Visual Arts
PRINT THIS PAGECurriculum
Foundation Level A
Foundation Level B
Foundation Level C
Foundation Level D
Foundation
Levels 1 and 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Foundation Level A, students experience and attend to arts works they encounter at school, home and in the community.
They participate in the co-creation of arts works and contribute to the sharing of arts works with others.
Dance
Students interact with the elements of dance to develop an understanding of movement.
Drama
Students interact with the elements of drama and expressive skills.
Media Arts
Students interact with media arts forms, language...
By the end of Foundation Level B, students engage with arts works they encounter at school, home and in the community.
They participate in the co-creation of arts works that explore ideas and they identify their contribution to the presentation of arts works to others.
Dance
Students engage with the elements of dance to develop personal movement.
Drama
Students engage with the elements of drama and expressive skills to develop characters, situations and/or settings.
Media Arts
By the end of Foundation Level C, students respond to arts works they encounter at school, home and in the community.
They create arts works and present these to others.
Dance
Students explore the elements of dance and production elements to develop dance works.
They use their bodies, objects and/or materials when responding to personal experiences to create dance works.
Drama
Students explore stories and the elements of drama, expressive skills and production areas to...
By the end of Foundation Level D, students respond to stories, observations and ideas about arts works they encounter at school, home and in the community.
They create, share and present arts works with others.
Dance
Students explore the elements of dance and production elements to develop dance works that represent ideas.
They use movement and elements of dance to communicate ideas in dance works.
Drama
Students explore the elements of drama, expressive skills and...
By the end of Foundation, students describe experiences, observations, ideas and feelings about artworks they encounter at school, home and in the community, identifying what they enjoy and why. They develop an understanding of visual arts conventions, skills and processes.
Students use play, imagination and experimentation with materials and processes to create artworks. They make and share artworks that communicate their experiences, observations and ideas.
By the end of Level 2, students identify where they experience artworks. They describe why and how people across cultures, communities, times, places and/or other contexts experience visual arts.
Students experiment with visual arts processes, materials and visual conventions to create artworks. They make and share artworks that communicate experiences, ideas and observations in informal settings.
By the end of Level 4, students identify and describe the use of visual conventions, visual arts processes and materials in artworks they create and/or experience. They recall where, when, why and/or how visual artists create and/or display artworks across cultures, times, places and other contexts, including the work of Aboriginal and Torres Strait Islander Peoples.
Students explore and experiment with visual conventions, materials and processes to develop their visual arts practice. They use visual conventions, visual arts processes and...
By the end of Level 6, students explore the ways that visual conventions, visual arts processes and materials are combined in artworks they create and/or experience. They describe how artworks created across cultures, times, places and other contexts communicate ideas, perspectives and meaning. They identify how visual arts are used to continue and revitalise cultures, including the work of Aboriginal and Torres Strait Islander Peoples.
Students develop ideas in artworks using visual conventions and visual arts processes.
By the end of Level 8, students analyse how visual conventions, visual arts processes and materials are manipulated in artworks they create and experience. They describe ways that visual artists across cultures, times, places and other contexts communicate ideas, perspectives and meaning through their visual arts practice including the artworks of Aboriginal and Torres Strait Islander Peoples. They identify and describe how and why respectful approaches are used in creating and responding to artworks.
Students select and manipulate visual conventions, visual arts processes and materials to explore and develop ideas for artworks. They document and reflect on their visual arts...
By the end of Level 10, students analyse and evaluate how and why visual conventions, visual arts processes and materials are manipulated in artworks they create and experience. They evaluate how and why artists from across cultures, times, places and other contexts use visual conventions, visual arts processes and materials in their visual arts practice and/or artworks to communicate and/or challenge ideas, perspectives and meaning, including the practices of Aboriginal and Torres Strait Islander artists. They evaluate how visual arts are used to represent, celebrate...