluate displays of artworks
(ACAVAM129 - Scootle
)
Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making
(ACAVAR130 - Scootle
)
Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks
(ACAVAR131 - Scootle
)
Years 9 and 10 Achievement Standards
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.