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Respect and Responsibility

Promoting values in education

Curriculum Mapping

Visual Arts Stage 4
Syllabus links Opportunities for learning

Artmaking

Outcomes

A student:

4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks

4.2 explores the function of and relationships between artist – artwork – world – audience

4.3 makes artworks that involve some understanding of the frames

4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts

4.5 investigates ways to develop meaning in their artworks

4.6 selects different materials and techniques to make artworks

Students learn that making artworks is a way to interpret and communicate different ideas, issues and interests about the world. Opportunities are provided for students to make artworks that represent a range of ideas and interests including social, cultural, political and personal points of view. They learn to recognise and value how different opinions and views about the world are communicated in artworks from different times and places. They learn about the different approaches, beliefs and traditions used by different cultures to make artworks.

The diversity of cultures can be investigated, and students can develop an understanding of the importance and impact of different cultural practices, and how different ideas about cultural identity can inform artistic practice.

Classroom activities can focus on making images, and using signs, symbols and codes to communicate different points of view. Subject matter may include social and cultural identity, nationalism, religion and spirituality, relationships, gender, politics, the environment and issues about art.

Students can make artworks in response to topical events relating to issues in Australia and the wider world, to social justice issues that may arise in the school or local community, as well as to tell a story or to represent an opinion, idea and interest. They can record their intentions and procedures in their Visual Arts diary.

Students learn to work collaboratively, to appreciate the many forms that art can take and to appreciate individuals’ preferences for one over another. They learn to work cooperatively and to consider the responses of others, and respect other points of view.

Students learn about the different functions of an artist including as a social commentator, agent of change, challenger of views and values, as well as the relationships between artists and the natural, built and social environment, different audiences, and the artworks they make.

Opportunities exist in the guidance provided by teachers for students to reflect on a range of values and social issues in and through their artmaking. This could also incorporate a critique of social stereotypes, consumerism etc. Students can be provided with opportunities to reflect on artworks which uphold or challenge particular social values.

Dimensions of respect and responsibility:

Critical and historical studies

Outcomes

A student:

4.7 explores aspects of practice in critical and historical interpretations of art

4.8 explores the function of and relationships between the artist – artwork – world – audience

4.9 begins to acknowledge that art can be interpreted from different points of view

4.10 recognises that art criticism and art history construct meanings

The study of artworks from a range of cultures, times and places provides students with opportunities to learn that different people have different understandings and opinions about artworks, their meaning and their significance. Artworks and writings about artworks can represent and explain the views and beliefs of the society, time and place in which they were made. Students learn how artworks contribute to an understanding about the development and importance of cultural heritage and exchange. They learn how art writing communicates information about artworks to different audiences.

Classroom activities can include class discussions about how different audiences – including art writers – have viewed and commented on artworks, and how opinions about artworks change over time. Students can participate in discussions and debates about artworks by taking on the roles of art critics and audiences in the 19th, 20th and 21st centuries, conducting mock interviews with artists and preparing virtual exhibitions to represent different points of view and ideas about art.

Students can discuss their interpretations of artworks and compare their views with the views of other writers and critics. They learn how art criticism and art history can communicate to an audience how artworks, through a visual language of signs, symbols and codes, can document the development and significance of cultural heritage. For example students can read and discuss interpretations of Aboriginal artworks, how these artworks are significant both to Aboriginal and non-Aboriginal societies, and how they reflect and construct beliefs and attitudes about cultural identity and spirituality.

Dimensions of respect and responsibility:

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