The Arts - Essential Learnings by the end of Year 7:
Learning and assessment focus
Students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through Media and Visual Art. They extend their aesthetic understandings of arts elements and languages.
They create their own arts works and present and respond to their own and others’ arts works, considering intended audiences and intended purposes. They recognise that there are many different arts disciplines and that people may choose to work as artists or use their expressive capabilities in other
areas of their recreational and working lives.
Visual Art
Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.
• Blended, controlled and symbolic colour is used to create depth, representation and symbolism
e.g. using mixed and blended colour to add depth in abstract paintings..
• Negative space and positive shape are used to create abstraction, non-representation and proportion
e.g. using photographs of natural shapes in their environments to focus on negative spaces and positive shapes and thus show effects of light and dark.
• Actual, invented and simulated textures are used to create depth, representation and non-representation
e.g. using texture in a collograph print to express ideas about water without using representational imagery.
Students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through Media and Visual Art. They extend their aesthetic understandings of arts elements and languages.
They create their own arts works and present and respond to their own and others’ arts works, considering intended audiences and intended purposes. They recognise that there are many different arts disciplines and that people may choose to work as artists or use their expressive capabilities in other
areas of their recreational and working lives.
Visual Art
Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.
• Blended, controlled and symbolic colour is used to create depth, representation and symbolism
e.g. using mixed and blended colour to add depth in abstract paintings..
• Negative space and positive shape are used to create abstraction, non-representation and proportion
e.g. using photographs of natural shapes in their environments to focus on negative spaces and positive shapes and thus show effects of light and dark.
• Actual, invented and simulated textures are used to create depth, representation and non-representation
e.g. using texture in a collograph print to express ideas about water without using representational imagery.
Australian Curriculum - The Arts (draft paper)
The study of Visual Arts enables students to explore their world and expand their knowledge, understanding, skills and techniques as makers and viewers of visual art. As an art form steeped in centuries of history and continuing to evolve, Visual Arts empowers students to engage in visual forms of communication, exploring the visual
language evident in their own and others’ social, cultural and technological worlds to make individual and collaborative artworks in response to ideas that emerge.
Cross curriculum priorities
The priorities provide dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. They enable the delivery of learning area content at the same time as developing knowledge, understanding and skills relating to Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia or Sustainability. Incorporation of the priorities will encourage conversations between learning areas and between students, teachers and the wider community.
General capabilities
General capabilities are a key dimension of the Australian Curriculum. They encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.
They play a significant role in realising the goals set out in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens.
The Australian Curriculum includes seven general capabilities. These are: Literacy, Numeracy, Information and Communication Technology, Critical and creative thinking, Personal and social capability, Ethical behaviour and Intercultural understanding.
They play a significant role in realising the goals set out in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens.
The Australian Curriculum includes seven general capabilities. These are: Literacy, Numeracy, Information and Communication Technology, Critical and creative thinking, Personal and social capability, Ethical behaviour and Intercultural understanding.
Intended Learning Outcomes
Information is provided in each workshop section which enables educators to see the intended declarative and procedural learning outcomes for these lessons.