Visual Arts
Rationale
The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The term 'creativity' plays a critical role in all arts subjects. For the Western Australian Curriculum, the following explanation of the creative process is useful:
[There are] … four characteristics of creative processes. First, they always involve thinking or behaving imaginatively. Second, overall this imaginative activity is purposeful: that is, it is directed to achieving an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the objective. We therefore define creativity as: Imaginative activity fashioned so as to produce outcomes that are both original and of value. Robinson, K. (1999) National Advisory Committee on Creative and Cultural Education: "All Our Futures: Creativity, Culture and Education". p. 30
The Arts learning area comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences, as they discover and interpret the world.
The Arts entertain, inform, challenge, and encourage responses, and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and processes with developing confidence and sophistication through the years of schooling.
Dance
Dance is expressive movement with purpose and form. Through Dance, students represent, question and celebrate human experience, using movement as the medium for personal, social, emotional, physical and cultural communication.
Active participation as dancers, choreographers and audiences promotes wellbeing and social inclusion. Learning in and through Dance enhances students' knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.
Drama
Drama is the expression and exploration of personal, emotional, social and cultural worlds, through role and situation, that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they engage with and analyse their own and others' stories and points of view.
In making and staging drama, they learn how to be focused, innovative and resourceful, collaborate and take on responsibilities for drama presentations. Students develop a sense of curiosity and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.
Media Arts
Media Arts enables students to analyse past technologies, and use existing and emerging technologies as they explore imagery, text and sound to create meaning. Students participate in, experiment with, and interpret cultures, media genres and styles, and different communication practices.
Students learn to be critically aware of ways that media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and themselves. They learn to interpret, analyse and develop media practices through their experiences in making media arts. They are inspired to imagine, collaborate and take on responsibilities in planning, designing and producing media artworks.
Music
Music has the capacity to engage, entertain, challenge, inspire and empower students. Studying music stimulates imaginative and innovative responses, critical thinking and aesthetic understanding, and encourages students to reach their creative and expressive potential.
Music exists distinctively in every culture and is a basic expression of human experience. Students' active participation in music, individually and collaboratively, draws on their own traditions and life experiences. These experiences help them to appreciate and meaningfully engage with music practices and traditions of other times, places, cultures and contexts.
Visual Arts
Visual Arts incorporates all three fields of art, craft and design. Students create visual representations that communicate, challenge and express their own and others' ideas, both as artists and audience members. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world, and other worlds.
Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by utilising visual techniques, technologies, practices and processes. Visual Arts supports students' ability to recognise and develop cultural appreciation of visual arts in the past and contemporary contexts through exploring and responding to artists and their artworks.
Aims
Dance
Dance knowledge and skills ensure that, individually and collaboratively, students:
- develop confidence to become innovative and creative dancers to communicate meaning through body awareness, technical dance skills and performance skills
- apply the elements of dance and choreographic skills through group processes to create dance that communicates meaning to an audience
- develop aesthetic, artistic and cultural appreciation of dance in past and contemporary contexts as choreographers, performers and audience members
- develop respect for, and knowledge of, the diverse purposes, traditions, histories and cultures of dance by making and responding as active participants and informed audiences.
Drama
Drama knowledge and skills ensure that, individually and collaboratively, students develop:
- confidence, empathy and self-awareness to explore, depict and celebrate human experience, take risks and extend their own creativity through drama
- knowledge of how to analyse, apply and control the elements, skills, techniques, processes, conventions, forms and styles of drama in traditional and contemporary drama to engage and create meaning for audiences
- knowledge of the role of group processes and design and technology in the creative process of devising and interpreting drama to make meaning for audiences
- knowledge of traditional and contemporary drama through responding as critical and active participants and audience members.
Media Arts
Media Arts knowledge and skills ensure that, individually and collaboratively, students develop:
- confidence to participate in, experiment with, and interpret the media-rich culture and communications practices that surround them
- aesthetic knowledge developed through exploration of imagery, text and sound to express ideas, concepts and stories using effective teamwork strategies to produce media artwork
- creative and critical thinking skills to explore different perspectives in media as producers and consumers
- awareness of their active participation in local and global media cultures, including using safe media practices when publishing online materials.
Music
Music knowledge and skills ensure that, individually and collaboratively, students:
- develop the confidence to be creative, innovative, thoughtful, skilful and informed musicians
- develop skills and techniques to actively listen, analyse, improvise, compose and perform music
- interpret and apply the elements of music, engaging with a diverse array of musical experiences as performers and audience members
- develop aesthetic appreciation and respect for their own and others' music practices and traditions across different times, places, cultures and contexts.
Visual Arts
Visual Arts knowledge and skills ensure that, individually and collaboratively, students:
- demonstrate confidence, curiosity, imagination and enjoyment when engaged in visual arts making
- apply visual arts techniques, materials, processes and technologies to create artworks through the design and inquiry process
- apply visual language and critical creative thinking skills when creating and responding to artwork
- develop aesthetic, artistic and cultural appreciation of visual arts in past and contemporary contexts, both as artists and art critics.
Organisation
Content Structure
The Arts learning area comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts.
The Arts curriculum is written on the basis that all students will study at least two Arts subjects from Pre-primary to the end of Year 8. It is a requirement that students study a performance subject and a visual subject.
In Years 9 and 10 the study of the Arts is optional.
In the Arts, it is desirable that schools provide students with the opportunity to engage with all five Arts subjects across Pre-primary to Year 10.
Each of the five Arts subject is organised into two interrelated strands: Making and Responding.
Making
Making in each Arts subject engages students' cognition, imagination, senses and emotions in conceptual and practical ways and involves thinking kinaesthetically, critically and creatively. Students develop knowledge and skills to plan, produce, present, design and perform in each arts subject independently and collaboratively. Students work from an idea, an intention, particular resources, an imaginative impulse, or an external stimulus.
Part of making involves students considering their work in the Arts from a range of points of view, including that of the audience. Students reflect on the development and completion of making in the Arts.
Responding
Responding in each Arts subject involves students reflecting, analysing, interpreting and evaluating in the Arts. Students learn to appreciate and investigate the Arts through contextual study. Learning through making is interrelated with, and dependent upon, responding. Students learn by reflecting on their making and responding to the making of others. The points of view students hold, shift according to different experiences in the Arts.
Students consider the Arts' relationships with audiences. They reflect on their own experiences as audience members and begin to understand how the Arts represent ideas through expression, symbolic communication and cultural traditions and rituals. Students think about how audiences receive, debate and interpret the meanings of the Arts.
Relationships between the strands
Making and Responding are intrinsically connected. Together they provide students with knowledge and skills as practitioners, performers and audience members and develop students' skills in critical and creative thinking. As students make in the Arts, they actively respond to their developing work and the works of others; as students respond to the Arts, they draw on the knowledge and skills acquired through their experiences to inform their making.
Year level descriptions
Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.
For the five Arts subjects, the year level description includes forms, genres, styles, contexts, materials, practices and/or elements relevant to each Arts subject that informs approaches to teaching and learning in the Arts.
Content description
Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed.
Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities.
The additional content will not be reflected in the Achievement Standard.
Achievement standards
From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.
Glossary
A glossary is provided to support a common understanding of key terms and concepts included in the core content.
Student Diversity
The School Curriculum and Standards Authority is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Western Australian students.
All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western Australian Curriculum: The Arts. Teachers take account of the range of their students' current levels of learning, strengths, goals and interests and make adjustments where necessary. The three-dimensional design of the Western Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Western Australia and to personalise their learning.
Students with disability
The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability.
Many students with disability are able to achieve educational standards commensurate with their peers, as long as the necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their learning.
In some cases, curriculum adjustments are necessary to provide equitable opportunities for students to access age-equivalent content in the Western Australian Curriculum: The Arts. Teachers can draw from content at different levels along the Pre-primary – Year 10 sequence. Teachers can also use the general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need.
Adjustments to the practical delivery of movement-based activities will be necessary to ensure some students with a physical disability can access, participate in, and achieve on the same basis as their peers. Teachers may also need to consider adjustments to assessment of students with disability to ensure student achievement and demonstration of learning is appropriately measured.
English as an additional language or dialect
Students for whom English is an additional language or dialect (EAL/D) enter Western Australian schools at different ages and at different stages of English language learning, and have various educational backgrounds in their first languages. While many EAL/D students bring already highly developed literacy (and numeracy) skills in their own language to their learning of Standard Australian English, there are a significant number of students who are not literate in their first language, and have had little or no formal schooling.
While the aims of the Western Australian Curriculum: The Arts are the same for all students, EAL/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings.
Gifted and talented students
Teachers can use the Western Australian Curriculum: The Arts flexibly to meet the individual learning needs of gifted and talented students.
Teachers can enrich students' learning by providing students with opportunities to work with learning area content in more depth or breadth (e.g. using the additional content descriptions); emphasising specific aspects of the general capabilities learning continua (e.g. the higher-order cognitive skills of the critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later year levels in the Western Australian Curriculum: The Arts, and/or from local, state and territory teaching and learning materials.
Ways of Teaching
The 'ways of teaching' aim to support teachers with planning for curriculum delivery across the years of school, with the teaching in each year extending learning in previous years.
The 'ways of teaching' complement the principles of teaching and learning in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/). The principles focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice.
Making and Responding are intrinsically connected. Together they provide students with knowledge, understanding and skills as artists, performers and audience members and develop students' skills in critical and creative thinking. As students make in the Arts, they actively respond to their developing work and the works of others; as students respond in the Arts, they draw on the knowledge and skills acquired through their experience in making artworks.
Teachers have the freedom to apply aspects of the strands, Making and Responding, to plan teaching programs. Through the combination of both, teachers can provide rich opportunities to extend students' knowledge, skills and capacity to analyse and reflect. Responding occurs throughout the creative learning process.
To engage students in the Arts, teachers typically create learning experiences which:
- use all aspects of perception: sensory, emotional, cognitive, physical and relational to make learning experiential for students
- develop skills in students through modelling, coaching, practising and reflecting
- enable students to work individually and collaboratively, using flexible grouping to accommodate their needs and strengths
- encourage students to take risks and extend their ideas
- foster participation in projects in a flexible, dynamic learning environment
- provide opportunities for students to experience the Arts in live or virtual settings
- explore significant and recognisable examples of the Arts from different times and cultures to develop in students an aesthetic and cultural appreciation of the Arts.
Many aspects of the Arts syllabus are recurring and teachers should provide ample opportunities through practice for revision and consolidation of previously introduced knowledge and skills. The diagram below presents one version of the creative learning process in the Arts.
Figure 1 is a visual representation of 'ways of teaching' in the Arts.
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| Figure 1:" Ways of teaching in The Arts |
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| Figure 2:" Ways of teaching in The Arts |
Safe working practices in the Arts are an essential aspect of the teaching and learning. These include providing or adapting an appropriate space to work; teaching students guiding principles to care for their voice and bodies; working safely with others and with specialist equipment; and appropriate warm-up procedures before class or a performance. Safe working practices also include the responsibility teachers and students have in the maintenance of safe social and emotional spaces for the Arts. Without this aspect of safe working practices, risk-taking becomes difficult for many students. To ensure the development of creative processes where students are willing to risk making mistakes in the Arts, teachers will need to establish and maintain a safe learning environment in the classroom.
Although Dance, Drama, Media Arts, Music, and Visual Arts are distinct subjects in the Arts, teachers may create opportunities for students to study and make artworks that feature a fusion of traditional art forms and practices to develop hybrid and/or cross-arts projects. This learning involves the exploration of traditional and contemporary arts practices, including those from different cultures that acknowledge community and cultural protocols. Such works might:
- combine performance, audio and/or visual aspects
- combine processes typical of the different Arts subjects
- involve other learning areas
- exist in physical, digital or virtual spaces
- combine traditional, contemporary and emerging media and materials
- be created individually or collaboratively.
Teachers in schools are the key to providing students with rich, sustained, rigorous learning in each of the subjects in The Arts. The Arts industry complements the provision of the Arts syllabus in schools through programs and partnerships. The industry increasingly provides specialist services for schools, as appropriate, through experiences such as visiting performances; demonstrations and exhibitions; artists in residence; professional development for teachers; and access for students and teachers to specialised facilities in galleries, concert halls, theatres and other arts venues.
Figure 2 is a visual representation of guiding questions whilst experiencing live or digital arts events.
For information on how to collect evidence to inform planning for ongoing learning experiences in the Arts, refer to 'Ways of Assessing'.
Ways of Assessing
The 'ways of assessing' complement 'ways of teaching' and aim to support teachers in developing effective assessment practices in The Arts.
The 'ways of assessing' also complement the principles of assessment contained in the Western Australian Curriculum and Assessment Outline. The assessment principles, reflective questions and assessment snapshots support teachers in reflecting on their own assessment practice in relation to each of the assessment principles. Here teachers will find:
- background information for each principle
- reflective questions
- guidance for addressing the principle within their own assessment practice.
Refer to the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au) for further guidance on assessment principles, practices and phases of schooling.
The key to selecting the most appropriate assessment is in the answers to several reflective questions. For example:
- How do you use assessment as the starting point of your lesson planning?
- Do your assessments have a clear purpose?
- Do you design assessment tasks in a way that meets the dual purposes of formative and summative assessment?
- How do you use your observations of students (during the course of classroom activities, in assignments and in tests) to determine how learning can be improved?
- How do you identify students' misconceptions or gaps in their learning?
- How do you identify the next skill or understanding a student, or group of students, needs to learn?
- What information do you collect to evaluate your own teaching?
- How do you work with colleagues to evaluate student achievement data and how does this work inform your teaching?
- What range of evidence do you draw on when you report student performance and evaluate your teaching?
Refer to the Judging Standards tool in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/home/judging-standards) when reporting
against the Achievement Standards; giving assessment feedback; or explaining the differences
between one student's achievement and another's.
In the Arts, assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. Assessment tasks should identify the specific applications of knowledge and skills students will use, individually and/or in groups, to achieve clear, creative goals. This provides students with opportunities to find innovative ways to solve creative challenges.
The following table provides examples of assessment strategies which can enable teachers to understand where students are in their learning. Assessments should also be based on the integration of a range of types and sources of evidence.
| Subject | Examples of assessment strategies | Examples of sources of evidence |
|---|---|---|
Dance | Movement skills: students practise planned, movement-based exercises to develop a variety of technical dance skills and performance skills. |
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Choreographic skills: students create their own dance through completing task-based activities that engage in the use of the elements of Dance: body, energy, space and time (BEST), choreographic structures and choreographic devices. | ||
Reflective practice: students reflect, either orally or in written form, using dance terminology, on their own work and the work of others. Reflections will include analysis of the use of BEST, choreographic devices and structures, and design concepts in dance works. |
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Dance and contexts: students become familiar, in written or oral form, with historical, social and/or cultural contexts in which dance exists. This can be completed through investigation, where appropriate, and/or by viewing live or digital dance performances as audience members. | ||
Drama | Improvised/devised drama: based on stimuli, students engage in the development of original drama based on particular drama forms and styles and drama skills and conventions. May include the use of design and technology to support meaning. |
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Scripted drama: based on complete scripts or script extracts (published or unpublished), students engage in the interpretation of drama texts. May include the use of design and technology to support meaning. | ||
Reflective practice: students reflect, either orally or in written form, using drama terminology and language, on their own work and the work of others and the use of the elements of drama, and design and technology in drama. |
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Response analysis: students respond to, in written or oral form, using drama terminology and language, the application of elements of drama to create drama forms and styles and dramatic meaning; in particular drama performances (theatre) presented to students live or via digital format. May also include discussion about the role of design and technology. | ||
Media Arts | Media production: students develop skills in all phases of media production, from pre-production and media production, to post-production. Students develop practical skills through the experience of producing in various media forms, styles and genres. |
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Reflective practices: students reflect on their own and others', media productions using media terminology. This includes reflecting on group work and problem-solving strategies about media codes and conventions for the purpose of the production and the intended audience. |
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Media Arts and Contexts: students investigate, where appropriate, in oral or written form, the influence of the media, media history, and the contexts that shape the media. Points of view and values that shape productions and audience readings may also be considered. |
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Music | Aural and theory: students complete aural and theory tasks identifying and applying the elements of music. They develop music literacy and listening skills through practical and written activities. |
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Composing and arranging: students complete short tasks that reinforce learning concepts, or extended works that incorporate stylistic features and conventions in structured composition activities. Students can use invented and conventional notation, appropriate music terminology and technology, working individually or collaboratively. | ||
Analysis and context: students complete aural and visual analysis tasks using scores and recordings or by listening to live performances. They identify, compare and evaluate the use of music elements, contextual and stylistic characteristics and/or cultural and historical features in a range of musical examples. |
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Performance: students sing and/or play instruments to reinforce an aural or theoretical principle; communicate a compositional idea; or create and/or improvise musical ideas. Performance may be a solo or ensemble activity where students practise, rehearse and refine technical and expressive skills, and develop stylistic awareness. |
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Visual Arts | Production: students engage in the development of a resolved artwork to develop their skills and technical abilities for the relevant chosen medium and to demonstrate their creativity and knowledge of the visual conventions. |
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Analysis: students analyse, in written or oral form, using visual arts terminology, their own artwork and the artwork of others, based on selected frameworks. |
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Reflective practice: students reflect, in written or oral form, on their own artwork and the artwork of others, using the elements and principles of design, to refine and resolve artworks. | ||
Artists and contexts: students explore the social, cultural and/or historical contexts of artists through investigation, where age appropriate. |
General Capabilities
The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work in the 21st century. Teachers may find opportunities to incorporate the capabilities into the teaching and learning program for the Arts. The general capabilities are not assessed unless they are identified within the content.
Literacy
Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently, for learning and communicating in and out of school, and for participating effectively in society. Students use literacy when listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts. Literacy involves students using and modifying language for different purposes in a range of contexts.
In the Arts, students use literacy along with the kinetic, symbolic, verbal and visual languages of the five Arts subjects. This enables students to develop, apply and communicate their knowledge and skills as artists and as audiences. Through making and responding, students enhance and extend their literacy skills as they create, compose, design, analyse, comprehend, discuss, interpret and evaluate their own, and others', artworks.
Each Arts subject requires students to learn and use specific terminology of increasing complexity as they move through the curriculum. Students understand that the terminologies of the Arts vary according to context and they develop their ability to use language dynamically and flexibly. They use their literacy skills to access knowledge, make meaning, express thoughts, emotions and ideas, as well as interact with, and challenge, others.
Numeracy
Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. Numeracy involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.
In the Arts, students select and use relevant numeracy knowledge and skills to plan, design, make, interpret, analyse and evaluate artworks. Across the Arts subjects, students can recognise and use numbers to calculate and estimate; spatial reasoning to solve problems involving space, patterns, symmetry, 2D and 3D shapes; scale and proportion, to show and describe positions, pathways and movements; and measurement to explore length, area, volume, capacity, time, mass and angles.
Through making and responding across the Arts, students use numeracy skills to choreograph and perform dance; build, rehearse, sequence and time plays; plan, direct and edit media texts; compose, produce and record music; and design, construct and display art. Students work with a range of numerical concepts to organise, analyse and create representations of data relevant to their own, or others', artworks, such as diagrams, charts, tables, graphs and motion capture.
Information and communication technology (ICT) capability
Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems, and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students learning to make the most of the digital technologies available to them; adapting to new ways of doing things as technologies evolve; and limiting the risks to themselves and others in a digital environment.
In the Arts, ICT capability enables students to engage with digital and virtual technologies when making and responding to artworks. Students can, for example, use interactive multimedia platforms, communication and editing software, and virtual tools and environments, to design, create and share their artworks. They can enhance their ICT capability as they generate ideas and explore concepts and possibilities by exploiting available technologies.
Students learn to apply social and ethical protocols and practices in a digital environment, particularly in relation to the appropriate acknowledgment of intellectual property and the safeguarding of personal security when using ICT. They use digital technologies to locate, access, select and evaluate information, work collaboratively; share and exchange information; and communicate with a variety of audiences.
Critical and creative thinking
Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking is integral to activities that require students to think broadly and deeply. Students will use skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
In the Arts, critical and creative thinking is integral to making and responding to artworks. In creating artworks, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They generate, design and analyse art forms, consider possibilities and processes, and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. In responding to the Arts, students learn to analyse traditional and contemporary artworks and identify possible meanings and connections with self and community. They consider and analyse artists' motivations and intentions and possible influencing factors and biases. They reflect critically and creatively, both individually and collectively, on the thinking and design processes that underpin arts making. They offer and receive effective feedback about past and present artworks and performances, and communicate and share their thinking, visualisation and innovations to a variety of audiences.
Personal and social capability
Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students in a range of practices, including recognising and regulating emotions; developing empathy for others and understanding relationships; establishing and building positive relationships; making responsible decisions; working effectively in teams; handling challenging situations constructively; and developing leadership skills.
In the Arts, personal and social capability assists students to work, both individually and collaboratively, to make and respond to artworks. Arts learning provides students with regular opportunities to recognise, name and express their emotions while developing art form-specific skills and techniques. As they think about ideas and concepts in their own and others' artworks, students identify and assess personal strengths, interests and challenges. As art makers, performers and audience members, students develop and apply personal skills and dispositions, such as self-discipline, goal setting and working independently, and show initiative, confidence, resilience and adaptability. They learn to empathise with the emotions, needs and situations of others, to appreciate diverse perspectives, and to understand and negotiate different types of relationships. When working with others, students develop and practise social skills that assist them to communicate effectively, work collaboratively, make considered group decisions and show leadership.
Ethical understanding
Students develop ethical understanding as they identify and investigate the nature of ethical concepts, values and character traits, and understand how reasoning can assist ethical judgment. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.
In the Arts, students develop and apply ethical understanding when they encounter or create artworks that require ethical consideration, such as work that is controversial, involves a moral dilemma or presents a biased point of view. They explore how ethical principles affect the behaviour and judgment of artists involved in issues and events. Students apply the skills of reasoning, empathy and imagination, and consider and make judgments about actions and motives. They speculate on how life experiences affect and influence people's decision making and whether various positions held are reasonable.
Students develop their understanding of values and ethical principles as they use an increasing range of critical thinking skills to explore ideas, concepts, beliefs and practices. When interpreting and evaluating artworks and their meaning, students consider the intellectual, moral and property rights of others.
Intercultural understanding
Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students learning about, and engaging with, diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
In the Arts, intercultural understanding assists students to move beyond known worlds to explore new ideas, media and practices from diverse local, national, regional and global cultural contexts. Intercultural understanding enables students to explore the influence and impact of cultural identities and traditions on the practices and thinking of artists and audiences. Students might explore forms and structures, use of materials, technologies, techniques and processes, or treatment of concepts, ideas, themes and characters. They develop and act with intercultural understanding in making artworks that explore their own cultural identities and those of others, interpreting and comparing their experiences and worlds, and seeking to represent increasingly complex relationships.
Students are encouraged to demonstrate empathy for others and open-mindedness to perspectives that differ from their own and to appreciate the diversity of cultures and contexts in which artists and audiences live. Through engaging with artworks from diverse cultural sources, students are challenged to consider accepted roles, images, objects, sounds, beliefs and practices in new ways.
Cross-Curriculum Priorities
The cross-curriculum priorities address the contemporary issues that students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for The Arts. The cross-curriculum priorities are not assessed unless they are identified within the core content.
Aboriginal and Torres Strait Islander histories and cultures
In the Western Australian Curriculum: The Arts, Aboriginal and Torres Strait Islander histories and cultures enrich understanding of the diversity of arts practices in Australia. Exploration of the Aboriginal and Torres Strait Islander histories and cultures provides a rich opportunity to build a greater understanding of Australian history as well as fostering mutual understanding and respect between cultures. The study of Aboriginal and Torres Strait Islander histories and cultures for making and responding should be undertaken by teachers and students in ways that are culturally sensitive and responsible through the support of relevant elders and communities.
Asia and Australia's engagement with Asia
In the Western Australian Curriculum: The Arts, the Asia region represents a highly diverse spectrum of cultures, traditions and peoples with a third of the world's population located immediately north of Australia. Engaging in a respectful exploration of particular traditions from countries like China, India, South Korea and Japan, for example, will enable students to understand more deeply the values and histories of our near neighbours with whom it shares important interrelationships. The study of the Arts from the Asia region provides further opportunities for partnerships with relevant practitioners to develop arts practices.
Sustainability
In the Western Australian Curriculum: The Arts, the sustainability priority provides engaging and thought-provoking contexts in which to explore the nature of art-making and responding.
The sustainability priority enables the exploration of the role of the Arts in maintaining and transforming cultural practices, social systems and the relationships of people to their environment. Through making and responding in the Arts, students consider issues of sustainability in relation to the resource use and traditions in each of the Arts subjects. The Arts provides opportunities for students to express and develop world views, and to appreciate the need for collaboration within and between communities to implement more sustainable patterns of living.
Visual Arts
ABLEWA Stage A
Year Stage Description
In Stage A, students are exposed to visual arts to assist them to attend to and explore the world around them with as much independence as possible. They experience visual representations of their ideas, experiences, observations and imagination.
Students become aware of artists, craftspeople and designers and how they present their ideas. They enhance their perception skills by learning to notice visual detail of familiar and new objects and events in their lives. They explore how artworks are created.
As they make and respond to visual artworks, students are exposed to forms and styles through social and cultural contexts. They provide opinions about artworks by reacting and expressing what they like through gestures, facial expression and sounds. They are exposed to the role of artist and audience.
Stage A Content Descriptions
Explore and Represent Ideas
Experience creation of visual artworks (VCAVAE001)
Visual Arts Practices
Exposure to different materials and techniques to make artworks (VCAVAV002)
Present and Perform
Experience the display of artworks (VCAVAP003)
Respond and Interpret
React to visual artworks (VCAVAR004)
Achievement standard
By the end of Stage A, students communicate about artworks they make and view by reacting to sensory elements within artwork.
Students assist in the making of artworks in different forms using different techniques.
ABLEWA Stage B
Year Stage Description
In Stage B, students explore visual arts. They explore how visual arts can represent ideas, experiences, observations and imagination.
Students become aware how artists, craftspeople and designers present their ideas. They explore how their ideas can be developed. They enhance their perception skills by learning to notice visual detail as they examine and represent familiar and new objects and events in their lives. They explore how artworks are created.
As they make and respond to visual artworks, students explore social and cultural contexts. They provide opinions about artworks expressing what they like. They experience the role of artist and audience.
Stage B Content Descriptions
Explore and Represent Ideas
Explore materials to create visual artworks (VCAVAE005)
Visual Arts Practices
Experience some materials and techniques to make artworks (VCAVAV006)
Present and Perform
Create artworks in response to an idea or observation (VCAVAP007)
Respond and Interpret
Respond to visual artworks (VCAVAR008)
Achievement standard
By the end of Stage B, students indicate what they like about artworks they make and view.
Students make artworks using different techniques and processes and make simple choices on the use of materials.
ABLEWA Stage C
Year Stage Description
In Stage C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.
Students become aware of how artists, craftspeople and designers present their ideas. They learn how their ideas can be developed. They enhance their perception skills by learning to notice visual detail as they examine and represent familiar and new objects and events in their lives. They explore how artworks are created and learn about using and applying visual conventions, such as line, shape, colour and texture.
As they make and respond to visual artworks, students explore meaning and interpretation through social and cultural contexts. They provide opinions about artworks expressing what they like and explore why. They experience the role of artist and audience and receiving and giving feedback on their visual arts making.
Stage C Content Descriptions
Explore and Represent Ideas
Explore experiences and observations to create visual artworks (VCAVAE009)
Visual Arts Practices
Use different materials and techniques to make artworks (VCAVAV010)
Present and Perform
Create artworks to communicate ideas or observation (VCAVAP011)
Respond and Interpret
Respond to visual artworks by indicating subject matter (VCAVAR012)
Achievement standard
By the end of Stage C, students communicate about artworks they make and view.
Students make artworks in different forms to express their ideas and observations, using different techniques and processes.
ABLEWA Stage D
Year Stage Description
In Stage D, students explore visual arts. They learn about how to make visual representations of their ideas, experiences, observations and imagination.
Students become aware of how and begin to explore why artists, craftspeople and designers present their ideas through different visual representations, practices and processes. They learn how their ideas or subject matter can be developed. They enhance their perception skills by learning to notice visual detail as they examine and represent familiar and new objects and events in their lives. They explore how artworks are created and become familiar with using and applying visual conventions, such as line, shape, colour and texture.
As they make and respond to visual artworks, students explore meaning and interpretation, and styles through social and cultural contexts. They provide opinions about artworks expressing what they like in simple sentences. They experience the role of artist and audience and they respond to feedback in their visual arts making.
Stage D Content Descriptions
Explore and Represent Ideas
Explore ideas, experiences and observations to create visual artworks (VCAVAE013)
Visual Arts Practices
Explore different materials and techniques to make artworks (VCAVAV014)
Present and Perform
Create and display artworks to communicate an idea, concept or observation (VCAVAP015)
Respond and Interpret
Respond to visual artworks expressing what they like and dislike (VCAVAR016)
Achievement standard
By the end of Stage D, students describe artworks they make and view.
Students make artworks in different forms to express their ideas, observations and imagination, using different materials, techniques and processes.
Pre-Primary Year 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 Pre-primary, learning in Visual Arts builds on the dispositions developed in the early years.
Students explore personal experiences as an inspiration to create original artwork. They explore natural and man-made materials and are introduced to the visual elements of shape, colour, line and texture. Students investigate different tactile techniques when creating artwork.
Students begin to see themselves as artists as they display and share their artwork with others.
As students make and respond to artwork, they explore different places art is displayed in the local community.
Making
Ideas
Exploration of, and experimentation with, the visual art elements of shape, colour, line and texture (ACAVAM106)
Exploration of natural and man-made materials when creating artwork (ACAVAM107)
Skills
Development of artistic skills through experimentation with:
- shape (familiar shapes; simple 2D shapes)
- colour (primary colours, secondary colours)
- line (curved, straight, wavy, zigzag)
- texture (familiar objects)
to create artwork (ACAVAM107)
Exploration of tactile techniques, such as block printing, clay work or collage (ACAVAM107)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. They express simple ideas, using some visual art elements, and explore materials to express developing ideas about a given theme. Students consider shape, line, colour and texture when producing artwork. They create artwork exploring some tactile techniques.
Students identify some appropriate places in their personal environment for artwork to be displayed. They respond to artwork by giving personal opinions.
Year 1 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 1, learning in Visual Arts builds on the dispositions developed in the early years.
Students explore specific ideas as an inspiration to create original artwork. They continue to explore materials and are introduced to the visual element of space, while continuing to develop skills in shape, colour, line and texture. Students experiment with a variety of media, materials and techniques when creating artwork.
Students present artwork that communicate ideas to specific audiences.
As they make and respond to artwork, students express feelings and ideas about artwork they view and make.
Making
Ideas
Exploration of, and experimentation with, the visual art elements of shape, colour, line, space and texture (ACAVAM106)
Exploration of different materials, media and/or technologies, when creating artwork (ACAVAM107)
Skills
Development of artistic skills through experimentation with:
- shape (geometric shapes)
- colour (mixing primary colours to create secondary colours)
- line (broken, jagged, dashed)
- space (background, foreground)
- texture (changes in texture; transfer of texture)
to create artwork (ACAVAM107)
Exploration of techniques and art processes, such as mixed media, colour mixing or drawing (ACAVAM107)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. They share simple ideas with a specific audience, using some visual art elements, materials, techniques and technologies. When producing artwork, students use shape, line, colour and texture, and explore the use of space. They create artwork, exploring and experimenting with simple techniques.
Students identify some appropriate places in their personal environment to display different types of artwork. They respond to artwork by expressing their own feelings or ideas.
Year 2 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 2, learning in Visual Arts builds on the dispositions developed in the early years.
Students explore how communicating messages and ideas can be used as inspiration to create artwork. They begin to select appropriate media and technologies and further experiment with the visual elements of shape, space, colour, line and texture.
Students are introduced to the concept of audience as they learn to present artwork that communicates messages and ideas to an audience.
As they make and respond to artwork, students identify how the elements are used and explore why people make art.
Making
Ideas
Exploration of, and experimentation with, the visual art elements of shape, line, colour, space and texture and how these are used in the environment (ACAVAM106)
Experimentation with, and use of materials, media and/or technologies when creating artwork (ACAVAM107)
Skills
Development of artistic skills through experimentation with:
- shape (symmetrical shapes; simple tessellating shapes)
- colour (warm, cool colours)
- line (horizontal, vertical, diagonal, spiral; lines that show motion)
- space (overlapping to show depth; horizon line)
- texture (different man-made and natural materials)
to create artwork (ACAVAM107)
Experimentation with techniques and art processes such as painting, printmaking and mixed media (ACAVAM107)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. They apply their ideas to familiar places, using some visual art elements, and a given range of materials, techniques and technologies. When producing artwork, students use shape, line, colour, texture and space. They create artwork, experimenting with some techniques.
Students suggest why people make art. They make simple, personal responses about how they or others have used visual art elements in artwork.
Year 3 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 3, students extend their understanding of the visual elements as they reflect on their use to create artwork using different mediums. They experiment with varying techniques and explore the different properties and qualities of materials that can be used creatively.
Students explore art from other cultures and consider where and how artwork is presented to an audience.
As they make and respond to artwork, students are introduced to the use of visual art terminology. They use the terminology to reflect on how the elements are used in the artwork they view and make.
Making
Ideas
Exploration of artwork from other cultures, such as styles and symbols of Indigenous Australian and Asian cultures (ACAVAM110)
Exploration of visual art elements, in conjunction with different materials, media and/or technologies, when creating artwork (ACAVAM111)
Skills
Development of artistic processes and techniques to explore visual conventions through:
- shape (asymmetrical shapes; composite shapes; space around shapes; organic)
- colour (tints – mixing white; shades – adding black)
- line (thick, thin, dashed, continuous, broken)
- space (simple perspective – foreground,
middle-ground, background) - texture (etching by scratching through surfaces; texture quality – matte, sheen)
to create artwork (ACAVAM111)
Experimentation with a variety of techniques and use of art processes, such as weaving, photomontage or painting in artwork (ACAVAM111)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. They replicate aspects of artwork from other cultures. Students apply simple, familiar ideas when using visual art elements and different materials in artwork. When producing artwork, they manipulate shapes, use a variety of lines, colours and textures, and organise space. Students create artwork, experimenting with a range of techniques.
Students identify artwork from other cultures, making literal observations about its meaning. They use some visual art terminology in the identification of visual art elements used in artwork.
Year 4 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 4, students continue to extend their understanding of the visual elements exploring varying techniques and visual conventions. They experiment with the selection of appropriate media, materials and technologies when creating original artwork.
Students learn to present artwork that communicates specific messages, reflecting on how presentation could enhance meaning for different audiences.
As they make and respond to artwork, students use visual art terminology to reflect on purpose and meaning. They have the opportunity to explore artwork from different social, cultural and historical contexts.
Making
Ideas
Exploration of artwork from varying times and cultures that represent different styles, such as realistic, narrative and abstract (ACAVAM110)
Use of visual art elements and selection of materials, media and/or technologies to create specific artwork (ACAVAM111)
Skills
Development of artistic processes and techniques to explore visual conventions through:
- shape (open, closed; abstract; geometric, view from top, side, bottom; positive, negative)
- colour (monochromatic – all the colours of a single hue; colours of varying intensity)
- line (shows an edge line to indicate emotion; lines of various weights)
- space (diminishing perspective)
- texture (piercing, pinching, pressing, embossing, scoring)
- value (mixing of shades)
to create artwork (ACAVAM111)
Use of techniques, art processes and exploration of art forms such as monoprinting, sculpture or ceramics (ACAVAM111)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. Their ideas replicate aspects of other styles. Students apply their ideas by selecting and manipulating relevant materials to create artwork. They enhance their artwork by manipulating shapes, using a variety of lines, colours and textures, organising space and exploring value. Students create artwork, using a range of techniques in selected art forms.
Students acknowledge artwork from different social, cultural and historical contexts. With scaffolding, they make observations about an artist’s purpose or meaning, using some visual art terminology.
Year 5 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 5, students reflect on the work of varying artists and explore how it influences their own artwork. They select from a range of media, materials and technologies to create original artwork.
Students begin to reflect on the ideas, feelings and opinions communicated in their artwork and consider how presentation will enhance visual appeal/aesthetics and audience engagement.
As they make and respond to artwork, students use visual art terminology to identify and describe how the elements have been used. They have the opportunity to explore the role of art in different times and cultures.
Making
Ideas
Exploration of artwork from various artists and different approaches used to communicate ideas, beliefs and opinions (ACAVAM114)
Exploration of the influences of other artists, and selection of visual art elements, materials, media and/or technologies, to enhance their own artwork (ACAVAM115)
Skills
Development and application of artistic techniques and processes with:
- shape (convex, concave)
- colour (expressive colours, natural colours)
- line (implied lines for movement and depth)
- space (shading – creating illusion of depth)
- texture (textures created with a variety of tools, materials, and techniques; patterning)
- value (gradations of value)
to create artwork (ACAVAM115)
Use of techniques, art processes, and experimentation with art forms, such as digital imaging, screen printing or illustration (ACAVAM115)
Responding
Appreciation of the role of art from different times and cultures, and consideration of how the artist’s perspective is reflected in the artwork (ACAVAR117)
Responses that identify and describe, using visual art terminology, how visual art elements and techniques are used to communicate meaning and purpose in artwork (ACAVAR117)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. Their ideas replicate aspects of the style of another artist or movement. Students apply their ideas by selecting relevant materials, some appropriate techniques and visual art elements to create artwork. They produce and enhance their finished artwork by manipulating complex shapes, using a variety of line types, creating and using a range colours and different textures, organising space, and exploring and manipulating values. Students create artwork, selecting and using a range of techniques suitable to selected art forms.
With guidance, students make links between an artist’s context and their own artwork. They make observations about how meaning is communicated through the use of visual art elements and techniques, using some visual art terminology.
Year 6 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 6, students are inspired by observation and imagination reflecting on various artwork. They learn to apply their knowledge of the visual elements, selecting appropriate media, materials and technologies to create artwork that communicate ideas, beliefs or viewpoints.
Students examine the messages expressed in artwork and consider how presentation will enhance meaning, aesthetics and audience interpretation.
As they make and respond to artwork, students continue to use visual art terminology to explain the effective use of elements and techniques. Students begin to consider how the artist uses symbolic meaning. They have the opportunity to examine factors that influence artwork from different social, cultural and historical times.
Making
Ideas
Exploration of artwork inspired by observation or imagination from various artists and cultures that use materials and techniques to enhance the artist's belief or viewpoint (ACAVAM114)
Application of visual art elements and selection of materials, media and/or technologies, to communicate an idea, belief or viewpoint (ACAVAM115)
Skills
Development and application of artistic techniques and processes with:
- shape (exaggerated proportions; motifs; fonts)
- colour (colour wheel; tertiary colour)
- line (lines that create an illusion)
- space (focal point and one-point perspective; basic facial proportions; horizontal and vertical symmetry)
- texture (real and simulated)
- value (highlights; shadows; form)
to create artwork (ACAVAM115)
Use of a variety of techniques, art processes and art forms, such as digital imaging, lino printing or stencils to suit purpose (ACAVAM115)
Responding
Appreciation of diverse interpretations/readings of an artwork by different audiences (ACAVAR117)
Personal responses, using visual art terminology, about how visual art elements, techniques and symbolic meaning communicate ideas and messages; and identifying factors that influence artwork from different social, cultural and historical times (ACAVAR117)
Achievement standard
At Standard, students apply their ideas, skills and techniques to making artwork. Their ideas suggest some inspiration from other artists or cultures. Students apply some visual art elements through the selection of relevant materials and some appropriate techniques to convey their ideas. They produce and enhance their finished artwork by manipulating a range of complex shapes, using and manipulating a variety of line types, exploring descriptive, expressive and symbolic use of colour, selecting different types of actual and implied texture, organising space using a range of visual devices, and creating values through mixing and manipulating various media. Students select and use some specific techniques relevant to various art forms.
Students identify that audiences interpret artwork differently. They list some factors that influence artwork from different social, cultural and/or historical times. Students provide examples of how artists use visual art elements and techniques to convey ideas and messages, using some visual art terminology.
Year 7 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 7, students have opportunities to use and apply visual art language and artistic conventions in their design and production process. They create 2D and/or 3D artwork through projects which encourage personal response and an understanding of compositional structure. Students are made aware of the need for safe visual art practices, and present their artwork for display.
Students are introduced to an awareness of cultural, social and historical contexts that are embodied in artwork/art style which, in turn, allows them to link their own production to a given context. They consider how to present artwork to enhance audience interpretation.
Students are introduced to a critical analysis framework 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 (drawing, painting, printmaking, textiles, illustration)
3D (ceramics, sculpture, installations)
Art styles:
Aboriginal and Torres Strait Islander art, contemporary Australian and international art.
Making
Inquiry
Ideas and design development for art-making (e.g. brainstorm, mind map, annotation/sketches, media testing) (ACAVAM120)
Application of techniques and processes suited to 2D and/or 3D artwork (e.g. one-colour lino print, observational drawing) (ACAVAM121)
Visual art language (visual art elements and principles of design) used in the development of artwork (e.g. using repetitive shapes and colour to create a pattern) (ACAVAM118)
Introduction to one or two of the visual art conventions (e.g. compositional devices, such as the use of directional leading lines to direct the eye into the composition; colour theory) (ACAVAM118)
Art-making intentions identified through annotations or conversations (e.g. keeping a written or digital journal, or portfolio or question/answer; one-to-one, or group debriefs; discussing responses to artwork) (ACAVAM120)
Art practice
Processes to develop and produce artwork (ACAVAM121)
Safe work practices (e.g. hand placement when using a lino tool) (ACAVAM121)
Processes and finished artwork appraised; ways to improve art practice; reflection (ACAVAM122)
Responding
Analysis
One critical framework (STICI or Taylor) to discuss artwork (ACAVAR123)
Use of visual art elements (line, tone/value, colour, shape, texture, form and space; principles of design (movement, balance, rhythm, harmony, pattern, contrast, unity, repetition, scale)); visual conventions and visual art terminology to respond to artwork (e.g. dot point form, discussion or written format) (ACAVAR123)
Key features identified in the organisation of a composition (e.g. use of focal point, cropping) (ACAVAR123)
Social, cultural and historical contexts
Key features identified in artwork belonging to a given artist, movement, time or place (ACAVAR124)
Purpose and meaning associated with artwork from the selected artists and art styles (ACAVAR124)
Interpretation/response
Personal opinions about their own artwork and the work of others’, supported by examples within artwork (ACAVAR123)
Achievement standard
At Standard, students develop ideas related to a given theme. They select and explore media and materials, and briefly document their results. Students use elements and principles when developing artwork and make decisions about composition. They write annotations and comment about design intentions. They explore and experiment with techniques and processes and, with guidance, use a selected process to create and present a finished artwork. Students use equipment and materials in a safe manner. They reflect on their own artwork and discuss possible improvements.
In responding to artwork, students use art terminology, identify obvious key features and provide personal opinions. They provide a description of an artwork and discuss the use of elements and principles. Students make comments about meaning, based on personal interpretations.
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.
Year 9 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 9, students use visual art language and artistic conventions of greater complexity during their design and production process. They document their ideas applying understanding of compositional structure to create a unique personal response, while representing either a theme/concept or subject matter. Students experience, adapt and manipulate materials, techniques, art styles/processes when producing 2D and/or 3D artwork which communicate artistic intention. Resolved artwork are displayed and appraised, with consideration to personal expression and audience. Students extend their knowledge and use of safe visual arts practice.
Students experience a growing awareness of how and why artists, craftspeople and/or designers are influenced by other artists, their environment and the contexts of culture, time and place. They continue to apply knowledge of techniques used by other artists in the production of their own work.
Students are required to critically analyse traditional and contemporary artwork using various analysis frameworks, incorporating appropriate visual art language, art terminology and conventions.
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, photo and digital media, graphics, collage)
3D (ceramics, sculpture, installations, textiles and jewellery)
Art styles:
Ancient art, Modernism (Impressionism, Expressionism, Cubism, Art Nouveau, Art Deco, Op Art, Pop Art), Australian art, contemporary craftspeople, designers and photographers, urban art.
Making
Inquiry
Ideas for art-making appropriate for chosen discipline (e.g. brainstorm, mind map, annotations/sketches, photography, media testing) (ACAVAM128)
Visual art language (visual art elements and principles of design) used in the development of artwork (e.g. applying colour to a black and white print) (ACAVAM125)
Personal responses in written and visual form to illustrate understanding of themes, concepts or subject (ACAVAM125)
Introduction of ideas inspired by an artistic style in their own artwork (ACAVAM125)
Art practice
Materials, techniques and technologies explored to develop and represent their own artistic intention (ACAVAM126)
Safe and sustainable practices when producing artwork (ACAVAM127)
Processes and resolved artwork appraised; ways to improve art practice; reflection (ACAVAM129)
Techniques and processes chosen to develop and refine artwork when representing ideas and subject matter (ACAVAM127)
Responding
Analysis
Critical analysis frameworks (STICI, Feldman or Taylor) used to analyse artwork from contemporary and past times (ACAVAR131)
Use of visual art language (visual art elements and principles of design), visual conventions and art terminology to respond to artwork (e.g. dot point, short answer essay, verbal format) (ACAVAR131)
Visual conventions identified in complex compositional arrangement of artwork (e.g. metamorphosis, Cubist fragmentation) (ACAVAR131)
Social, cultural and historical contexts
Identification of representations in artwork within a given context (ACAVAR130)
Viewpoints in artwork from particular artists and styles (ACAVAR131)
Practices, techniques and viewpoints of artists from different cultural groups (ACAVAR130)
Interpretation/response
Evaluation of their own artwork and the artwork of others', using examples and evidence to support judgements (ACAVAR130)
Achievement standard
At Standard, students generate ideas related to a given theme and art style. They experiment with media, materials and technologies, and document results. Students select and apply elements and principles and artistic conventions to arrive at visual solutions. They consider design alternatives and use visual art language in annotations. Students use equipment and materials in a safe manner. They provide reflective comments and opinions about the creative process. Students maintain a plan in the development of an idea for a final design and apply techniques, processes and an art style in artwork. They produce an artwork with reference to a chosen design. With guidance, students apply presentation conventions to display artwork for exhibition purposes. They comment on their own artwork, with some consideration of audience and purpose.
Students analyse artwork and provide an interpretation, personal opinion and judgement. They use visual art language to describe artwork and offer opinions about how the artwork was created. Students identify visual conventions and offer a personal opinion about artists’ viewpoints and/or art styles. Students complete research about artists and comment on techniques used by artists to convey cultural viewpoints. They provide a reflection of their own artwork, using evidence to support judgements.
Year 10 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 10, students use visual art language and artistic conventions, in both written and practical work. They further develop and refine their ideas and techniques to resolve artwork by documenting the design, production and evaluation processes of their artwork. Students will extend their knowledge of art practices, such as, adaptation, manipulation, deconstruction and reinvention techniques, and use their understanding of a variety of art styles in the making of their 2D, 3D and/or 4D artwork. Students extend their knowledge and practise of safe and sustainable visual arts practice. Resolved artwork is exhibited and appraised, with consideration to their own artistic intentions, personal expression, and audience.
Students develop greater understanding of how contexts of culture, time and place impact on the development of ideas and production of art forms in the artistic process. They continue to explore artistic influences, while being encouraged to express greater individualism in their application of ideas and materials.
Students are provided with opportunities to reflect on traditional and contemporary artwork using a breadth of critical analysis frameworks, incorporating visual art language, art terminology and conventions.
Teachers are required to address knowledge and skills in Visual Arts through two art forms and one 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, photo and digital media, graphics, textiles, collage)
3D (ceramics, sculpture, installations, textiles, jewellery)
4D (performance art, time-based video, digital animation)
Art styles:
Realism, Modernism (Dadaism, Surrealism, Futurism), contemporary Australian art; Postmodernism, international art.
Making
Inquiry
Ideas for own art-making which supports personal learning style and chosen discipline (e.g. brainstorm, mind map, annotations/sketches, photography, media testing) (ACAVAM128)
Visual art language (visual art elements and principles of design) used in the development of artwork (e.g. using implied texture and a range of tones to create form) (ACAVAM125)
Exploration, development and refinement of their personal style in conjunction with representations of other artists through documentation, drawings, recordings, film (ACAVAM125)
Ideas explored and refined, responding to the style of other artists in their own artwork (ACAVAM125)
Application of a range of visual art techniques to plan and influence the choice of materials and technologies (media testing/exploration) (ACAVAM126)
Art practice
Materials, techniques, technologies and processes manipulated to develop and represent their own artistic intentions (ACAVAM126)
Safe and sustainable practices; preparedness for hazardous situations and responsible actions while working with more complex materials in the production and display of artwork (ACAVAM127)
Processes and resolved artwork appraised; ways to improve art practice; reflection (ACAVAM127)
Techniques and processes chosen to refine and resolve artwork to a more complex level when representing ideas and subject matter (ACAVAM129)
Responding
Analysis
Critical analysis frameworks (STICI, Feldman, Taylor or Four Frames) used to analyse a wide variety of artwork from contemporary and past times (ACAVAR131)
Use of visual art language (visual art elements and principles of design), visual conventions and art terminology to respond to artwork (e.g. short answer and extended essay form, video or verbal format) (ACAVAR131)
Visual conventions used to refine complex compositional arrangement of artwork (e.g. use of the rule of thirds to create a balanced composition) (ACAVAR131)
Social, cultural and historical contexts
Artists from different cultural groups and their use of persuasive, communicative or expressive representation (ACAVAR130)
Viewpoints identified in a range of artwork from contemporary and past times (ACAVAR131)
Representations within a breadth of artwork (ACAVAR130)
Interpretation/response
Evaluation of their own artwork and the work of others, including consideration of different viewpoints (gender, age, religion, culture) and judgement of the significance of the artwork in a given context (ACAVAR130)
Achievement standard
At Standard, students prepare ideas that relate to a personal style and chosen studio discipline. They explore media, materials, techniques and technologies, documenting results to plan choices. Students apply elements and principles and visual art conventions, to suit a chosen art style and/or art form. They consider design alternatives and exhibit evidence of a personal style. Using visual art language, students describe artistic influence and provide reflective comments about decisions made in the creative process. They identify features of an art style and apply them to the exploration of ideas. Students maintain a plan in the development of an idea for a final design, produce a finished artwork and communicate their own artistic intention. Students use equipment and materials in a safe manner. They select techniques, materials and processes to represent an idea, subject or style. They make choices about presentation conventions and consider audience context. Students provide an artist statement about their own interpretation of an idea, theme and audience.
Students analyse art forms, from different times and places and provide responses about meaning, style and intent. They present personal opinions and judgements, and use visual art language to describe the artwork of others. Students comment on how visual conventions are used to enhance composition. They provide an interpretation about artwork from different cultures and discuss artists’ intent. Students make comparisons between artwork from different times and describe meaning, viewpoints, similarities and differences, supported by visual evidence. They judge the effectiveness and importance of artwork. Students provide a reflection of their own artwork and the artwork of others.