visualarts6eva

= Visual Arts - Grade 6 = = 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
 * identify design strategies used to develop particular images || given a specific artwork or series of similar artworks, suggest image-development and design strategies that might have been used to create it

speculate on the purpose of the design strategies chosen for given artworks (e.g., to depict a particular mood, setting, or concept) ||
 * analyse how the elements and principles (including space, rhythm, and asymmetrical balance) are used to create effects and to convey mood in their own and others’ works || identify examples of rhythm in images (e.g., a skyline, a mountain range)

identify examples of space in images (e.g., landscapes)

identify examples of asymmetrical balance in images (e.g., in Japanese art)

view and respond to a variety of images, identifying how elements and principles are used to
 * literally or symbolically communicating specific meanings (e.g., advertising, packaging, banners)
 * conveying specific moods or emotions
 * depicting a sense of time
 * depicting a particular location
 * depicting specific physical conditions (e.g., temperature, movement)

using defined criteria, view and analyse the use of elements and principles in others’ works ||
 * analyse the use of materials, technologies, and processes in a variety of artworks || analyse and discuss the characteristics and uses of materials, technologies, and processes in images in terms of historical or cultural context and style
 * use of materials available in that time and place (e.g., types of wood used for masks, grasses and other materials for weavings,
 * form and function (e.g., tapestries, furniture, clothing)
 * effect of the introduction of new materials, technologies, and processes
 * use and purposes (e.g., religious, celebratory)

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"> ||