Year 8 SyllabusTest
The Arts Scope and SequenceYear 8 Syllabus learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6745 | Nicole.Edwards@scsa.wa.edu.au
- Year 7 to Year 10 : |
Year 8 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 8, students have opportunities to use and apply visual art language and artistic conventions of more complexity in their design and production process. They create 2D and/or 3D artwork with awareness of producing a personal response to given stimuli, through exposure to a variety of techniques. Students are made aware of the need for safe visual arts practices when using tools and media, as well as how to present their artwork for display.
Students become familiar with how and why artists, craftspeople or designers realise their ideas. They have opportunities to evaluate the contexts of culture, time and place within artwork. Students apply knowledge of techniques used by other artists and consider audience interpretation in the production of their own artwork.
Students are provided with critical analysis frameworks to analyse artwork and use visual art terminology when responding.
Teachers are required to address knowledge and skills in Visual Arts through one art form and art style below. Other art forms and art styles may be used in addition to teach knowledge and skills in Visual Arts.
Art forms:
2D (painting, printmaking, drawing, still photo, digital media, graphics, collage)
3D (ceramics, sculpture, installations)
Art styles:
Aboriginal and Torres Strait Islander art, Asian art, contemporary Australian/international artists, craftspeople and photographers.
Making
Inquiry
Ideas and design development for art-making (e.g. brainstorm, mind map, annotations/sketches, media testing) (ACAVAM120)
Application of techniques and processes suited to 2D and/or 3D artwork (e.g. blind contour drawing, rolling a slab) (ACAVAM121)
Visual art language (visual art elements and principles of design) used in the development of artwork (e.g. using line to create implied textural qualities in a drawing) (ACAVAM118)
Development of understanding of visual art conventions including visual inquiry (e.g. observational tonal drawing, developing a storyboard for an illustration) (ACAVAM118)
Art-making intentions identified through annotations or conversations (e.g. keeping a written or digital journal; series of process photographs, portfolio, sketchbook; or aural presentations on artworks/art styles) (ACAVAM120)
Art practice
Processes to develop and produce artwork (ACAVAM121)
Safe work practices (e.g. wipe desks down with damp cloth after ceramics to remove any traces of dry ceramic dust) (ACAVAM121)
Processes and finished artwork appraised; ways to improve art practice; reflection (ACAVAM122)
Presentation
Display options of finished artwork (decisions as to how and where it might be presented) to enhance audience interpretation (ACAVAM122)
Identification of skills and processes required for an artwork to be considered for display and recognition of the importance of presentation conventions (e.g. framing/mounting) (ACAVAM122)
Responding
Analysis
Critical frameworks (STICI or Taylor) to discuss artwork (ACAVAR123)
Use of visual art elements; principles of design; visual conventions and visual art terminology to respond to artwork (e.g. dot point form, verbal or written format) (ACAVAR123)
Key features considered when constructing a composition (e.g. use of linear and/or atmospheric perspective to create a sense of distance in space) (ACAVAR123)
Social, cultural and historical contexts
Key features recognised in artwork belonging to selected artists, movement, times or places (ACAVAR124)
Purpose and meaning communicated in artwork from the selected artists and art styles (ACAVAR124)
Interpretation/response
Personal opinions about their own artwork and the work of others’, supported by specific examples within artwork and reasons to justify opinions (ACAVAR123)
Achievement standard
At Standard, students develop ideas related to a particular theme. They select and experiment with different media and materials, and document results. Students apply techniques and processes in the development of ideas and consider design alternatives and artistic conventions to produce artwork. Using visual art language, students annotate drawings and designs and provide comments about media testing and artist intentions. They produce a finished artwork with reference to a chosen design. Students use equipment and materials in a safe manner. They reflect on their own artwork and discuss possible improvements. With guidance, students use skills and presentation conventions to display their own artwork.
Students describe aspects of artwork and provide personal opinions. They discuss artwork using art terminology and comment about how visual conventions are used in the artwork. Students describe key features and comment about the context of artwork. They provide suggestions about the purpose and meaning of artwork. Students provide personal opinions about their own artwork and the artwork of others.
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 8, students have opportunities to use and apply visual art language and artistic conventions of more complexity in their design and production process. They create 2D and/or 3D artwork with awareness of producing a personal response to given stimuli, through exposure to a variety of techniques. Students are made aware of the need for safe visual arts practices when using tools and media, as well as how to present their artwork for display.
Students become familiar with how and why artists, craftspeople or designers realise their ideas. They have opportunities to evaluate the contexts of culture, time and place within artwork. Students apply knowledge of techniques used by other artists and consider audience interpretation in the production of their own artwork.
Students are provided with critical analysis frameworks to analyse artwork and use visual art terminology when responding.
Teachers are required to address knowledge and skills in Visual Arts through one art form and art style below. Other art forms and art styles may be used in addition to teach knowledge and skills in Visual Arts.
Art forms:
2D (painting, printmaking, drawing, still photo, digital media, graphics, collage)
3D (ceramics, sculpture, installations)
Art styles:
Aboriginal and Torres Strait Islander art, Asian art, contemporary Australian/international artists, craftspeople and photographers.