THe australian curriculum
Years 5 and 6 Achievement Standard
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.
Examples of Knowledge and Skills appropriate for students in Years 5 & 6
Viewpoints:
- expression – physical, psychological, sensory and intuitive
- contexts – recognising artists and artworks who work in cross-media and those who install their
artworks in various locations. Refer to artists and audiences from different cultures, particularly
Aboriginal and Torres Strait Islander Peoples, and from Asia.
Processes:
- investigating, conceiving, experimenting, selecting, refining, predicting, testing, evaluating,
comparing, analysing, identifying, evaluating, judging and displaying
Content Descriptions and Elaborations
6.4 Explain how visual arts practices communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks.
6.4.1 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?
6.4.2 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 devices 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?
6.4.3 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.
6.4.4 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
Viewpoints:
- expression – physical, psychological, sensory and intuitive
- contexts – recognising artists and artworks who work in cross-media and those who install their
artworks in various locations. Refer to artists and audiences from different cultures, particularly
Aboriginal and Torres Strait Islander Peoples, and from Asia.
Processes:
- investigating, conceiving, experimenting, selecting, refining, predicting, testing, evaluating,
comparing, analysing, identifying, evaluating, judging and displaying
Content Descriptions and Elaborations
6.4 Explain how visual arts practices communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks.
6.4.1 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?
6.4.2 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 devices 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?
6.4.3 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.
6.4.4 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