Curriculum

Analysing artworks is an important skill for student to have when studying Visual Art. With these skill student are able to analyse and understand other artists art works and further develop and understand the how to manipulate the elements and principles in their own. This Wiki gives the students the building block to analysing and critiquing artworks by giving the students examples and activities that link with the Essential Learnings of Visual Art and the Cross-Curricular Priorities.

Click on the images and links below to view the documents relevant to the Wiki and the task and activities within.

The Documents: Ways of Working Knowledge and Understanding Assessable Elements · Ideas are researched to inform visual responses that consider social and cultural issues. · Design and visual documentation are used to develop images and objects from visual, verbal and tactile stimuli
 * Present in this Wiki: **
 * Visual Art: **
 * Knowledge and Understanding: **

Students are able to: · Make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purposes of artworks · Respond by deconstructing artworks in relation to social, cultural, historical, spiritual, political, technological and economic context using arts elements and languages.
 * Ways of Working: **

· Develop plans for innovative and creative responses, processes and simple systems · Express and creatively represent ideas, information and thinking in innovative ways · Develop innovative and creative response, processed and simple systems · Analyse ICT-related problems to identify process, response or system changes required to meet needs · Creatively and effectively document and present their planning, thinking and learning, using a combination of media. · Collaborate, exchange ideas, distribute information, present critcal opinion, problem solve and cultural understandings. · Consider and apply ICT’s to enhance interpersonal relationships in order to develop social and cultural understandings. · Select and apply a variety of ICT’s to exchange and interpret messages and meanings. · Present an individual or group identity in communication. · Consider individual rights and cultural expectations when accessing or creating digital information sources
 * Cross-Curricular Priorities: **
 * Creating with ICT’s **
 * Communicating with ICT’s **
 * Ethics, issues and ICT’s **

Click on this image to view the standard in which the teaching is based on.

Productive Pedagogies