Curriculum Analysis and Lesson Plan

Key Ideas and Structure of the Visual Arts Curriculum

In Visual Arts 7-10 Curriculum, learning involves a variety of outcomes for students including but not limited to:

Creating and making required responses to artworks

Drawing on the diverse world as the main source of inspiration and ideas

Engaging with the knowledge of visual arts

Developing skills, art-related techniques, and processes

Using materials in a range of styles, forms, and context

Build awareness of how and why different artists including craftspeople and designers realize ideas through diverse visual representations, processes, practices, or viewpoints

Refining personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience

The overall outcome for the Visual Arts curriculum is enabling learners to reflect critically on their individual responses and experiences to various works by other artists, designers, or craftspeople. It is also expected that every student will be able to develop personal preferences and art knowledge. Therefore, the curriculum intends to achieve the objectives of enabling students to be creative, performing, and responsive. Table 1 below summarizes the curriculum goals.

Goals

Creative Performing Responsive

Planning

Evaluating

Refining

Presentation

Expression of key personal ideas

Creative concepts

Ideas and feelings Selecting

Analysis

Interpretation

Rehearsing techniques

Evaluation

Refining key ideas

Presentation Selection

Analysis

Interpretation

Evaluation

Critical perception

It is expected that year 7-10 students will move from an extension of thinking, understanding and using conceptual and perceptual skills to an actual refinement of individual aesthetics through the said perceptive and conceptual elements to grow as an artist, designer, or crafts person. The curriculum is made in a way that it will allow noticeable growth that will enable students to independently research and analyze, explore various influences, incorporate the ideas from Aboriginal and Torres Strait Islander Peoples, reflect on the growth and development of various traditional as well as contemporary styles, create and identify social relationships, reflect on contributions from past and present visual arts practitioners, adapt ideas, extend individual understanding of practices in Visual Arts, and build on personal experience from previous bands to improve their role as artists and for their audiences.

Development of Learning across Secondary Learning Continuum

For years 7-10, there are set curriculum goals for each level. In the beginning of year 7, students are required o be able to identify and analyze the use of visual conventions from other artists, and use these viewpoints to apply and communicate different ideas as part of their knowledge. Explanations are important at this level. By the end of year 10, the student growth is supposed to be noticeable through the way they evaluate and communicate various representations of artistic intentions. The perspective is supposed to be applicable to artworks made by students or other artists. Additionally, in year 10, students should attain mastery of evaluating artworks and various displays from different times, places, and cultures. It is also mandatory that students manage to analyze and bring out connections between different artistic viewpoints, practices, and visual conventions that are representative of other peoples’ and individual ideas. Therefore, the development of learning is marked by improvements in the way a student represents individual and other people’s ideas, including the incorporation of cultures, places, and different times in their quest to manipulate different materials.