innovating the concept. When students plan arts processes, they manage time and the technological, human, financial and consumable resources required to organise activities in the Arts, develop the processes and bring ideas and concepts to reality. They devise processes for accomplishing tasks based on their ability to use knowledge and understanding of arts literacies and production processes, and their ability to analyse and apply them. When students implement arts processes, they put their planning into effect to create and form a coherent or functional whole, which may be a communication, e.g. an artist’s statement, or a resolved artwork. When students create communications and realise artworks, they present information and convey meaning through written, spoken, physical, graphical, visual and/or auditory modes, appropriate to audiences, purposes and contexts. They combine aspects of arts literacies and arts processes, or reorganise elements into a new pattern or structure. When students evaluate, they reflect on and critique their own and others’ artworks and arts processes. They judge the success of artworks and activities against information, the intended purpose and the perceived aesthetic qualities (visual, aural, technical and expressive). They provide reasons or evidence to support statements and decisions.
innovating the concept. When students plan arts processes, they manage time and the technological, human, financial and consumable resources required to organise activities in the Arts, develop the processes and bring ideas and concepts to reality. They devise processes for accomplishing tasks based on their ability to use knowledge and understanding of arts literacies and production processes, and their ability to analyse and apply them. When students implement arts processes, they put their planning into effect to create and form a coherent or functional whole, which may be a communication, e.g. an artist’s statement, or a resolved artwork. When students create communications and realise artworks, they present information and convey meaning through written, spoken, physical, graphical, visual and/or auditory modes, appropriate to audiences, purposes and contexts. They combine aspects of arts literacies and arts processes, or reorganise elements into a new pattern or structure. When students evaluate, they reflect on and critique their own and others’ artworks and arts processes. They judge the success of artworks and activities against information, the intended purpose and the perceived aesthetic qualities (visual, aural, technical and expressive). They provide reasons or evidence to support statements and decisions.