VA 4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional 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, substitution, narration, embellishment and symbolism (a visual metaphor, where something can stand for something else).

Deconstruct and reconstruct:

·          take apart by undoing, cutting, unravelling, dissecting an artwork or idea

·          reconstruct an artwork or idea by reinventing and rearranging to make something new

·          analyse artworks by describing, identifying, interpreting and comparing elements, concepts, ideas, feelings, experiences and observations.

Elements:

·          colour — mixing, blending, controlling, symbolic (feelings, cultural meanings)

·          line — descriptive, emotive

·          shape — negative and positive

·          texture — actual, invented, transferred and simulated (looks exactly like).

Additional concepts:

·          abstraction — moves away from objective reality, expressive, non-subjective

·          composition — combining and composing elements, concepts, parts and the whole design

·          depth — shading, hatching, overlapping objects, linear and aerial perspective

·          proportion — size, relationships, subject to background, near or far, part to whole

·          symbolism — visual metaphors, secret and hidden messages, codes and feelings

·          representation — substitutes reality, realism

·          non-representation — abstract construct, does not represent visual reality or realism.

Students may:

·          apply actual and invented textures with paint, sand, glue and so on and transfer these onto three-dimensional shapes

·          combine and compose elements and concepts with the intention of creating harmonious compositions

·          deconstruct an artwork by analysing its meaning. What is the artwork about? What would happen if you changed (the proportions)? Does it change the meaning? Reconstruct the artwork by manipulating the intention, colours and textures to communicate new meaning.

·          draw lines that are fluid and are emotional responses to stimulus explored in class and then modify these experiments when drawing onto ceramic forms to symbolise personal meaning/s

·          demonstrate control of applicators and skills when manipulating materials and processes with purposeful intent

·          substitute images with symbols to create hidden messages

·          create abstract images from their observations by dissecting and rearranging parts

·          mix, blend and control the use of colour to create contrast and depth in abstract paintings

·          take photographs of natural shapes in their environment that focus on negative spaces and positive shapes and show the effects of light and dark.

 

VA 4.2 Students make and display images and objects, considering purposes and audiences.

Make and display images and objects:

·          deconstruct and reconstruct known images and objects to make new meaning for a specified context

·          explore feelings — how the artwork makes you feel

·          communicate experiences — recent or remembered

·          observations of, and making images and objects for, natural and built environments.

Consider purposes and audiences:

·          select own and others’ images and objects for a particular display space and audience

·          formal and informal settings

·          to communicate intentions through display and demonstrate understandings of constructed meaning.

Students may:

·          consider functions such as personal expression, substitution, narration, embellishment and symbolism when designing and making images and objects for particular display spaces or places

·          identify and discuss with peers and teachers how meanings are conveyed in displays and exhibitions, considering:

-             the setting (environment) — informal, formal

-             audience — who is the viewer and what is the cultural context

-             marketing, media text

-             political climate

-             the artist’s purpose or intent

·          vary the visual settings in which made images and objects are placed to change the readings of the works.

 

VA 4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural and historical contexts.

Analyse images and objects:

·          identify, describe and compare visual art and design elements of colour, line, shape and texture

·          refer to additional concepts of proportion, symbolism, composition, depth, abstraction, representation and non-representation

·          analyse the forms, materials and processes used

·          describe and compare ideas, feelings, experiences and observations

·          identify, describe and interpret subject matter

·          analyse their own and others’ images and objects.

Cultural and historical contexts:

·          own and others’ images and objects from various cultural and social contexts, considering the representation of cultures within the classroom and community

·          analyse images and objects from the very distant past.

 

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:

-             analysing visual art and design elements and concepts, where they are placed and how they have been used e.g. This shape is bigger than that one and it balances that darker shape in the lino print. This print has the same sort of shapes but they are overlapping so they look like they are behind each other.

-             identifying, describing, comparing and analysing the forms, materials and processes used e.g. This painting is abstract. It doesn’t look like anything but it has lots of interesting colours and ‘unreal’ textures. This painting is more ‘real’ — you can see people but not their faces. Both of the paintings look like they have been painted with watercolours.

-             interpreting ideas, feelings, experiences and observations of their own and others’ images and objects e.g. I thought the sculpture was really good because you could walk around it and see different things depending on where you were standing.

-             using language appropriately to analyse made and everyday images and objects e.g. The proportions of the person in that picture are all wrong. When we drew people we looked closely at how they looked. Maybe this artist made the legs really long for a reason.