View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Arts practice

With support and guidance from teachers, students develop and apply their skills and knowledge to communicate visually their feelings and their understanding of themselves and other people. They explore and use a variety of sources for inspiration and ideas in a broad range of art forms, drawing upon experiences, direct observation and imagination. They make two- and three-dimensional art works combining and manipulating art elements (for example, line, shape, tone, space, texture, color and form) and principles (for example, pattern, contrast, repetition and symmetry). They use a variety of media and techniques to produce art works that explore the possibilities of art concepts, such as movement, proportion and perspective, to express ideas such as the effects of mood or a particular viewpoint. For example, students experiment with, select and combine, primary, secondary and tertiary colors to express mood, movement, harmony, direction and light, using painting, drawing or collage techniques and processes.

Students select materials, design projects and work on solutions to be executed individually as well as collaboratively. For example, they research different types of art forms and techniques from a range of cultures or select and manipulate various three-dimensional media to construct artworks designed to suit a particular function.

Students use a range of presentation skills to plan and display their art works for different audiences and particular purposes. For example, they may select and use appropriate software programs to develop a decorative border.

Responding to the arts

Teachers introduce students to the concepts of personal style and styles of works from different cultures or historical periods. They discuss art works in terms of the materials, techniques and processes employed, use of art elements, and use of principles of art noting any narrative qualities and expressive effects.

Students discuss the ideas expressed in their own art works, compare and respond to the content and ideas in other people’s works and speculate about artists’ intentions. They look at products in daily use and discuss design features in relation to their function; for example, students may discuss and compare functions and design solutions in a range of products in daily use, such as the design of students’ bicycle helmets and those worn by Olympic cyclists.

Students identify from features in art works such information as the social or cultural context, religious purpose or historical period in which the works were made. Teachers facilitate discussions about the role of art in the community, considering history and tradition, and guide students as they compare art works from different cultures. Students investigate a broad range of contemporary and traditional art and design fields. These could include book and illuminated manuscript illustration, architecture, mural painting and graffiti art, fashion or car design, photography and digital art, jewellery and other body decoration.