AC9AVA6D01 Year 5 The Arts

This Content Descriptor from Year 5 The Arts provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

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

Elaborations

• 1 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
• 2 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?")
• 3 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
• 4 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
• 5 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
• 6 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

Related Achievement Standards