visualarts5eva

= Visual Arts - Grade 5 = = Elements of Visual Arts =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// ||
 * Prescribed Learning Outcomes
 * describe various image-development and design strategies || individually or in groups, compile an annotated collection (e.g., electronic slide show, folder, poster) of images that represent various image sources, such as emotions, ideas, imagination, memories, observation, hearing, touch

individually or in groups, compile an annotated collection of images that represent various image-development strategies (e.g., rotation, reversal, serialization) ||
 * analyse the use of value, tone, and movement in their own and others’ work [here or in Presentations?] || identify examples of how an image can depict a feeling of movement (e.g., optical illusions, use of diagonal lines, blurred shapes)

distinguish value and tone (degrees of light and dark) in images viewed and their effects (e.g., to achieve a greater range and degree of realism, to depict form and space)

compare the use of value, tone, and movement in images to that in natural and human-built environments

compare a variety of works that emphasize particular elements and principles, and describe their effects || - tone and value - movement || create(?) images that show tone and value (e.g., a portrait showing the planes and …)
 * respond to images that show the use of the following elements and principles, alone and in combination, to produce a variety of effects:

create(?) images that show movement (e.g., an athlete, an animal, a moving vehicle)

use appropriate terminology to describe the use of elements and principles used in their own and others’ work ||
 * analyse the use of materials, technologies, and processes in a variety of artworks || compare the uses of materials, technologies, and processes in a variety of images in terms of characteristics such as texture, tone and value, opacity, and application of materials

use appropriate terminology to describe materials, tools, equipment, and processes ||
 * demonstrate an understanding of safety and environmental considerations in the use of materials, technologies, and processes || demonstrate an ability to use and care for materials, technologies, and work space in a safe and an environmentally sensitive manner (e.g., putting used paper in the recycle bin, using scissors in a safe manner, bringing in plastic tubs to use for water and paint) ||

|||||||| **Organisers** ||
 * Visual Arts
 * **Kindergarten** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 1** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 2** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 3** || Exploration and Image Creation || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 4** || Exploration and Image Creation || Elements of Visual Arts || <span class="wiki_link"> Context || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 5** || Exploration and Image Creation<span class="wiki_link"> || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 6** || Exploration and Image Creation<span class="wiki_link"> || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 7** || <span class="wiki_link">Exploration and Image Creation || <span class="wiki_link">Elements of Visual Arts || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||