Outcomes, Learn Abouts and Learn Tos

Outcomes

Specific Content For This Unit

Artmaking - Practice

A student:

Students learn about:

5.1 develops range

and autonomy in
selecting and
applying visual arts
conventions and
procedures to make
artworks
5.2 makes artworks
informed by their
understanding of the
function of and
relationships
between the artist
artwork world
audience
5.3 makes artworks
informed by an
understanding of
how the frames
affect meaning
5.4 investigates the
world as a source of
ideas, concepts and
subject matter in the
visual arts

Students learn to:

the field of visual arts and design as

comprising conventions, activities,
traditions and customs shaped by values
and beliefs about the individual, social
structures, the artworld and power

the pleasure and enjoyment in making

artworks

investigate and apply selected conventions,

activities, traditions and customs of the field of
visual arts and design to make art where
meaning is shaped by values and beliefs
about the individual, social structures, the
artworld and power
build their research, approaches to
experimentation, procedures, skills and
strategies and develop judgement in the
practical action of using diaries and making of
artworks
make informed personal choices to shape
meaning

Artmaking - Conceptual Framework

artists who make works shaped by

subjective, structural, cultural and
postmodern values and beliefs
artworks using an extended range of
materials and techniques and various
investigations of the world

develop subjective, structural, cultural and

postmodern approaches to making artworks

the audience function as ongoing yet

changeable as artworks inhabit subjective,
structural, cultural and postmodern
viewing contexts

make artworks that build a body of work using

an extended range of materials and
techniques and various investigations of the
world
make artworks that connect with audiences
through exhibition and display

5.5 makes informed

choices to develop
and extend
concepts and
different meanings in
their artworks
5.6 demonstrates
developing
technical
accomplishment
and refinement in
making artworks
5.7 applies their
understanding of
aspects of practice
to critical and
historical
interpretations of art
5.8 uses their
understanding of the
function of and
relationships
between artist
artwork world
audience in critical
and historical
interpretations of art
5.9 demonstrates
how the frames
provide different
interpretations of art

the world as the source of ideas and

concepts to make art
how artists invent, adapt and develop
strategies and procedures to investigate
the world to make artworks
the ways in which particular artworks relate
to their own background and experience
how artists develop their intentions

develop research and investigative skills using

their diary
invent, adapt and develop strategies and
procedures to investigate the world to make
artworks
utilise their diary to plan and conceptualise
artworks
develop their artistic intentions in the making of
art and how practice becomes more informed
as they continue to make art

Artmaking - Frames

belief, value and meaning in artmaking

in the subjective frame

concepts of art as the aesthetic expression

of experience for themselves as artists and
viewers

belief, value and meaning in artmaking in

the cultural frame

concepts of art as the aesthetic building

and defining of social identity

focus on how human experience provides a

creative source of ideas for artmaking by
drawing on their imaginative responses,
intuitions, sensory and deeply felt experiences
and views of beauty
recognise how their own lives and personal
and family experiences can connect with
intentions for their artworks and the types of
works they make
consider how they build a personal relationship
with an audience
further focus on how cultural and community
identity and social perspectives contribute to
the development of ideas and making of art
focus on issues of significance to their school
and culture to generate ideas for artmaking
and the conceptual interest of works for
example: peer pressure, gender, politics,
global warming, human rights, genetic
engineering, the environment

5.10 demonstrates
how art criticism and
art history construct
meanings

belief, value and meaning in artmaking in

the structural frame
concepts of art as a system of symbolic
communication through which particular
forms of aesthetic information are
transmitted

belief, value and meaning in the visual arts

in the postmodern frame

concepts of art as intertextual and as a

way of recontextualising other art

consider the social context for their developing

practice and relations between peers,
teachers, the school, community, galleries and
artworld
employ a range of conventions including
codes, symbols and signs
consider how communication is embedded in
the material and conceptual organisation of
their own artworks eg the choice of paint and
placement of an image relative to others in
the composition
use a range of styles that make use of the
conventions of the field
modify, interpret or appropriate images from a
variety of sources and seek to question
concepts about art such as precious, unique
and singular
recognise the role of the audience in the
construction and layering of meaning in their
art
explore notions of irony, parody and critique of
art in their making of art

Critical and Historical Studies Practice

how practice in the visual arts in different times

and places is conditioned by a range of interests,
including the artworld, artworks and exhibitions,
galleries and museums, the art market, theories
ways of organising information, ideas and
arguments

investigate a range of practices in the visual arts in

different times and places

discuss and write about their understandings of

different aspects of practice

artistic practices, conventions and procedures that

inform the approaches to artmaking of different
arists, group of artists and artistic movements
how the conceptual framework can be applied to
understanding the practices of artists, critics and
historians and the artworld

the language and structure of argument

how the frames offer alternative ways to think

about the purposes of practice including those of
the artist, critic and historian

seek to explain the different artistic practices of

selected artists and groups and different artistic
movements
recognise beliefs about the individual, social structures,
the artworld and power when critically interpreting art

consider how practices can be interpreted from

different points of view

Specific Content For This Unit

Life Skills - Practice
A student
LS.1 experiences a variety of artmaking activities
LS.2 explores a variety of materials, techniques and processes
LS.9 uses a range of materials, techniques and processes to make artworks.
Students learn about:
Students learn to:
a variety of artmaking activities
participate in a variety of artmaking activities including:
- 2D forms: drawing, painting, printmaking, photography, digital
media, collage
- 3D forms: sculpture, ceramics, textiles and fibre

the qualities of a variety of

materials in 2D, 3D and 4D forms

a range of materials used in

making artworks

the process of developing and

making artworks

the development of artworks

over time single works or a
group of works

explore the qualities of 3D materials eg clay, plaster, wire, papiermache, instant papier-mache
explore the textural surfaces of a range of artworks eg sculpture,
ceramic forms, textiles and fibre

experiment with a range of materials and techniques, for

example:
3D forms: sculpture: modelling, carving, building, constructing,
assembling
follow a procedure to make an artwork:
select idea or interests/theme
select media
make preliminary drawings and/or experiments to explore
qualities and technical applications of media and record in Visual
Arts diary
develop an idea or composition for an artwork
consider technical processes to make an artwork
select media, techniques and processes to make an artwork
participate in the development of artworks over time, for example:
Places: The beach:

experience the beach environment, wet and dry sand, the sea,
seaweed to touch and smell, shells to touch and listen to
collect shells, seaweed and found objects
make rubbings of interesting textures
take photographs using digital and/or disposable cameras
use found objects to create a monoprint
create a photogram using collected beach objects
develop a 3D relief collage of the beach using texture rubbings,
digital images, sand, found objects and other collage materials

Life Skills Conceptual Framework

LS.3 explores the function of a variety of artists and audiences
LS.4 explores ways in which experiences of the world can be communicated in artworks
LS.7 explores how ideas and interests in the world can be represented in their artmaking
Students learn about:
Students learn to:
artists and the works they make
recognise that artists include men and women from a wide range
of social and cultural backgrounds and that they may work
individually or in groups
the work of a variety of artists
explore the work of a variety of artists including designers,
printmakers, sculptors, multimedia artists/designers,
photographers, video and digital film makers, architects, interior
designers, fabric and textile artists/designers, ceramicists
eg visit a gallery to view the work of artists, invite artists to the
school
the role of artists
recognise that artists create artworks for different purposes
including personal, functional, decorative, symbolic, social,
cultural, political eg Aboriginal Art
cultural communication and heritage
identify techniques and processes that artists use when working
with different 2D, 3D and 4D forms
use techniques and processes for making artworks (refer to
Practice)
the role of audiences in relation
participate appropriately as an audience eg:
to artworks
view and respond to artworks in a variety of contexts
respond to the mood or idea represented in artworks such as
sadness, joy, fear

how experiences of the world

can be represented in artworks

identify some of the effects that artworks have on an audience eg

communicate, describe or discuss responses shock, like/dislike,
confusion
identify artworks which communicate experiences of the world eg
Picasso Guernica; Edvard Munch The Scream; Jeffrey Smart
Cahill Expressway; Charles Meere Australian Beach Pattern;
Jeff Koons Puppy

Life Skills Frames

LS.5 recognises that various interpretations of artworks are possible
LS.6 makes a variety of artworks that reflect experiences, responses or a point of view
LS.8 explores ways to develop ideas in artworks.
Students learn about:
Students learn to:
responding to and interpreting
respond to an artwork eg communicate like or dislike for artwork
artworks
smile, nod, gesture, vocalise, offer opinion in a verbal or written
form
identify particular visual qualities of an artwork eg point to the
artwork and identify areas of interest, recognise different colours,
textures and surface qualities
explore a personal response to an artwork eg describe the artwork
referring to features, visual qualities and ideas and interests
represented
identify aspects of an artwork that connect with personal interests
and understanding of the world eg discuss or compare a personal
view or interpretation of an artwork with others, consider and
respect other points of view, communicate a point of view or
interpretation
communicating experiences,
make artworks that reflect experiences, responses or a point of
responses or a point of view
view eg make a painting to communicate an emotion using
colour and paint techniques such as dribble, splatter, drip, spray,
sponge
representing ideas and interests
make artworks that reflect ideas and interests: eg create a class
in artworks
mural around the idea Our Cultural Heritage, using bisqued
ceramic tiles decorated with underglazes or decorate a soft clay
tile by adding clay, stamping and incising
communicating ideas through
make artworks which explore how visual qualities are used to
the organisation of visual
represent ideas and develop meaning eg:

qualities of line, colour, shape,

texture, pattern, tone, space

communicating ideas and

interests through signs and
symbols

communicating using images

from a variety of sources

line to represent swirling water, an angry face, a furry animal, a

spiky plant
colour to represent an emotion, mood, how objects appear in
different lights
shape to represent natural and manufactured objects, leaves,
shells, stones, rain, clouds, buildings, bridges
texture to represent how manufactured and natural objects
look and feel
tone to represent shadows, light, moods and feelings
pattern to represent the decorative qualities of fabrics, natural
objects shells, bark, spider webs, insects, manufactured objects
buildings, car tyres, wheels, bicycles, roads
space to represent perspective, objects in the distance and
close up, shallow and deep space
recognise that signs and symbols communicate meaning eg
universal signs and symbols in the local and wider community,
images and objects in artworks
make signs and symbols to communicate information eg a symbol
to represent the art room, a symbol to represent a subject on their
school timetable
make artworks using images and objects to communicate
information: places eg collage of texture rubbings and/or found
objects in the school environment;
other living things eg make a dragon out of clay people eg a selfportrait painting with a prized possession
adapt, revise and reinterpret an image from an existing artwork to
produce a new artwork eg: use digital technology to substitute
the face of a student for the face of a portrait from the past