Visual Arts
The Arts Scope and SequenceVisual Arts learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6757 | John.Newman@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 92736349 | Lisa.Bowden@scsa.wa.edu.au
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.