VA 3.1 Students design, make and modify images and objects applying elements and additional concepts to construct intended meanings.

Design and 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, substitution, narration and embellishment (decoration and adornment of images and objects). Modify: · change designs by making additions and subtractions · control materials and processes to communicate ideas · compare the use of elements and concepts to identify and interpret similarities and differences · design, plan and arrange elements to create desired effects · develop, organise, reorganise, enhance, select and manipulate ideas · install artworks by arranging images and objects within a space. Elements: · colour — warm (red, orange, yellow), cool (blue, green, purple), shades (add a little bit of black to a colour), tints (add a little bit of colour to white) · line — expressive marks, contour (a continual line), broken, hatched · shape — enclosed, open, curved, angular, volume, overlapping · texture — rough, smooth, rubbings (frottage), invented (using imagined marks, lines and patterns). Additional concepts: · balance — visual balance (weight and emphasis), colour balance (colours working alongside each other), symmetry and asymmetry · contrast — emphasis (focal point/s); opposites; shapes, textures and colours — dark against light (light colours bring objects forward and dark colours recede), warm and cool colours · space — crowded, isolated, illusions of depth and distance, relationships, focus · pattern — repeating shapes, making variation, unifying, decorating.

Students may: · apply textures such as rough, smooth, scaly and feathery to clay sculptures. Develop a three-dimensional sculpture from two-dimensional designs, reproducing in clay, the textures indicated in drawings · collage painted and found images from magazines and newsprint to develop two-dimensional forms that communicate an understanding of focus and the relationship between colours and shapes · construct three-dimensional shapes that are curved or angular and arrange them to show visual balance, considering how the shapes look from all angles · control applicators such as brushes and hands to manipulate paint and paper to make images in various forms such as painting and printmaking · use cut or torn paper shapes to plan how shapes and colours may be repeated to create a floor or wall mosaic that looks realistic or abstract · use invented patterns to design and make a mosaic out of ceramic tiles · invent names for warm and cool colours they have mixed · make shades and tints to represent emotions and develop colour combinations that create interesting patterns · use charcoal to make line drawings on paper that show contours (continual line) and broken and hatched marks that demonstrate an understanding of how light and dark can be used to show contrast.

VA 3.2 Students make and display images and objects, understanding the functions of informal and formal display.

Make and display images and objects: · ideas — such as current interests e.g. a book, an event, a movie · feelings — in response to sounds, word associations · experiences — recorded in posters, photographs, artworks · observations — visiting other classrooms or other areas of the school as a stimulus. Understanding the functions of informal and formal display: · reasons for displays in formal settings such as the school foyer, school art show, community art exhibition, school website · types of work included in formal displays · reasons for displays in informal settings and types of work included · experiment with formal and informal display by placing images and objects in different spaces and places and in various visual arrangements and at different levels for a specific purpose.

Students may: · make and informally display images that demonstrate how they felt about something being misplaced or borrowed e.g. a student may represent loss through the use of ‘sad’ colours and place the images in an appropriate setting to communicate this feeling · formally display their work in the school art exhibition for friends, peers, parents or carers and teachers to see · write a brief description (an artist’s statement/intent) about what an artwork represents, how they made it and what they like and dislike about it · consider the display space before they make images and objects e.g. is the object to be suspended in a tree or is it for the school foyer? · demonstrate their understanding of the space in which they will be displaying and reflect this in the artworks they make.

VA 3.3 Students compare elements and additional concepts of images and objects from a variety of cultural and historical contexts.

Compare images and objects: · describe similarities and differences in the use of visual art and design elements of colour, line, shape, texture · refer to the additional concepts of categories, variation, position, movement, direction and tone when comparing artworks · compare forms, materials and processes used · compare their ideas, feelings, experiences and observations about various images and objects · identify, describe and interpret subject matter · compare their own and others’ images and objects. Cultural and historical contexts: · community contexts: - reflecting understanding of local area and community artists/designers/ craftspeople - identifying and interpreting images and objects in a community context - identifying and exploring their own and others’ cultural heritages and identities through images and objects from their own and others’ cultures.

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: - comparing the visual arts and design elements and concepts that were seen and how they have been used e.g. I can see shadows in both of these photographs. This one looks gloomy and scary because it is so dark. This one looks really crowded but you mainly look at the face of the girl in the corner because the shape is distinct and the colour is brighter. - identifying, describing and comparing the forms, materials and processes used e.g. My clay work is a sculpture of my cat, you can look at it from all sides. I also made a sculpture out of wire and paper that you hang and look at from underneath. They are different, but they are both sculptures. - interpreting ideas, feelings, experiences and observations relating to their own and others’ images and objects e.g. I was really scared by the masks that we looked at. I am going to make an even scarier one by using scary colours and textures. - using language appropriately to compare familiar images and objects e.g. I like how the lines in that drawing make you look at the important parts, like the rough texture of the tree and the cool colours of the water.