What is it that we want our students to know, understand, do and communicate KUDCO?

Year Level: Prep Semester: ONE TWO Subject:

VISUAL

ART

Team Members: Ruth and Marisa

Essential

Learning

What is the essential

learning? Describe in

student friendly

vocabulary.

Example­Rigor

What does proficient student work look like? Provide an

example and/or description.

KEY:

AUSVELS/ACARA­elaborations

Marisa/Ruth­mapping example

Prior Skills

Needed

What prior

knowledge, skills

and/or vocabulary

are needed for a

student to master this

essential learning?

Common

Assessments

What assessment/s will

be used to measure

student mastery?

When

taught?

When will this

essential learning be

taught?

Extension

Skills

What will we do

when students have

already learned this

essential learning?

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) I can use ideas and experiences to create my artwork. (106)

I ‘have a go’ at all activities and give my best effort

when trying new techniques and materials

­Trialling different options for designing representation by looking at

artworks about a theme or subject matter, such as a ‘circus’, and make

their own interpretation based on their ideas, experiences, observations

and/or imagination (acara)

BLOSSOMS BLOWING INK T2

I can recognise and reproduce shapes, colours and

textures from my environment in my artwork

­observing and recording the shapes, colours and textures of people,

objects and concepts they experience in their daily lives, for example,

drawing faces, insects, plants, food (acara)

SHAPE MIRO T1

Vocabulary:

Effort, Wembley

Values, Attitudes in

the classroom

directions, dribbles,

ink, straws,away

from yourself,

blossoms, collage,

tissue

Vocabulary:

Shape, line,

geometric shape,

repeat, pattern, copy

Anecdotal Notes

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Anecdotal Notes

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Term 2 ­ weeks 6­8

Term 1­weeks 7­8

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

I can talk about my artwork ­Considering viewpoints, forms and elements: For example; What colours

were used? What is it made of? How is the colour used, and why is it used

in this way? (acara) LINEWORK 4 WAYS

LINE & PATTERN T1

I can create art about me and my environment

­Practising drawing images and making objects related to self, others and

personal environments in different forms, for example, painting, sculpture,

photography (acara)

­ SELF PORTRAIT T1

I can identify and use elements from other cultures, in

my own artwork

­Identifying and using visual conventions in their artworks after investigating

different art, craft and design styles from other cultures and times, for

example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander

Peoples, and Asia (acara)

BOOMERANG DESIGN T2

Vocabulary:

line, pattern, pencil

grip, 3 finger grip,

repeat, fill the space,

edge to edge

Vocabulary:

line, pattern, pencil

grip, 3 finger grip,

repeat, fill the space,

edge to edge

Vocabulary:

portrait, landscape,

primary colours, full

page size, features

Vocabulary:

Shape, line, dots,

repeat, pattern,

marks, copy,

Indigenous,

boomerang

Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Term 1­weeks 1­4

Term 1­weeks 1­4

Term 1­weeks 5­6

Term 2­week 11

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)

I can experiment with different materials and techniques in my artwork (107)

I can use different materials to create my art

exploring a range of natural and man­made materials and technologies to

visually express their experiences, for example, paint, pencils, ink, sand,

photography and graphically (acara)

COLLAGE T4

I know that different materials create different looks

comparing the qualities and properties of materials such as paint, crayons,

clay and found objects and select appropriate applications to represent

something or someone they like (acara)

COLOUR MIXING PAINTING Kandinsky T3 working with both primary and secondary colours

I can use different techniques to create my art using techniques to demonstrate various compositional effects, for

example, overlapping or crosshatching (acara) ‘cut off form’ WAX RESIST PAINTING T3

Vocabulary:

Collage, paste, glue,

cut, overlap, balance,

materials, edges

Vocabulary:

primary, secondary,

mixing, concentric

circles, tracing,

painting to the edges

Vocabulary:

cut­off form,

decoration, detail,

even painting to

edges, contrast,

detail, wax resist,

portrait,

Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Term 4­weeks 6­8

Term 3­weeks 5­7

Term 2­weeks 3­5

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

I am safe in the art room and use the materials

appropriately

following technical processes and safe practices to make artworks, for

example, drawing onto Styrofoam to print on paper (acara)

ON GOING CLASSROOM RULES T1, T2, I always wear a smock for painting

I handle the scissors carefully

I only use materials and tools responsibly etc etc

Vocabulary:

safety, packing

away, respect,

cooperation,

listening to

instructions

Anecdotal Notes Semester 1, All

artworks

This concept is

spoken about on an

ongoing basis,

encouraging safe

movement and

practices

Create and display artworks to communicate ideas to an audience (ACAVAM108)

I can express my ideas in my artwork (108)

I can talk about how I made my artwork

sharing ideas with their classmates about the representational choices they

made in their artwork (acara)

STUDENTS PRESENT THEIR FAVOURITE PIECE TO THE CLASS T4

We can create our own art galleries at school to display

different topics

talking about ideas such as themes when displaying artworks, for example, at the

local gallery or in their classroom (acara)

COLLECTIVE STREET SCAPE MIXED MEDIA

I am beginning to understand that art has a message

Considering viewpoints ­ meanings and interpretations: For example ­ What

did this artwork or design make you think about and why? What figures/

shapes can you see in the artwork? How has the artist treated the

figures/shapes to convey their idea or meaning? (acara)

INTRO ABSTRACT ART PICASSO HEAD T2

I can choose between portrait & landscape

Making a decision about how to display their artwork to share their

ideas (acara)

Vocabulary:

positive comments,

sharing ideas, share

circle and ‘gallery

walks’

Vocabulary:

joint exhibition,

gallery, display, best

effort

Vocabulary:

shapes, colours, size,

features, profile,

forward facing

Anecdotal Notes

Anecdotal Notes

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Anecdotal Notes

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Term 4 ­ week 8­10

Term 3­weeks 6­8

Term 2­weeks 1­2

Retrospective

Choice: students to

share their favourite

piece and state why.

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Vocabulary:

Anecdotal Notes

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Term 4­weeks 4­6 Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)

I ‘wonder’ why people make art and think about its purpose (109)

I can talk about how my art makes me feel

describing and interpreting representations in a selection of artworks, for

example, considering the subject matter, styles and techniques of a

selection of artworks, and how the artworks make them think and feel in

response to the artists intentions (acara)

COLOUR PAINTINGS AND EMOTIONAL RESPONSES T2 ­what’s the colour of your heart, how do the colours make you feel? ­What are the warm and cool colours?

I can talk about different parts of my artwork

identifying how design elements, such as line, shape, colour or texture, are

used in their artworks and in the artwork of others INTRO VAN GOGH LANDSCAPE T4

I can see art in lots of different palaces

identifying where they might experience art in their lives and communities,

for example, keeping a diary of ‘art experiences’ and combining to create a

class list and then discussing how visual artworks sustain and

communicate cultural knowledge (acara)

CLASS ANCHOR CHART T3

I understand different groups of people make art for

different reasons

Considering viewpoints ­ societies and cultures: For example where the

artwork is from and why it was made? Who made the artworks? Where and

how are they displayed? (acara)

INDIGENOUS TOTEM POLES T3

Vocabulary:

emotions, feelings,

warm and cool

colours, opposite

background, straight,

ruler

Vocabulary:

swirling, skyline,

brush strokes,

movement

Vocabulary: What,

where, who, what do

you think art is?

Vocabulary:

totems, symbols,

culture, history

Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Term 2­weeks 3­4

Term 2­ weeks

10­11

Term 3 week 9­10

Term 3­weeks 7­8

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Class activity to

create chart, teacher

to encourage all to

get involved and

give ideas, with turn

& talk and or small

groups

Individual students

are supported and

­what are the totem poles for? ­what animals are represented and what do they stand for?

I understand artists create art for different reasons

acknowledging the role of artist and audience as they start to interpret

meaning in artworks (acara)

BOTANICAL DRAWING ­JOSEPH BANKS T4

Vocabulary:

outlines, edges,

shapes, spacing,

balance, warm and

cool colours, leaves,

plants

Anecdotal Notes

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Term 4­weeks 5­6

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

What is it that we want our students to know, understand, do and communicate KUDCO?

Year Level: Year 1 and Year 2

Semester: ONE TWO Subject:

VISUAL ART

Team Members: Ruth and Marisa

Essential Learning

What is the essential learning?

Describe in student friendly

vocabulary.

Example­Rigor

What does proficient student work look like?

Provide an example and/or description.

Prior Skills

Needed

What prior knowledge,

skills and/or vocabulary

are needed for a student

to master this essential

learning?

Common

Assessments

What assessment/s will

be used to measure

student mastery?

When

taught?

When will this

essential learning be

taught?

Extension

Skills

What will we do

when students have

already learned this

essential learning?

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

I am beginning to plan for my artwork ­Trialling different options for designing representation by

looking at artworks about a theme or subject matter, such

as a ‘circus’, and make their own interpretation based on

Vocabulary: Anecdotal Notes

Markbook with

checklists

Semester 1 & 2, All

artworks

Notion of ’planning’

is re­ enforced with

pre­ sketching,

design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) I can use ideas and

experiences to create my

artwork. (106)

their ideas, experiences, observations and/or imagination

(acara)

I can recognise and reproduce shapes,

colours and textures from my environment

in my artwork

­observing and recording the shapes, colours and

textures of people, objects and concepts they experience

in their daily lives, for example,

drawing faces, insects, plants, food (acara)

PAPER BATIK FISH T2

I can create art that displays contrasting

colours, forms and elements and discuss

my choices

­Considering viewpoints, forms and elements: For

example; What colours were used? What is it made of?

How is the colour used, and why

is it used in this way? (acara)

COLLAGE FIZZY BUBBLES T2

I can make and draw things from my

environment

­Practising drawing images and making objects related to

self, others and personal environments in different forms,

for example, painting, sculpture, photography (acara)

WOVEN PAPER FISH T2

I can identify and use styles from other

Placement on paper,

size, format, practise, a

rough layout, planning

Vocabulary: leaf

shapes, warm colours,

cool colours, neutral

colours, stripes spots,

markings, organic,

geometric

Vocabulary: contrasting

overlapping, circles,

tracing templates,

interesting, balance

Vocabulary: under and

over, skip one,

weaving, vertical,

horizontal

Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Term 2, week 2­3

Term 1, week 8­9

Term 2, week 1

planning colour choice

etc, all year

Individual students are

supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students are

supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students are

supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

artists and cultures, in my own artwork

­Identifying and using visual conventions in their artworks

after investigating different art, craft and design styles

from other cultures and

times, for example, Expressionism, Fauvism, Aboriginal

and Torres Strait Islander Peoples, and Asia (acara)

T3

Vocabulary:

Anecdotal Notes

Markbook with

checklists

Term 3, week 3­4

Individual students are

supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Use and experiment with

different materials, techniques,

technologies and processes to

make artworks (ACAVAM107)

I can experiment with different materials and techniques in my artwork (107)

I can create art from natural or man made

materials

exploring a range of natural and man­made materials and

technologies to visually express their experiences, for

example, paint, pencils, ink, sand, photography and

graphically (acara)

PIPECLEANER REEF T2

I know that different materials create

different looks

comparing the qualities and properties of materials such

as paint, crayons, clay and found objects and select

appropriate applications to

represent something or someone they like (acara)

BIRDS ON BIRCHES T3

I can use different techniques and

arrange elements of my art in different

ways

using techniques to demonstrate various compositional

effects, for example, overlapping or crosshatching (acara)

Vocabulary:

foreground,

background, middle

ground, depth,

modelling

Vocabulary: materials,

collage, felt, newspaper

print, thick, thinner,

thinnest

Vocabulary: lines,

curvy, wavy, straight,

open­ended, enclosed,

dots, spacing,, portrait,

landscape

Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Term 2, week 5­6

Term 3, week 5­6

Term 1, week 1­3

Individual students are

supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

TREES FROM THE LAND OF LINE T1

I can follow a process to create my

artwork

following technical processes and safe practices to make

artworks, for example, drawing onto Styrofoam to print on

paper (acara)

HAND PAINTED PRINTS T1

Vocabulary: stamp,

print, overlapping,

extend beyond page,

colour plan

Anecdotal Notes

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Term 1, week 7­8

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Create and display artworks to

communicate ideas to an

audience (ACAVAM108)

I can express my ideas in my artwork (108)

I can talk about how I made my artwork

sharing ideas with their classmates about the

representational choices they made in their artwork

(acara)

STUDENTS PRESENT THEIR FAVOURITE PIECE TO THE CLASS T4

We can create our own art galleries at

school to display different topics

talking about ideas such as themes when displaying

artworks, for example, at the local gallery or in their

classroom (acara)

I can choose between portrait & landscape

Making a decision about how to display their artwork to

share their ideas (acara)

Vocabulary:

positive comments,

sharing ideas, share

circle and ‘gallery

walks’

Vocabulary:

Vocabulary: suitable,

best shape, best view

Anecdotal Notes

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Anecdotal Notes

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Anecdotal Notes

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Term 4, week 9­11

Term 3, week 7­8

Term 3 & 4

Retrospective

Choice: students to

share their favourite

piece and state why.

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

As part of ’planning’

students will be

encouraged (when

appropriate) to

make personal

choices about format

I am beginning to understand that art has

a message

Considering viewpoints ­ meanings and interpretations:

For example ­ What did this artwork or design make you

think about and why? What figures/ shapes can you see

in the artwork? How has the artist treated the

figures/shapes to convey their idea or meaning? (acara)

OCEAN POSTERS T2

Vocabulary: poster,

message, slogan,

lettering, images,

Anecdotal Notes

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Term 2, week 8­9

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Respond to visual artworks and

consider where and why people

make visual artworks, starting

with visual artworks from

Australia, including visual

artworks of Aboriginal and

Torres Strait Islander Peoples

(ACAVAR109)

I ‘wonder’ why people make art and think about its purpose (109)

I can see art in lots of different palaces,

not just galleries

identifying where they might experience art in their lives and communities, for example, keeping a diary of ‘art

experiences’ and combining to create a class list and then

discussing how visual artworks sustain and communicate

cultural knowledge (acara)

TUNING IN AND CONVERSATIONS T3 CLASS ANCHOR CHART

I understand different groups of people

make art for different reasons

Considering viewpoints ­ societies and cultures: For

example where the artwork is from and why it was made?

Who made the artworks? Where and how are they

displayed? (acara)

DREAM CATCHER T3

I can talk about different parts of my

artwork (line, shape, colour, texture)

identifying how design elements, such as line, shape,

colour or texture, are used in their artworks and in the

artwork of others

PORTFOLIO BIRDS T1

Vocabulary: What,

where, who, ‘What do

you think art is?’

Vocabulary: crossing,

thread, opposite sides,

decorations, knot, tie

Vocabulary: enclosed

space, continuous lines,

pattern, elements,

Anecdotal Notes

Anecdotal Notes

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Anecdotal Notes

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Term 3, Ongoing

Term 3, weeks 1­2

Term 1 ­week 2­5

Class activity to

create chart, teacher

to encourage all to

get involved and

give ideas, with turn

& talk and or small

groups

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

I can talk about how my art makes me

feel

describing and interpreting representations in a selection

of artworks, for example, considering the subject matter,

styles and techniques of a selection of artworks, and how

the artworks make them think and feel in response to the

artists intentions (acara)

T4

I understand artists create art for different

reasons

acknowledging the role of artist and audience as they

start to interpret meaning in artworks (acara)

T4

Vocabulary:

Vocabulary:

Anecdotal Notes

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Anecdotal Notes

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checklists

Term 4 ­week 1­2

Term 4 ­week 1­2

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as

their individual need

arises

What is it that we want our students to know, understand, do and communicate KUDCO?

Year Level: Year 3 and Year 4

Semester: ONE TWO Subject:

VISUAL ART

Team Members: Ruth and Marisa

Essential Learning

What is the essential learning?

Describe in student friendly

vocabulary.

Example­Rigor

What does proficient student work

look like? Provide an example and/or

description.

Prior Skills

Needed

What prior knowledge,

skills and/or vocabulary

are needed for a student

to master this essential

learning?

Common

Assessments

What assessment/s will be

used to measure student

mastery?

When taught?

When will this essential

learning be taught?

Extension Skills

What will we do when

students have already

learned this essential

learning?

Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)

I can use information and ideas from different cultures and times, as inspiration when creating my artwork (110)

I can use research to inspire my

artwork

researching artworks of different styles and

artists from different times and

cultures to inspire their own

representations in forms such as

printmaking and drawing, and styles such

as realistic or expressive

DAY O’ DEAD SKULL MASK T2

I can communicate a message in

my artwork

considering viewpoints – meanings and

interpretations: For example –What is this

painting telling us about the past? How

does the artwork use visual conventions to

convey meaning? How did the artist work

within a space, and at this time? How and

why did they innovate their practice?

T2 PERSONAL ARCHEOLOGY

I can explore artistic conventions

from other times & cultures in my

artwork

exploring ways to represent their ideas

using visual conventions from different

historical, social or cultural contexts

CALACA BROOCHES T2

Vocabulary: Spanish : ( Día de Muertos ) Prayer and

remembrance of friends

and family members

who have died,

symmetry, parallel,

reversed image

Vocabulary: personal

archeology, what is the

artwork telling us

about the person who

lived here?

Vocabulary: mobile,

wind chime? moveable

parts, links

Anecdotal Notes

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Anecdotal Notes

Markbook with checklists

Anecdotal Notes

Markbook with checklists

Term 2 ­week 1­2

Term 1­week 8­9

Term 2­week 3­6

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

I can create ‘visual tricks’ in my

artwork

experimenting with visual conventions to

create particular visual effects in

representations

ILLUSIONS / OP ART T1

I make good choices when creating

my artwork

dentifying and explaining choices in art

making, including forms, styles

and visual conventions in their artworks,

and influences of other artists on their

artworks

ONGOING THROUGHOUT T2 PLANNING & GOOD CHOICES

Vocabulary:

complementary colour,

optical illusion,

movement, pulsating

colours

Vocabulary: planning,

visualising, layout,

colour scheme,

forethought

Anecdotal Notes

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Anecdotal Notes

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Term 3­week 7­8

Term 2­ ongoing

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

All students will be

encouraged to think

about the choices they

are making as they

create their artwork and

how it can affect the

finished piece

Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)

I can use different materials and techniques to explore the elements of art ( color, form, line,

shape, space, texture, and

value) in my artwork (111)

I can create artwork that has

symbolic meaning

selecting and experimenting with forms,

styles, materials and technologies to

explore symbolic use of visual conventions

used by various cultures and times, for

example, how colour and pattern are

perceived as symbolic in different cultures

T2 AFRICAN PATTERNS

I can create artworks that reflect

my life/community

Considering viewpoints – societies and

cultures: For example – What clues in the

artwork tell you where it was made, who

made it, and why? What artworks are you

familiar with? Which style of artworks

represents your community?

Vocabulary: personal

archeology, what is the

artwork telling us

about the person who

lived here?

Vocabulary: reflect,

silhouette, profile view,

overlapping elements,

contrasting scale,

‘represents you and

your interests or what

you are thinking about’

Anecdotal Notes

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Anecdotal Notes

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Term 2 week 10­11

Term 1 week 8­9

* Due to ¾ swimming

program this project has not

been completed and will

move into early term 2

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

SELF PORTRAIT T1

I can juxtapose artistic styles in my

artwork

experimenting with alternative styles of

representation from different cultures and

times in their artworks, for example,

realistic, symbolic, narrative, abstract

T3 Friedensreich Hundertwasser

I can create the same artwork two

different ways (2D + 3D)

Considering viewpoints – materials and

technologies: For example – What is the

artwork made of? How does the choice of

material enhance the audience’s

understanding of the artist’s intention? Can

you develop your ideas using different

materials?

T2

I can use different tools and

equipment to create my artwork

practising a variety of techniques and use

various technologies to find different ways

of interpreting a theme and/or subject

matter, for example, making a simple

animation or storybook

VAN GOGH INTERPRETATION T1

Vocabulary: juxtapose:

black & silver with

multi colours,

juxtapose: painterly,

sponged, focal points,

fine detail

Vocabulary: alternative

representation

Vocabulary:

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Term 2 week 9­10

Term 2 week 6­7

Term 1 week 5­6

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

I can use established techniques to

create predictable effects in my

artwork

manipulating and experimenting with

combinations of various materials and

technologies to create predictable effects,

for example, using crosshatching to create

tone or design elements to focus attention

in a composition

LINE & PATTERN EXPLORATION T1

I am continually developing and

refining my skills

applying art and design techniques

effectively and safely, such as modelling

and joining clay, marbling on paper,

designing and printing a pattern

ONGOING THROUGH T1

Vocabulary: straight,

wavy, zig zag,

diagonal, tight, loose,

offset, to edges. texture,

pattern, goemetric,

organic

Vocabulary: skill

development,

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Term 1 week 1­3

Term 1 ongoing

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

All students will be

encouraged to develop

and extend their skills

through demonstration

and practise

Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)

I can talk about ‘colour’, ‘line’, ‘shape’, ‘space’ and

‘texture’ when I present my artwork to my peers (112)

My artwork can be viewed in

different forums

making decisions about how their artwork

could be displayed, for example, mounted

and framed, in public spaces, on the

internet, and in the media

T3

I can present my work digitally or

publicaly

exploring different ways of presenting

artworks in different locations, for

example, in folios, digitally, in a public

space in the school

T3

I can create my art from a different

perspective

comparing the visual conventions in

artworks made for specific purposes,

Vocabulary: digital

files, air drop,

Evernote, physical copy

Vocabulary: website,

viewing audience

Vocabulary:

overlapping, distance, 1

point perspective,

horizon line size and

scale, realism

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Term 3

Term 2 to end of year

Term 3 weeks 5­6

Grade 4 students will be

assisted to upload

portfolio piece to

Evernote and grade 3

students will create a

physical portfolio piece

All students will be

encouraged to complete

their work to the highest

standards for viewing on

the Artroom gallery

Wembley website

Individual students are

supported and extended

on an ongoing basis

during each art class, as

for example, how the artist represents an

idea to show the audience a particular

viewpoint

INTRODUCTION TO PERSPECTIVE T3

their individual need

arises

Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)

I use visual arts terminology when discussing the purpose or meaning of my own artwork and the artwork of others (113)

I am developing my knowledge of

art history

identifying meaning and describing subject

matter and form in artworks from different

social, cultural or historical contexts

T4 CLASSICAL COLUMNS

I am developing my ability to

review an artwork

considering viewpoints – societies, cultures

and histories: For example –

What clues in the artwork tell us where it

was made, who made it, and why? What

artworks are you familiar with? Which style

of artwork represents your community?

What are the people in the painting doing?

Can you draw what you did on Australia

Day?

T4 Discussion Reflection about 2 different juxtaposed artworks

I can compare and contrast 2

paintings

Vocabulary: classical

architecture, ionic

doric, corinthian

Vocabulary: reflection,

effort, evaluation

Vocabulary:

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Term 4 weeks 1­3

Term 4 weeks 7­8

Term 3 weeks 4­5

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

Comparing artworks made for different

reasons, using appropriate visual

conventions, and identifying possible

differences in interpretations, for example,

comparing contemporary representations of

locations in their community with

representations by Aboriginal and Torres

Strait Islander artists

T4

I can compare and contrast two

sculptures

Examining public art in their community and

comparing it to other artwork

commemorating different people, times and

cultures

T4 COVERED WIRE SCULPTURE

I can critique my own artwork

Writing about and discussing with others the

meaning of their artworks

T4 PORTFOLIO REFLECTION

I can discuss my reactions to my

own and others artworks

Considering viewpoints – evaluations: For

example – Did you enjoy looking at the

artwork? Why? Which artwork do you like

the most? Explain

why you like it. What artworks do you like to

make, and why? Compare these buildings

and their relationship with the environment,

e.g. the Uluru­Kata Tjuta Cultural Centre and

the Temple of the Golden Pavilion, Kyoto

Vocabulary: covering,

finish, pose,

Vocabulary:

Vocabulary:

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Term 4, weeks 8­9

Term 4 weeks 4­5

Term 4, weeks 10­11

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

Individual students are

supported and extended

on an ongoing basis

during each art class, as

their individual need

arises

T4

What is it that we want our students to know, understand, do and communicate KUDCO?

Year Level: Year 5 and Year 6

Semester: ONE TWO Subject: VISUAL ART

Team Members: Ruth and Marisa

Essential Learning

What is the essential learning?

Describe in student friendly

vocabulary.

Example­Rigor

What does proficient student work look

like? Provide an example and/or

description.

Prior Skills

Needed

What prior knowledge,

skills and/or vocabulary are

needed for a student to

master this essential

learning?

Common

Assessments

What assessment/s will

be used to measure

student mastery?

When

taught?

When will this

essential learning be

taught?

Extension

Skills

What will we do

when students have

already learned this

essential learning?

Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)

I can use the ideas and styles of famous artists as inspiration when creating my own artwork (114)

I can use combinations of different

materials and techniques to create

my art

­selecting and manipulating combinations of

materials and techniques

T1 SALT PAINTING

I can use the commercial arts to

inspire my artworks

­exploring cross­media effects and

characteristics of representation 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

T3 ROMERO BRITTO INSPIRED ART

Vocabulary: water colours,

wet on wet technique,

blended colours,

impression, highlight,

darker hues

Vocabulary: Pop art, screen,

dots,

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Term 1, week 9

* Due to Gala Sports day, High school

presentation and

Canberra camp

This project has not been

completed and will move

into early term 2

* Due to Cross Country trials and Anzac Day

Assembley some Grade

5’s and 6’s are 2 weeks

behind in starting this

project

Term 3, week 5­6

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

I can create the same artwork three

different ways (2 X 2D & 1 X3D)

­considering viewpoints – materials and

technologies: What is the artwork made of?

How does the choice of material enhance the

audience’s understanding of the artist’s

intention? What made you want to touch this

sculpture?

T2 WIRE SCULPTURE & DRAWING + COLOURED DRAWING

I can borrow ideas and views from

great artists

­trialling different ways to represent views,

beliefs or opinions in their artworks in

response to exploration of how artists

communicate their views, beliefs and

opinions through art

T2 DAVID HOCKNEY

I can create a sense of realism by

using visual conventions

­making aesthetic choices about

representation and being able to explain their

choices describing the visual conventions

and processes

T3 SHADING FOR REALISM

Vocabulary: continuous

line, wire sculpture, stained

glass,

Vocabulary: light

reflections, water patterns,

floating, weightlessness,

flowing hair, bubbles

Vocabulary: depth,

overlapping, receding, light,

realism

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Term 2, week 4­7

Term 2, week 6­8

Term 3, week 1­2

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Develop and apply techniques and processes when making their artworks (ACAVAM115)

I can use different techniques and processes in my artwork (115)

I can improve my art skills through

practise

enhancing and practising their art making

skills in using a range of materials and

technologies

T1 ONGOING RELATED TO VALUES OF EFFORT

I can juxtapose techniques and

styles in my artwork

­making informed choices about using

various combinations of representational

elements appropriate for a concept, theme or

subject matter, for example, combining

realistic drawing skills with an appropriated

image from the past to create new meaning

T3 My art is influenced the arts of the

past

­explaining influences of other artists on their

own art making

T2 ANCIENT COINS

I can improve my artworks through

planning and reflection

­evaluating the characteristics of their work

that are more successful, and work to

improve their knowledge and skills from this

reflection

T1 ONGOING EXPECTATIONS OF PLANNING

Vocabulary: effort,

application, skill

improvement

Vocabulary:

Vocabulary: obverse =

heads, reverse = tails,

uniface

Vocabulary: effort,

application, skill

improvement

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reflection

Term 1, ongoing

Term 4,

Term 2, week 2­4

Term 1&2, ongoing

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)

I plan my artwork in order to create quality pieces that best express my ideas (116)

I know that people respond to the

same artwork in many different ways

­identifying reasons for the range of audience

interpretations of the same artwork, for

example, Considering viewpoints or the

conceptual approach of the artwork

T2 VARIOUS PORTRAIT STYLES

I can reflect upon the role of the

artist throughout history

­Considering viewpoints – histories: For

example – What did the artist want the

audience to see and understand?

T2 GRAFFITI ART

I understand people have different

reactions to artworks

­recognising and evaluating how culture,

gender, age, time and place, among other

factors, impact on how an audience reads an

artwork, for example, comparing the

response of different age groups

T3

I understand artworks can represent

communities or groups of people

­Considering viewpoints – societies and

cultures: For example – What clues in the

artwork tell us where it was made, who made

it, and why? What artworks are you familiar

with? Which style of artwork represents your

community? How would you represent your

neighbourhood?

T3

I can make judgements on how

effectiveness of my artworks (How I

feel it went, Are my ideas clear? Are

my skills improving?)

Vocabulary: visually

appealing, realism,

caricature, abstract, surreal

‘Arcimboldo: father of

Surrealism’, Dali

Vocabulary: graffiti, ideas,

themes, messages, styles,

tags, Banksy

Vocabulary:

Vocabulary:

Vocabulary: Portfolio

reflection, wet on wet,

highlights, technique,

Evernote

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reflection

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reflection

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reflection

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reflection

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reflection

Term 2, week 10­11

Term 2, week 7­8

Term 3

Term 3

Term 2, weeks 3­5

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

­reflecting critically on how effectively their

ideas or feelings have been expressed in

their own artworks, and that of others

T2 PORTFOLIO REFLECTION I can reflect upon another artist’s

skills and techniques

­Considering viewpoints – skills, techniques

and processes: For example – How did the

artist work within a space, and at this time?

How have they innovated their practice?

T3 DE BUFFET SCULPTURES

I can present my artwork on the

school’s website

­presenting their artworks using

internet­based technologies, including social

media

T2, 3 & 4

Vocabulary: 3 dimensional

plains, interlocking,

support, upright, line work,

Vocabulary: digital record,

photography, upload, resize,

website

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reflection

Term 3, 4­6

Term 2 & 3, ongoing

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)

I can explain how the elements of art ( color, form,

line, shape, space, texture,

and value) are used in artworks from different cultures and art periods (117)

I plan my artwork and think about the

choices I make when creating it

­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

T1 STACKED TYPE

I can compare and contrast art from

different cultures

­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?

T4

Vocabulary: regular,

irregular, crowded, heavy,

sparse, fine, light, balanced

Vocabulary:

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Term 1, weeks 1­3

Term 4, weeks 10­11

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

I can pay homage to cultural imagery

in my artworks

­explaining the artistic vision of artists from

different contexts, particularly referencing

the meaning the meaning their artworks

convey, for example, Aboriginal rock art,

graffiti art, Egyptian art

T1 EGYPTIAN PORTRAIT

I can interpret other artists’ work

­Considering viewpoints­ meanings and

interpretations: For example­ What is this

artwork about? What visual conventions

have been used to convey meaning? How

did the artist represent the 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?

T4 LASCAUX CAVE PAINTINGS

I can identify symbolism in my

artworks and the artwork of others

Analysing how symbolic meaning or

metaphor is constructed in their own

artworks and the artworks of others

T4 ISLAMIC TILES

Vocabulary: ethnic, pattern,

motif, culture, repeat

Vocabulary:

Vocabulary:

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Term 1, weeks 4­8

Term 4

Term 4

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

I can evoke emotions in my artwork

Considering viewpoints­ psychology: For

example­ What elements are used to show

excitement in the sculpture? Make a scary

monster.

T4 COLOUR EMOTIONS

I can express my opinions about

artworks

Expressing an opinion about the way

numerous artists communicate multiple

viewpoints through their artwork

T4 I can discuss my reactions to

artworks

Considering viewpoints­ evaluations: For

example­ Did it make you think more

seriously about the issue? Did the rest of

your class understand your message?

T2 DISCUSSIONS ABOUT GRAFFITI ART

Vocabulary: abstract,

emotional response to

colour

Vocabulary:

Vocabulary: graffiti, ideas,

themes, messages, styles,

tags, Banksy

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Term 4

Term 4

Term 2, week 7­8

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises

Individual students

are supported and

extended on an

ongoing basis during

each art class, as their

individual need arises