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Visual arts / Year 5 and 6
Curriculum content descriptions
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
Elaborations
- making discerning judgments about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?
- explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art
- Considering viewpoints – meanings and interpretations: For example – What is this artwork about? What visual conventions have been used to convey meaning? How did the artist represent their subject matter? How does the artwork reflect the artist’s perspective about the environment? How did the audience react to the artwork when it was first displayed?
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.
- expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork
- Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?
General capabilities
Cross-curriculum priorities
ScOT terms
Settings (Narratives), Aboriginal art, Torres Strait Islander art, Visual arts