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• The Arts | Visual Arts: Learning in Visual Arts

  Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with and develop knowledge of visual arts, skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

  Through...

  Overview material | Visual Arts

• The Arts | Visual Arts: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Visual Arts

• Visual Arts: Levels 9 and 10 description

  In Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify...

  Level description | The Arts | Visual Arts

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

• VCAVAR028

  Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describe subject matter and identify in artworks from different social, cultural or historical contexts
  • discussing how artworks are made as expressions of a particular culture or identity, for example, a style of artwork that expresses the identity of their community
  • comparing artworks made for different reasons, using appropriate visual conventions, and identifying different interpretations by different viewers in a range of locations; for example, comparing artworks by Aboriginal and Torres Strait Islander artists with artworks made by other Australian artists
  • examining public art in their community and comparing it to other artworks commemorating different people, events, times and cultures
  • discussing with others the meaning of their own artworks
  • evaluate artworks from different cultures and histories using inquiry, for example, explain which artworks they like the most and why

  VCAVAR028 | The Arts | Visual Arts | Levels 3 and 4 | Respond and Interpret

• VCAVAE025

  Explore ideas and artworks from different cultures and times as inspiration to create visual artworks

  Elaborations

  • researching artworks of different styles and artists from different times and cultures, to inspire their own expression of ideas, for example, in forms such as printmaking and drawing, and styles such as realism or expressionism
  • discussing the role of the artist and artworks as an expression of society and culture, for example, discussing the role of artworks from Aboriginal and Torres Strait Islander peoples and the stories they tell
  • exploring ways to express their ideas using visual conventions from different historical, social or cultural contexts
  • experimenting with visual conventions and styles from different cultures to create particular visual effects in their artworks
  • identifying and explaining choices in art making, for example, including forms, styles and visual conventions in their artworks, and the influences of other artists on their artworks

  VCAVAE025 | The Arts | Visual Arts | Levels 3 and 4 | Explore and Express Ideas

• VCAVAV035

  Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks

  Elaborations

  • imagining and refining their visual and spatial expressions of the world, combining a variety of materials, techniques and technologies
  • problem-solving with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
  • exploring artists use of materials and techniques to create artworks for public spaces, for example, researching the context of time and place, culture and ideology as an influence on the look and meaning of art in public spaces
  • developing and refining technical skills when designing and making visual arts images and objects, employing safe and sustainable practices
  • annotating their own and others’ art making by keeping a written or digital journal, or portfolio

  VCAVAV035 | The Arts | Visual Arts | Levels 7 and 8 | Visual Arts Practices

• Visual Arts: Levels 5 and 6 description

  In Levels 5 and 6, students explore how and why artists, craftspeople and designers realise their ideas through different visual forms, practices and processes. They develop conceptual and expressive skills.

  As they make and respond to visual artworks, students explore a diversity of ideas, concepts...

  Level description | The Arts | Visual Arts

• VCAVAR045

  Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences

  Elaborations

  • reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
  • discussing artists’ use of metaphors in artworks to express ideas and influence the viewer, for example, the artist’s use of visual metaphors to express meaning and persuasion
  • investigating the practices of artists from different cultural groups, including artists from Aboriginal and Torres Strait Islander cultures, and their use of persuasion, communication or expression in artworks

  VCAVAR045 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCAVAR032

  Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • making judgments about the practices of artists, what and why they design and create, using visual conventions
  • comparing artworks from different cultures and identifying the ideas expressed by the artist, for example, when comparing paintings from India and Australia, what do they recognise, what is new, what are the different meanings the artists are expressing?
  • explaining the artistic vision of artists from different contexts, for example, Aboriginal and Torres Strait Islander artists, particularly referencing the meaning the artworks convey
  • analysing how symbolic meanings or metaphors are constructed in their own artworks and artworks of others
  • expressing an opinion about the way numerous artists communicate their viewpoints through their artwork
  • describing their ideas about an issue in an artwork they have created and describe their art making practice, for example, did it make them think more seriously about the issue? Did the rest of the class understand their message?

  VCAVAR032 | The Arts | Visual Arts | Levels 5 and 6 | Respond and Interpret

• VCAVAE034

  Explore how artists use materials, techniques, technologies and processes to realise their intentions in artworks

  Elaborations

  • investigating the viewpoints of several artists and how they express a theme, concept or subject matter in different contexts and using different styles with different materials and technologies
  • exploring how artists have used different materials and symbols to express cultural identity for example, identifying implied meaning through the symbols in the artwork, such as a universal symbol that reflects contemporary youth culture, or the symbols of Aboriginal and Torres Strait Islander peoples
  • selecting contextual information about artists, artworks and audiences as inspiration for their artworks
  • discussing and documenting their choices of expression to strengthen meaning and viewpoints in their artwork
  • researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus movement, Chinese social realist painting, Greek classical sculpture
  • applying critical theories to the analysis and interpretation of artworks, for example, identifying explicit and implicit meanings in artworks

  VCAVAE034 | The Arts | Visual Arts | Levels 7 and 8 | Explore and Express Ideas

• VCAVAR024

  Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas

  Elaborations

  • identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas
  • discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?
  • describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts, for example how Aboriginal and Torres Strait Islander artists use visual conventions to express ideas
  • describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions
  • describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

  VCAVAR024 | The Arts | Visual Arts | Levels 1 and 2 | Respond and Interpret

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCAVAP031

  Create and display artwork considering how ideas can be expressed to an audience

  Elaborations

  • identifying a range of audience interpretations of the same artwork
  • analysing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?
  • recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.
  • reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
  • presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

  VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform

• Visual Arts: Levels 3 and 4 achievement standards

  By the end of Level 4, students plan and make artworks that are inspired by artworks they experience. They use materials, visual conventions, techniques and processes to express their ideas in artworks.

  Students discuss how artists express ideas and use materials, techniques and visual conventions...

  Level description | The Arts | Visual Arts | Levels 3 and 4

• Visual Arts: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks.

  Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice. They...

  Level description | The Arts | Visual Arts | Levels 9 and 10

• Visual Arts: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.

  Students plan and make their art works in response to exploration of techniques, technologies and processes...

  Level description | The Arts | Visual Arts | Levels 7 and 8

• VCAVAR046

  Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints

  Elaborations

  • analysing the role of visual arts as a means of challenging prevailing traditional ideas, for example, how contemporary Aboriginal and Torres Strait Islander artworks challenge prevailing traditional ideas about traditional art styles from this culture
  • identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
  • discussing the range of viewpoints expressed about an artwork or art issue
  • considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues
  • interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change

  VCAVAR046 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCAVAV043

  Conceptualise, plan and design art works that express ideas, concepts and artistic intentions

  Elaborations

  • analysing and documenting the practices of selected visual artists and designers, including Aboriginal and Torres Strait Islander artists, to investigate their use of materials, technologies, techniques and processes, when developing their intentions
  • developing an individual focus for a series of artworks based on a given theme, concept or subject matter
  • developing different options for making artworks in different forms, that have similar concepts, for example, artworks made from different materials or produced in a different form to change the meaning of the artwork
  • applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
  • planning, manipulating and/or appropriating images, objects and spaces into new contexts and meanings, applying a personal aesthetic

  VCAVAV043 | The Arts | Visual Arts | Levels 9 and 10 | Visual Arts Practices

• VCAVAV026

  Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks

  Elaborations

  • selecting and experimenting with forms, styles, materials and technologies to explore symbolism and use of visual conventions by various cultures and times, for example, how colour and pattern are perceived symbolically in different cultures
  • discussing artworks and how they are made for specific communities or cultures, for example, what clues in the artwork tell them where it was made, by whom, and why
  • experimenting with styles of expression from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
  • discussing the materials and techniques used to make artworks and developing artworks based on this investigation, for example, what the artwork is made of, what choice of material is used to enhance the audience’s understanding of the artist’s intention
  • practising a variety of techniques and using various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
  • manipulating and experimenting with combinations of various materials and technologies to create effects, for example, using crosshatching to create tone or design elements to focus attention in a composition

  VCAVAV026 | The Arts | Visual Arts | Levels 3 and 4 | Visual Arts Practices