VA 1.1 Students make images and objects by exploring elements and concepts.

Make images and objects: · select from and combine two-dimensional and three-dimensional forms, using materials and applying processes to explore elements and concepts for purposes such as personal expression (to express personal values and beliefs) and substitution (to make images and objects that stand for something else). Explore: · experiment with materials and processes · discover and investigate elements, concepts and sensory stimulus to make images and objects · plan how to act on what has been explored · view their own and others’ images and objects. Elements: · colour — matching, mixing, lighter, darker · line — to suggest movement such as fast, slow, soft; directions such as forward, backward, diagonal; using different speed and time frames and applying varying pressure such as heavy, light · shape — regular, irregular, symmetrical and asymmetrical, cut, torn · texture — transferred, rubbings (frottage), rough, smooth, furry, fluffy. Concepts: · length — long, short, tall · repetition — to create pattern, repeated elements · sequence — before, after, next, patterning · similarity and difference — likeness, matching · size — small, medium, large · weight — visual heaviness, lightness.

Students may: · create a visual sequence with objects made from ceramic materials · create shapes with their bodies and re-create these as drawn shapes on various papers · demonstrate basic use and handling of materials and processes such as cutting, tearing, joining · experiment with materials to create similarity and difference in colour combinations · explore materials and processes such as string, card and basic joining techniques to make sculptural forms · express how they felt on a warm sunny day by combining elements of texture and colour to make monoprints showing: - interesting surface qualities - experiments with colour combinations - representation of ideas through using different textures · use interesting fabrics and natural fibre to make a textile piece that communicates understanding of colour combinations, size and shapes · make textured tiles out of clay impressing images and surfaces that show key moments of a journey between home and school · paint an image that expresses their understanding of or likes/dislikes about a picture book character · use different shapes to show length and size such as a very large and tall object · use different shapes, such as spiky or smooth shapes, to represent a character’s personality · use drawing materials to create various lines and shapes that create patterns and show an understanding of size.

VA 1.2 Students visually represent and explain their experiences, feelings, ideas and observations through making images and objects.

Make images and objects to visually represent: · ideas – themes such as me, my family, my likes and dislikes · feelings – happy, sad, angry, afraid · experiences – such as a visit to the shops, park, the journey from school to home · observations – a sensory walk around a building or through a natural environment — collect and record how things look, what you saw and how it felt. Explain their experiences, feelings, ideas and observations: · talk with peers and teacher about how they made images and objects, what they represent and what they like and dislike about the work · share their images and objects in informal and formal settings · use appropriate language to describe the use and application of elements and concepts in various images and objects.

Students may: · visually represent: - ideas they want to share - the way they’re feeling today by collecting small objects, installing them in a space and talking about what they mean - a memory of something personal to them by collaging drawn and photocopied images onto an interesting surface - their personal perceptions of what they have observed of their physical appearance through painted portraits. · share with friends, peers, teachers, parents or carers by displaying: - in informal settings such as on the floor, table tops, windows or walls - in formal settings such as the school foyer, school art show, community art exhibition.

VA 1.3 Students describe elements and concepts in a variety of images and objects.

Describe elements and concepts: · visual art and design elements of line, shape, texture, colour · concepts of length, size, similar, different, weight, repetition and sequence · forms, materials and processes used · their ideas, feelings, experiences and observations · their own and others’ images and objects. A variety of images and objects: · familiar contexts — reflecting understanding of known environments and everyday images and objects · classroom context — looking at and talking about images and objects of their own and others.

Students may: · communicate ideas about images and objects that have been created in the classroom, viewed in texts or seen in community or public gallery/museum contexts by: - describing what visual art and design elements and concepts were observed and how they have been used e.g. the textures on the round shapes are happening again and again. That makes a pattern. - describing the forms, materials and processes e.g. It looks like a painting. Someone has done this with fingers, string and brushes. The dark colour of the paper makes the paint stand out. - describing ideas, feelings, experiences and observations relating to their own and others’ images and objects e.g. it looks like someone was upset when they made this - identifying that something can stand for something else e.g. a tree is substituted for a person - using language to visually describe everyday images and objects e.g. that line looks like it is moving, the light colour stands out, it looks like a fluffy shape.