Year 7 SyllabusTest
The Arts Scope and SequenceYear 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.
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.