AC9AVA4C01 Years 3 to 4 The Arts

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

Elaborations

• • Elaboration drawing on a selection of topics they may be exploring in other subjects, mind-mapping some ideas that link to these topics, using Viewpoints to explore multiple possibilities such as, “What are my questions about this topic?”, “What visual conventions could communicate ideas about this topic?”, “What do I already know about this?”, extending the ideas to arrive at 3 compositional ideas, selecting one idea, documenting their reasons for the selection and making the artwork
• • Elaboration exploring tools and awareness of measured and freeform perspectives; for example, using digital and/or analog tools to reference a special place near their school, and dividing the scene, surface or paper into foreground, middle ground and background sections to consider how to create depth in their artwork
• • Elaboration creating a visual artwork inspired by a performance that can become a part of the performance or the setting for a situation; for example, creating an abstract painting that documents the lines, movement and gestures in a dance, or illustrating a scene from a devised drama
• • Elaboration considering how as artists they can communicate perspectives to viewers through the use of visual conventions and visual arts processes in the way that an illustrator represents ideas in a text to communicate aspects of the story, and applying this to their own work; for example, by re-reading a section of a familiar text as a class, discussing multiple ideas for illustrating the scene and perspectives in the text, creating their own work and comparing their approach to others’ approaches
• • Elaboration using Viewpoints to develop questions as they experiment with composition to arrange visual conventions, subject matter and materials based on a designated area and deliberately changing the meaning of a visual story; for example, “What happens if I make the subject fill the frame?”, “Can I change the meaning of my work by using darker or lighter tones?”
• • Elaboration combining their understanding of visual conventions and visual arts processes to create different meaning in an artwork; for example, using a range of 2D media such as charcoal and coloured pastels to create gradation of tone in their artwork and using Viewpoints to develop questions as they work, such as “In what ways can I use colour to change the feeling of this artwork?”, “How does using darker tones contrasting with lighter ones create an illusion of depth?”