Art Subject:

Visual Art

Time duration:

Approx. 3 hours to be done over a duration

of time.

Learning Focus/ Links to

Curriculum:

Students are making and responding to artwork.

The content in the history sub-strand provides
opportunities for students to develop historical
understanding through key concepts including sources,
continuity and change, cause and effect, perspectives,
empathy and significance.
Explore ideas and practices used by artists, including
practices of Aboriginal and Torres Strait Islander artists,
to represent different views, beliefs and opinions
(ACAVAM114)
Develop and apply techniques and processes when
making their artworks (ACAVAM115)
Plan the display of artworks to enhance their meaning
for an audience (ACAVAM116)

Assessment Strategies:

Explain how visual arts conventions communicate

meaning by comparing artworks from different social,
cultural and historical contexts, including Aboriginal
and Torres Strait Islander artworks (ACAVAR117)
Students should have a clear understanding
of what and how visual art conventions are
used. Responding to artwork is explained
through the correct temrinology
demonstrating knowedge of Australian
hostorical events. Have they taken
techniques and processes into consideration
in the development of their artwork? Have
they planned their artwork to enhance
meaning for the intended audience? Have
they identified that different social, cultural
and historical contexts communicate
meaning in different ways? Have they
maintianed a safe environment whilst
producing their artwork?
This activity provides opportunity for

Resources:

Modifications/ Adjustments:

formative assessment and/or summative

assessment.
A wide range of materials and utensils
for students to use when creating
their chosen art form.
Laptops /Workbooks for Responding
task.
Computer/projector screen/paper
handout with painting.
Internet access for YouTube video and
timeline.

You may decide to produce a

PowerPoint discussing Australian
History.
Provide examples of work for students
particularly visual learners so they
have an aim and an idea of what the
finished product will look like.
Simplify questions for lower level
achievers.
The making component is essentially
student centred learning with guiding
from the teacher when necessary.
Some students will need more
guidance than others.
For an extension activity get students
to explain their artwork and why they
created what they did.