Visual Arts / Year 3 and 4 / Exploring and responding

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View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

explore where, why and how visual arts are created and/or presented across cultures, times, places and/or other contexts (AC9AVA4E01)

Elaborations
  • 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
  • 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?”
  • 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?”
  • 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
  • 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
  • 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
  • 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
General capabilities
  • Intercultural understanding Intercultural Understanding
  • Literacy Literacy
ScOT terms

Regional art,  Composition (Visual arts),  Art materials,  Visual arts,  Artists,  Culture,  Cultural contexts,  Art movements,  Aboriginal art,  Torres Strait Islander art

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7 direct matches to AC9AVA4E01 | 1 other related resources

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My Place - Episode 17: 1848: Johanna, Torment

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This 3-minute film clip is from the ABC My Place series and tracks the fictional experiences of Johanna, a young girl in 1848 in Australia. There is an accompanying set of downloadable worksheets. One activity asks students to consider the concept of portraiture through history. Another activity invites students to research ...

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Downloadable

TrackSAFE Education Primary School Resources: Year 3, Year 4 The Arts

  • TLF-IDM025092

This webpage includes a unit uses various arts practices as the stimuli for exploring the safety message of Stop, Look, Listen, Think. Students create woven artworks to incorporate safety messages; they collaboratively develop a play about safety; and explore rap as a music form and combined with dance convey a safety ...

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Video

Emma Boyd: 'The quail shooter' 1884

  • TLF-IDM020081

In this work Emma Boyd depicts the landscape near her home, ‘The Grange', in Victoria. See how the landscape dominates the single human figure? What do you think this suggests? What is the artists trying to say by creating this sense of scale?

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Video

John Eyre: (print after) 'Port Jackson Harbour NSW' 1812

  • TLF-IDM020075

This panoramic view of Port Jackson shows the fledgling European settlement taking shape. Part of a set of 12, this print was drawn by convict artist John Eyre who was transported for breaking and entering. The intended clientele included local trading ships and members of the British military and naval forces. The series ...

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Video

Charles Conder: 'Hot wind' 1889

  • TLF-IDM020084

In the late 19th century symbolism was used in depictions of the Australian Colonial landscape. This example painted by Charles Conder was painted during the Victorian drought in 1889.How does the artist convey the heat of the Australian landscape in this image? What role does the female figure play in this painting?

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Image

Australian collection

  • TLF-IDM021325

This database features a selection of Australian artworks from QAGOMA. The searchable database provides artwork images, background information about the artist and the artwork, classroom activities, a glossary of key terms and curriculum alignment information for teachers. Search results can be refined by theme, period, ...

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Indigenous Australian collection

  • TLF-IDM021324

This federated search from the QAGOMA database features a selection of Aboriginal and Torres Strait Islander artworks from the collection. The searchable database provides artwork images, background information about the artist and the artwork, a map of major Indigenous regions in Australia, classroom activities, a glossary ...

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Koorie Cross-Curricular Protocols for Victorian Government Schools

  • TLF-IDM019898

The Koorie Cross-Curricular Protocols for Victorian Government Schools are applicable to schools intending to develop activities that involve the use of Koorie cultural expressions, including stories, songs, instrumental music, dances, plays, ceremonies, rituals, performances, symbols, drawings, designs, paintings, poetry, ...

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