Exploring ideas and Line Sculpture Learners are able to transfer their improvising with ways to The learners have tried different options for understandings of line to the designing representation by looking at medium of paper, eg. smooth, represent ideas 2.1 Explore ideas, experiences, artworks that feature line, and have made curved/zig-zag, angled observations and imagination to their own interpretations based on their create visual artworks and ideas, experiences, observations and/or design, including considering imagination. ideas in artworks by Aboriginal and Torres Strait Islander artists Developing understanding Line Sculpture Learners are able to construct of practice The learners have explored a range of lines with paper using effective natural and man made technologies to techniques. 2.2 Use and experiment with different materials, techniques, visually express their experiences. technologies and processes to make artworks Sharing artworks through A Dot Goes for a Walk Learners are able to give a title to performance, presentation Line Sculpture their artwork and articulate why or display The children have shared ideas with their they chose that title. 2.3 Create and display artworks classmates about the representational to communicate ideas to an choices they made in their artwork. audience (Art Talk) Responding to and Blending of the Senses Learners are able to make interpreting artworks The children have identified how the design inferences about the type of element line is used in artworks and in music Kandinsky and Klee may 2.4 Respond to visual artworks and consider where and why the artwork of others, in two-dimensional have used to influence their people make visual artworks, and three-dimensional works. paintings. starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples Planning for Differently Abled Students Student/s Different Ability Australian Curriculum Learning and Teaching Strategies Assessment Strategies addressed
Exploring ideas and improvising with ways to represent ideas 2.1 Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists Line Sculpture The learners have tried different options for designing representation by looking at artworks that feature line, and have made their own interpretations based on their ideas, experiences, observations and/or imagination. Learners are able to transfer their understandings of line to the medium of paper, eg. smooth, curved/zig-zag, angled Developing understanding of practice 2.2 Use and experiment with different materials, techniques, technologies and processes to make artworks Line Sculpture The learners have explored a range of natural and man made technologies to visually express their experiences. Learners are able to construct lines with paper using effective techniques. Sharing artworks through performance, presentation or display 2.3 Create and display artworks to communicate ideas to an audience A Dot Goes for a Walk Line Sculpture The children have shared ideas with their classmates about the representational choices they made in their artwork. (Art Talk) Learners are able to give a title to their artwork and articulate why they chose that title. Responding to and interpreting artworks 2.4 Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples Blending of the Senses The children have identified how the design element line is used in artworks and in the artwork of others, in two-dimensional and three-dimensional works. Learners are able to make inferences about the type of music Kandinsky and Klee may have used to influence their paintings. Planning for Differently Abled Students Student/s Different Ability Australian Curriculum addressed Learning and Teaching Strategies Assessment Strategies
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