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• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCAVAE005

  Explore materials to create visual artworks

  Elaborations

  • exploring their environment including images, textures and space and responding through creating visual artworks and design
  • creating artworks such as a painting or collage by identifying the colours and materials they want through simple choices making such as pointing, reaching or communicating what they want to use, for example the colour from a field of two or three choices and adding them with assistance to their artwork
  • making artworks in response to their environment or specific stimuli such as music, an object or event
  • exploring the use of colour and materials before and during creation of visual artworks or design
  • creating artworks in structured activities which related to self, others and personal environments in different forms, for example, painting, sculpture, photography of self
  • exploring different art, craft and design styles from other cultures

  VCAVAE005 | The Arts | Visual Arts | Level B | Explore and Express Ideas

• VCAVAE021

  Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create

  Elaborations

  • looking at an artworks and present a range of interpretations of the subject matter based on their ideas, experiences, observations and/or imagination
  • observing and recording the people and objects they experience in their daily lives using different art forms and materials
  • exploring the use of visual conventions in artworks, for example, what colours were used, and how, why is the colour it used in this way?, and express these conventions in their own artworks
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography
  • identifying and using visual conventions in their artworks focusing on different styles, subject matter and art forms from different cultures and historical periods, including artworks by Aboriginal and Torres Strait Islander peoples

  VCAVAE021 | The Arts | Visual Arts | Levels 1 and 2 | Explore and Express Ideas

• VCAVAE017

  Explore ideas, experiences, observations and imagination to create visual artworks

  Elaborations

  • viewing a range of artworks with a common theme or subject matter, and make their own interpretations based on their experiences, observations and/or imagination
  • observing and recording their daily experiences in a range of visual forms
  • drawing, photographing and making images and objects related to self, others and personal environments in different art forms
  • identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, and styles from Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE017 | The Arts | Visual Arts | Foundation Level | Explore and Express Ideas

• VCAVAE033

  Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks

  Elaborations

  • combining and adapting materials, techniques, technologies and art making processes to explore ideas
  • discussing how artists have applied materials and techniques to express emotions and consider this in their own art practice, for example, why and how artworks make them feel emotional, and can they apply a similar technique to their artworks?
  • observing and investigating how artists select and apply different visual arts techniques to express themes, concepts and ideas and considering how they could use these in their own art making
  • combining, adapting and manipulating images and objects from several sources to develop a theme in their artworks
  • exploring why artists have use specific stylistic qualities in their art works, for example, – why an artist use a particular style of expression? What other forms and styles suit the message the artist is conveying?

  VCAVAE033 | The Arts | Visual Arts | Levels 7 and 8 | Explore and Express Ideas

• 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

• VCAVAE009

  Explore experiences and observations to create visual artworks

  Elaborations

  • creating an art pieces in response to an observations, an experience, that communicate ideas, observations, experience, concepts, and/ or feelings
  • guided through a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world through their artwork, for example communicating feelings to others through their art work
  • using some basic tools appropriately and following basic safety rules
  • using materials with beginning skill to decorate and create art works for social occasions
  • using a variety of materials, textures, colours and shapes in structured art experiences for example paper, cardboard, cloth and other natural materials to create collage
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, drawing, sculpture
  • using visual conventions in their artworks in structured learning experience after learning different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE009 | The Arts | Visual Arts | Level C | Explore and Express Ideas

• VCAVAE041

  Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works

  Elaborations

  • deconstructing and appropriating a range of images, objects and/or spaces to express viewpoints, concepts, purposes and/or meanings
  • using selected techniques, technologies and processes to explore personal expression of a theme, concept or subject matter
  • experimenting with a variety of techniques and processes when exploring their intentions as artist
  • selecting, testing and experimenting with materials, techniques, technologies and processes to express ideas in multiple forms of expression

  VCAVAE041 | The Arts | Visual Arts | Levels 9 and 10 | Explore and Express Ideas

• VCAVAE040

  Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works

  Elaborations

  • developing visual images by combining and adapting materials, techniques, technologies and art making processes
  • exploring and applying ideas inspired by the style of other artists in their own artworks
  • exploring and reflecting on the connections between their own artworks and artworks from different contexts and cultures
  • experimenting with digital and virtual technologies in their artworks to enhance intended meaning
  • exploring the practices of a range of artists and identifying the influences on the development of the artists’ personal style.
  • conceptualising how visual conventions can express ideas in their artwork

  VCAVAE040 | The Arts | Visual Arts | Levels 9 and 10 | Explore and Express Ideas

• VCAVAE013

  Explore ideas, experiences and observations to create visual artworks

  Elaborations

  • experiencing a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • creating arts works that have a social purpose, e.g. Easter egg, birthday card
  • using a variety of basic tools and materials safely to create visual art works including constructions and sculptures
  • participating in teacher directed class discussions which enable students to learn, discuss and express opinions about the available ways to create and make art works
  • using colour and/ or shape to communicate moods or feelings in their artworks
  • practicing drawing images and making objects related to self and personal environments in different forms, for example, painting, sculpture, photography
  • using visual conventions in their artworks after exploring different art, craft and design styles and techniques from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE013 | The Arts | Visual Arts | Level D | Explore and Express Ideas

• VCAVAE029

  Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs

  Elaborations

  • exploring how artists select and manipulate materials and techniques and use these in their own art making
  • exploring ideas and expressions when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
  • analysing the materials used by artists in artworks to enhance the meaning of the work, for example, the choice of material to enhance the viewer’s understanding of the artist’s intention
  • exploring the ways in which artists communicate their views, beliefs and opinions in artworks and use these in their own art making
  • making aesthetic choices about the expression of ideas and beliefs and describe the use of visual conventions and processes

  VCAVAE029 | The Arts | Visual Arts | Levels 5 and 6 | Explore and Express Ideas

• VCAVAE001

  Experience creation of visual artworks

  Elaborations

  • experiencing the sound, smell and feel of various objects, react to the sensory stimulus and creating art work as a response to the experience
  • creating visual art works with support, for example their own hands are support as they use art materials such as paint and paper to create visual art works
  • exposed to sensory art experience and making basic choices by reaching for, touching, dropping materials, colours, objects
  • holding various objects, utensils for short periods of time, exploring the use of art equipment
  • exposed to colour, texture, materials used or which can be used

  VCAVAE001 | The Arts | Visual Arts | Level A | Explore and Express Ideas

• 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

• VCAVAP003

  Experience the display of artworks

  Elaborations

  • creating visual art works and using art materials such as paint and paper, using any part of the body
  • reacting when their art is presented
  • exposed to various artworks related to a theme, technique or with similar characteristics, for example figures/shapes
  • indicating a choice about what and where their artwork is displayed through facial expression, body movement, sound or image

  VCAVAP003 | The Arts | Visual Arts | Level A | Present and Perform

• VCAVAP027

  Explore different ways of displaying artworks to enhance their meaning for an audience

  Elaborations

  • making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
  • discussing how artworks are made and how the choice of materials can influence the meaning of artworks, for example, what the artwork is made of, the choice of material to enhance the audience’s understanding of the artist’s intention
  • exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
  • comparing the visual conventions in artworks made for specific purposes, for example, how the artist expresses an idea to show the audience a particular viewpoint

  VCAVAP027 | The Arts | Visual Arts | Levels 3 and 4 | Present and Perform

• VCAVAP019

  Create and display artworks

  Elaborations

  • displaying a series of artworks created by their class
  • viewing an exhibition at a gallery and museum and discussing the expression of ideas in the artworks exhibited.
  • describing the theme or ideas expressed in an exhibition of their class art works

  VCAVAP019 | The Arts | Visual Arts | Foundation Level | Present and Perform

• VCAVAP023

  Create and display artworks to express ideas to an audience

  Elaborations

  • sharing ideas with their classmates about the expressive choices they made in their artwork
  • discussing specific themes when displaying artworks, for example, at the local gallery or in their classroom
  • discussing an exhibition of artworks surrounding a theme and consider the visual conventions of the artworks and how they convey meaning, for example what an artwork or design makes them think about and why?
  • discuss and decide how to display their artwork to present their ideas to an audience

  VCAVAP023 | The Arts | Visual Arts | Levels 1 and 2 | Present and Perform

• 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

• VCAVAP011

  Create artworks to communicate ideas or observation

  Elaborations

  • making and sharing visual art works that show emerging art knowledge and ability to create art works that communicate ideas, concepts, observations, feelings and/or experiences
  • communicating about aspects of their own art works such as pointing to and or naming some of the basic features of their own art work to others
  • exploring what figures/shapes they can see in artwork and the idea or meaning of the work in class discussions
  • making a decision about when their artwork is finished and how to display their artwork

  VCAVAP011 | The Arts | Visual Arts | Level C | Present and Perform