Years 5 to 6 The Arts ASARTVISY56

Years 5 to 6 Visual Arts Achievement Standard

6 statements aligned to content descriptors and elaborations

Achievement standard (as ACARA publishes it)

Achievement standard

Click any sentence to jump to its statement and linked content descriptors.

By the end of Year 6, students explain the ways that visual conventions, visual arts processes and materials are used in artworks they create and/or experience. They describe how artworks created across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning. They describe how visual arts are used to continue and revitalise cultures.

Students develop and document ideas for their own artworks. They select and use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning. They present documentation and artworks that communicate ideas, perspectives or meaning in informal and/or formal settings.

The 6 achievement standard statements

Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.

Achievement standardASARTVIS5601Creating and makingExploring and respondingPresenting and performing3 content descriptors · 18 elaborations

By the end of Year 6, students explain the ways that visual conventions, visual arts processes and materials are used in artworks they create and/or experience.

Content descriptorAC9AVA6C01 Creating and making

use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning

Elaborations (6)

Elaboration applying their understanding of visual arts processes and materials to create artworks that are both robust and communicate intended aesthetic qualities; for example, using a range of joining techniques to create a sculptural construction using cardboard and textiles, or carefully considering the use of joining techniques in creating an environmental sculpture using natural materials designed to break down and disintegrate over time
Elaboration using visual conventions and visual arts processes to communicate ideas and meaning in their artwork; for example, exploring the ways that different brushstrokes can communicate meaning in a painting, such as long, smooth horizontal blended lines in a watercolour wash contrasted with textural brushstrokes with thick paint in contrasting colour
Elaboration examining a series of diverse artworks that employ frames, windows, mirrors or sections as containers or portals into space, and using this tool as inspiration to create three versions or ideas for an artwork; for example, creating different sized frames to view the world around them and creating compositions for artworks, considering how they can include frames within frames
Elaboration trying and testing a range of analog visual arts materials, such as paints, drawing materials or clay, and comparing virtual simulations of these materials; entering their findings in a logbook and using findings to create an artwork that combines at least one virtual material and one analog material
Elaboration creating artworks that are the product of ideas they have developed through experimentation and planning; making choices about how to use visual art conventions, materials and techniques that best communicate their intentions
Elaboration forming modular patterns, images or letters with grid paper or an online digital system to combine glyphs, pixels and shapes; for example, removing the grid and transforming it to another form such as a poster or template for printmaking

Content descriptorAC9AVA6E01 Exploring and responding

explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts

Elaborations (5)

Elaboration investigating how a diverse range of Australian artists have expressed historical, social and environmental concerns over time; for example, artists who have migrated to Australia at different times who represent their experiences through their artworks and visual arts practice, using Viewpoints to develop questions such as, “What does this artwork tell us about the impact of this person/culture on society?”, “What can I learn about this person’s experiences, or about what it means to be Australian?”
Elaboration identifying ways that artworks by different artists can present multiple perspectives of the same event, discussing how these works can assist the development of social awareness; for example, accessing and comparing responses to artworks that depict the colonisation of Australia by the British from the perspective of a First Nations Australian person, a person with links to the British colonists, or a person with no cultural links to either of these groups
Elaboration exploring a range of Australian and international artworks, such as artworks from countries or regions in Asia, that communicate a topic or issue the class is learning about in another subject, and individually expressing their own views of the issue in a series of sequential visual panels without any text
Elaboration using Viewpoints to develop questions to examine, compare and contrast what they notice in an artwork; for example, as a class, critically navigating multiple perspectives of the same artwork and questioning why they see these works so differently
Elaboration examining audio descriptions as an accessible way for people with impaired vision to enjoy visual arts; for example, listening to a series of descriptions of artworks by Australian artists in Australian institutions, selecting an artwork that they are interested in and creating an audio description of their own

Content descriptorAC9AVA6P01 Presenting and performing

select and present documentation of visual arts practice, and display artworks in informal and/or formal settings

Elaborations (7)

Elaboration preparing artworks for display within the school environment; for example, measuring and making frames or stands for artworks, using repurposed/recycled materials, measuring artworks and spaces between so that, for example, they have an identical height from the floor and are spaced at equal distances; writing and positioning written labels for each artwork with information about the work and the artist; and considering the best way to arrange the space to engage the audience
Elaboration exploring digital methods of encoding information in artworks to share with audiences; for example, by using image coding software or QR codes
Elaboration working collaboratively to create an online exhibition of student work; for example, on a school learning management system.
Elaboration exploring options for sharing work in public spaces; for example, in café galleries, public exhibition spaces or through community arts events
Elaboration selecting and arranging evidence of their learning from their investigations, experiments and reflections in a way that communicates the development of their ideas and understandings, and sharing this with their teacher
Elaboration considering artworks that represent a spatial awareness in digital or physical forms; for example, experimenting with Augmented Reality to place collage, objects or forms in space as a layer over what we see as “reality” digitally, or by arranging objects in physical space with transparent attachments, and producing a short moving image work to map how the visual assets change depending on point of view of the audience
Elaboration creating a set of art labels to accompany artworks in a class exhibition of student work; for example, labels that inform audiences about the artist and their intentions, an exhibition introduction, advertising material and reviews

Achievement standardASARTVIS5602Exploring and responding2 content descriptors · 10 elaborations

They describe how artworks created across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning.

Content descriptorAC9AVA6E01 Exploring and responding

Elaborations (5)

Elaboration investigating how a diverse range of Australian artists have expressed historical, social and environmental concerns over time; for example, artists who have migrated to Australia at different times who represent their experiences through their artworks and visual arts practice, using Viewpoints to develop questions such as, “What does this artwork tell us about the impact of this person/culture on society?”, “What can I learn about this person’s experiences, or about what it means to be Australian?”
Elaboration identifying ways that artworks by different artists can present multiple perspectives of the same event, discussing how these works can assist the development of social awareness; for example, accessing and comparing responses to artworks that depict the colonisation of Australia by the British from the perspective of a First Nations Australian person, a person with links to the British colonists, or a person with no cultural links to either of these groups
Elaboration exploring a range of Australian and international artworks, such as artworks from countries or regions in Asia, that communicate a topic or issue the class is learning about in another subject, and individually expressing their own views of the issue in a series of sequential visual panels without any text
Elaboration using Viewpoints to develop questions to examine, compare and contrast what they notice in an artwork; for example, as a class, critically navigating multiple perspectives of the same artwork and questioning why they see these works so differently
Elaboration examining audio descriptions as an accessible way for people with impaired vision to enjoy visual arts; for example, listening to a series of descriptions of artworks by Australian artists in Australian institutions, selecting an artwork that they are interested in and creating an audio description of their own

Content descriptorAC9AVA6E02 Exploring and responding

explore ways that First Nations Australians use visual arts to continue and revitalise cultures

Elaborations (5)

Elaboration exploring the ways that a diverse range of First Nations Australian artists embed themselves and their communities in artworks in a range of representative forms as a visual declaration of identity, storytelling and resilience; for example, exploring representations of First Nations Australians as superheroes in comics and popular culture
Elaboration exploring the ways that visual arts created by First Nations Australians may have multiple purposes; for example, art as cultural practice, art to communicate cultural understandings, or as narrative
Elaboration investigating a range of site-specific artworks created by First Nations Australian artists, exploring how they communicate and celebrate cultural knowledge and understandings; for example, street artworks, murals and installations
Elaboration using Viewpoints to question understandings about artists and artworks, and explore what needs to be investigated further, such as “What do I already know about this artist?”, “What do I need to learn to have a better understanding about this artist, their Country/Place and culture?”, “What knowledge can I share with others?”, “What questions would I ask the artist about this artwork?”
Elaboration investigating how meaning and purpose are communicated in artworks and design created or co-created by First Nations Australians; for example, learning about how visual conventions are used in artworks and designs, such as textiles and fashion, to share cultural knowledge with the broader community

Achievement standardASARTVIS5603Exploring and responding1 content descriptor · 5 elaborations

They describe how visual arts are used to continue and revitalise cultures.

Content descriptorAC9AVA6E02 Exploring and responding

explore ways that First Nations Australians use visual arts to continue and revitalise cultures

Elaborations (5)

Elaboration exploring the ways that a diverse range of First Nations Australian artists embed themselves and their communities in artworks in a range of representative forms as a visual declaration of identity, storytelling and resilience; for example, exploring representations of First Nations Australians as superheroes in comics and popular culture
Elaboration exploring the ways that visual arts created by First Nations Australians may have multiple purposes; for example, art as cultural practice, art to communicate cultural understandings, or as narrative
Elaboration investigating a range of site-specific artworks created by First Nations Australian artists, exploring how they communicate and celebrate cultural knowledge and understandings; for example, street artworks, murals and installations
Elaboration using Viewpoints to question understandings about artists and artworks, and explore what needs to be investigated further, such as “What do I already know about this artist?”, “What do I need to learn to have a better understanding about this artist, their Country/Place and culture?”, “What knowledge can I share with others?”, “What questions would I ask the artist about this artwork?”
Elaboration investigating how meaning and purpose are communicated in artworks and design created or co-created by First Nations Australians; for example, learning about how visual conventions are used in artworks and designs, such as textiles and fashion, to share cultural knowledge with the broader community

Achievement standardASARTVIS5604Developing practices and skills1 content descriptor · 6 elaborations

Students develop and document ideas for their own artworks.

Content descriptorAC9AVA6D01 Developing practices and skills

experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials

Elaborations (6)

Elaboration drawing on themes they are learning about in other subjects and visually brainstorming a range of diverse ideas that link to this theme; for example, using Viewpoints to develop questions to reflect on and extend the concept such as, “What are examples of this concept?”, “How can I make this more specific, or broaden my approach?”, “What are my experiences of this?” and exploring how they can use visual conventions and visual arts processes to create a composition to communicate these ideas visually
Elaboration using visual conventions and visual arts processes to map the movements of a dance sequence, indicating, for example, the shapes dancers make with their bodies, use of levels (low–high), the directions of travelling steps or ways of moving (smooth, jerky, confined, stretchy), and using these to create an abstract visual representation of the dance; for example, using Viewpoints to develop questions to reflect on how colour, tone and composition can be manipulated to express the mood and emotions communicated and experienced in the dance performance ("How can I communicate to the viewer the energy and passion experienced in the dance?")
Elaboration presenting a selection of Augmented Reality face filters that map and track the face in real time; for example, identifying three main types of assets such as face tracker, face mesh, canvas frame, and using face mesh resources to create a digital or analog concept for a face filter that communicates an intended concept; and exploring options for use, such as in a drama they are creating
Elaboration exploring a range of approaches to printmaking, such as transferring previously created drawings onto printing foam and creating multiple prints that explore visual conventions; for example, using different coloured inks or paints, gradually adding pattern and texture to increase the complexity of detail, cutting out and combining aspects of prints and other 2D media to explore a collaborative approach
Elaboration making informed choices about using various combinations of representational elements appropriate for a concept or subject matter; for example, exploring and reflecting on observational and gestural drawing processes as different ways to describe an object or figure, or combining materials such as imaginative drawing over realistic photographs to elaborate on and create new meaning
Elaboration exploring different approaches to working in 3D forms, such as developing a range of techniques in modelling using materials such as earthenware clay or modelling clay; developing skills in hand-building and surface decoration to reflect on ways to communicate ideas, subject matter and meaning

Achievement standardASARTVIS5605Creating and makingDeveloping practices and skills2 content descriptors · 12 elaborations

They select and use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning.

Content descriptorAC9AVA6C01 Creating and making

use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning

Elaborations (6)

Elaboration applying their understanding of visual arts processes and materials to create artworks that are both robust and communicate intended aesthetic qualities; for example, using a range of joining techniques to create a sculptural construction using cardboard and textiles, or carefully considering the use of joining techniques in creating an environmental sculpture using natural materials designed to break down and disintegrate over time
Elaboration using visual conventions and visual arts processes to communicate ideas and meaning in their artwork; for example, exploring the ways that different brushstrokes can communicate meaning in a painting, such as long, smooth horizontal blended lines in a watercolour wash contrasted with textural brushstrokes with thick paint in contrasting colour
Elaboration examining a series of diverse artworks that employ frames, windows, mirrors or sections as containers or portals into space, and using this tool as inspiration to create three versions or ideas for an artwork; for example, creating different sized frames to view the world around them and creating compositions for artworks, considering how they can include frames within frames
Elaboration trying and testing a range of analog visual arts materials, such as paints, drawing materials or clay, and comparing virtual simulations of these materials; entering their findings in a logbook and using findings to create an artwork that combines at least one virtual material and one analog material
Elaboration creating artworks that are the product of ideas they have developed through experimentation and planning; making choices about how to use visual art conventions, materials and techniques that best communicate their intentions
Elaboration forming modular patterns, images or letters with grid paper or an online digital system to combine glyphs, pixels and shapes; for example, removing the grid and transforming it to another form such as a poster or template for printmaking

Content descriptorAC9AVA6D01 Developing practices and skills

experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials

Elaborations (6)

Elaboration drawing on themes they are learning about in other subjects and visually brainstorming a range of diverse ideas that link to this theme; for example, using Viewpoints to develop questions to reflect on and extend the concept such as, “What are examples of this concept?”, “How can I make this more specific, or broaden my approach?”, “What are my experiences of this?” and exploring how they can use visual conventions and visual arts processes to create a composition to communicate these ideas visually
Elaboration using visual conventions and visual arts processes to map the movements of a dance sequence, indicating, for example, the shapes dancers make with their bodies, use of levels (low–high), the directions of travelling steps or ways of moving (smooth, jerky, confined, stretchy), and using these to create an abstract visual representation of the dance; for example, using Viewpoints to develop questions to reflect on how colour, tone and composition can be manipulated to express the mood and emotions communicated and experienced in the dance performance ("How can I communicate to the viewer the energy and passion experienced in the dance?")
Elaboration presenting a selection of Augmented Reality face filters that map and track the face in real time; for example, identifying three main types of assets such as face tracker, face mesh, canvas frame, and using face mesh resources to create a digital or analog concept for a face filter that communicates an intended concept; and exploring options for use, such as in a drama they are creating
Elaboration exploring a range of approaches to printmaking, such as transferring previously created drawings onto printing foam and creating multiple prints that explore visual conventions; for example, using different coloured inks or paints, gradually adding pattern and texture to increase the complexity of detail, cutting out and combining aspects of prints and other 2D media to explore a collaborative approach
Elaboration making informed choices about using various combinations of representational elements appropriate for a concept or subject matter; for example, exploring and reflecting on observational and gestural drawing processes as different ways to describe an object or figure, or combining materials such as imaginative drawing over realistic photographs to elaborate on and create new meaning
Elaboration exploring different approaches to working in 3D forms, such as developing a range of techniques in modelling using materials such as earthenware clay or modelling clay; developing skills in hand-building and surface decoration to reflect on ways to communicate ideas, subject matter and meaning

Achievement standardASARTVIS5606Presenting and performing1 content descriptor · 7 elaborations

They present documentation and artworks that communicate ideas, perspectives or meaning in informal and/or formal settings.

Content descriptorAC9AVA6P01 Presenting and performing

select and present documentation of visual arts practice, and display artworks in informal and/or formal settings

Elaborations (7)

Elaboration preparing artworks for display within the school environment; for example, measuring and making frames or stands for artworks, using repurposed/recycled materials, measuring artworks and spaces between so that, for example, they have an identical height from the floor and are spaced at equal distances; writing and positioning written labels for each artwork with information about the work and the artist; and considering the best way to arrange the space to engage the audience
Elaboration exploring digital methods of encoding information in artworks to share with audiences; for example, by using image coding software or QR codes
Elaboration working collaboratively to create an online exhibition of student work; for example, on a school learning management system.
Elaboration exploring options for sharing work in public spaces; for example, in café galleries, public exhibition spaces or through community arts events
Elaboration selecting and arranging evidence of their learning from their investigations, experiments and reflections in a way that communicates the development of their ideas and understandings, and sharing this with their teacher
Elaboration considering artworks that represent a spatial awareness in digital or physical forms; for example, experimenting with Augmented Reality to place collage, objects or forms in space as a layer over what we see as “reality” digitally, or by arranging objects in physical space with transparent attachments, and producing a short moving image work to map how the visual assets change depending on point of view of the audience
Elaboration creating a set of art labels to accompany artworks in a class exhibition of student work; for example, labels that inform audiences about the artist and their intentions, an exhibition introduction, advertising material and reviews

This achievement standard describes the expected learning for Years 5 to 6 Visual Arts. Use it to plan teaching and assessment with the Australian Curriculum v9.

At a Glance

Strand	Substrand	CDs	Elaborations
Creating and making	Visual Arts	1	6
Developing practices and skills	Visual Arts	1	6
Exploring and responding	Visual Arts	2	10
Presenting and performing	Visual Arts	1	7
Total		5	29

Frequently Asked Questions

What should students know by the end of Years 5 to 6 Visual Arts?

How many Content Descriptors support this standard?

5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).

How does this compare to Years 3 to 4?

The Years 3 to 4 Visual Arts standard (ASARTVISY34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.

Is this from the latest Australian Curriculum?

Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.