AC9AVA4E01 Years 3 to 4 The Arts

Content descriptor explore where, why and how visual arts are created and/or presented across cultures, times, places and/or other contexts

Elaborations

• • Elaboration exploring a diverse range of artworks created by artists working collaboratively and brainstorming the reasons why artists might choose to work as a team, and then comparing their ideas with information the artists have shared about their collaborative practice
• • Elaboration exploring artists’ practice by sourcing information created or co-created by the artist and using Viewpoints to develop questions to develop understanding of the practices, such as “What does the artists’ studio or space look like?”, “How do they develop their ideas?”, “What are they doing when they are developing and trialling their techniques and working with materials?”, “How do they engage with galleries (physical or virtual) to exhibit their work?”
• • Elaboration observing and exploring details such as use of materials, patterns, proportions or familiar features in artworks and using Viewpoints to co-create questions such as, “What is the artwork made of?”, “How can I look more closely at this work to see something I did not notice the first time?”, “What do I see when I look at the work through half-shut eyes?”, “How does the work look like it feels, and how does it actually feel?”
• • Elaboration making connections and comparisons between artists working across cultures, times and/or places; for example, finding similarities and differences between the ways that an artist’s context impacts their approach to a theme such as sustainability or community celebrations, or finding similarities and differences between the ways that different artists approach the same material and techniques, such as different approaches to creating sustainable sculpture using found objects, natural and human-made materials
• • Elaboration exploring ways to represent the world as they see it; for example, using ideas and experience about a recent event (such as a sports or cultural event or celebration) and making an artwork that communicates their perspective of the event; and then identifying how their work is different from the works created by other students in the class, how the teacher’s work differs from the students’ work or how their works compare to works by other artists that feature similar subject matter
• • Elaboration identifying ways that artworks by different artists can present multiple perspectives of the same event and discussing how these works can develop social awareness; for example, accessing and comparing artists and artworks that explore sustainability, such as land art, artworks using recycled materials that represent the effects of climate on the environment
• • Elaboration describing and categorising visual features and cultural works around the school, such as artworks, craft works, design or architectural features, memorials, murals or displays according to their purpose; for example, social, decorative, architectural, functional, cultural