View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Arts practice

With guidance from teachers, students use a variety of starting points to develop art works in both two- and three-dimensional areas of study. For example, they adapt images from a variety of sources to generate ideas for a photo-montage that is created by importing scanned images on to a computer and then adapting them.

Students explore and manipulate art elements and principles. They use experiences and direct observation to find solutions to art problems. In developing subject matter for art works, they explore personal beliefs and opinions about, for example, social and cultural issues. They generate and extend real, imaginary and abstract ideas through research into a range of art forms. Students use art forms, including painting, drawing, printmaking, mixed-media, multimedia, collage, photography, ceramics, textiles (tapestry/weaving/dying/fabric printing), sculpture and the use of design (digital/fashion/jewellery/interior). They develop skills in selecting and combining appropriate art elements, including line, tone, texture, shape, space, color and form.

Through exploration of art principles, such as distortion, symmetry, pattern, contrast, emphasis, harmony and repetition, students learn about art concepts such as movement, perspective, unity, proportion and foreshortening; or the defining of a focal point or a particular viewpoint or mood. Students develop a range of traditional and non-traditional techniques and processes, using art forms such as printmaking, collage, pastel drawing, hand-painted computer-generated forms, carved and soft sculpture, painting on paper and natural surfaces. Students learn to use techniques and skills appropriate to particular art forms, such as carving out areas in stages or registering and printing each color individually for a multi-colored linocut.

Students make individual contributions to the presentation of group projects or exhibitions for specific audiences. They consider purpose, space, lighting and security in relation to the art forms. For example, students could discuss the various qualities of indoor and outdoor sculpture and the impact of these qualities on their own production and presentation.

Responding to the arts

Students research, discuss and write about art works. They develop their ability to listen to and discuss their own and others’ responses to art works, giving reasons for their opinions. When making and discussing art works they use appropriate terminology. Students continue to explore the concept of style and discuss ways in which art works convey meaning. Students view examples of a range of art forms and teachers guide them in analysing and comparing the arrangement of images and forms, the use of techniques and various art elements. Students discuss their opinions about the artist’s intentions and the expressive use of art forms, principles and concepts; for example, by referring to specific features, such as contrasting colors, textured brush strokes, repeated images or dramatic distortion.

Students observe art works from a range of cultural and historical contexts, including Australian contexts. They identify and analyse visual characteristics within particular styles, periods and media, and learn how such styles have developed. They investigate ways in which arts works in different parts of the world mirror and help construct distinctive aspects of cultures. For example, students analyse and compare art works that explore similar ideas or themes, by artists from different cultures working in the same art form.

Students focus on recurrent themes in past and present societies. They research and discuss art works that serve a particular purpose within the Australian community. Such art forms could include architecture, sculpture, painting, mosaic, computer-generated imagery, furniture design and embroidery.