View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

The Visual arts strand can be undertaken either with a single discipline focus (Art or Media) or by using the visual arts disciplines in combination.

Art

Students engage in a variety of two- and three-dimensional art activities employing a range of media and processes to achieve particular effects. They explore, select and use art elements, such as line (continuous/broken), shape (geometric /irregular), space (crowded/empty), color (primary/secondary), texture (real/simulated), form (imagined/observed) and tone (light/dark) in expressive ways. They explore art principles such as pattern, contrast, repetition and symmetry. For example, students experiment with color mixing to identify primary and secondary colors and use various ways of applying paint to make different shapes or patterns.

Through experimentation and practice, students develop skills in manipulating art materials and tools used in a range of art forms, such as ceramics, collage, drawing, painting, photography, printmaking, mask-making, sculpture, textiles (tapestry/weaving) and design (digital/fashion). For example, they make tiles out of clay and decorate them with incised and raised lines, textures and shapes to create regular or alternating patterns.

They discuss the making, presentation and display of their own and others’ art works, including the use of arts ideas and elements. Students respond to the expressive qualities of their own and others’ art works. Students are introduced to a range of art forms and they identify differences and similarities between them. They learn about places where art works can be found and how art works can be designed and made to fulfil particular individual and community needs.

Media

Students undertake visual, audio and print media production activities. They explore and arrange particular media elements, including images, words and sounds in structured and expressive ways and make informed choices in order to present their ideas.

Students learn how to use media equipment to explore ideas and effects; for example, adding sounds to images. Students present their media products for others to listen to, watch, read and discuss. They explain how their media product was made and talk about their understanding of it and others’ works. Students discuss their preferences for particular characters, programs, sounds and images.

Students learn about differences and similarities between media forms; for example, television, radio, photography and newspapers, and how digital technology is having an impact on these forms.

Teachers assist students to understand ways in which ideas, stories and elements are organised in media texts; for example, use of headlines and introductions and the location of information in the frame of a computer game. They learn about why and how particular media productions are made, exhibited and distributed in the community; for example, cinemas, video stores, newsagencies, shopping centres, radio and television stations.