Primary Visual Arts

The Visual Arts program demonstrates how the teacher has organised content into coherent, well-sequenced teaching and learning experiences. Excerpts included show the transition of learning to understand the use of signs/symbols to communicate meaning (Week 2), to making artworks that use some of the techniques learned (Week 6 and Week 7). Evidence of the programs implementation and successful student engagement is visible through the lesson evaluation and student work samples (Standard Descriptor 2.2.2).

Through focused investigation of artists from the Arrernte, Warlpiri and Luritja language groups in Central Australia, the teacher provides opportunities for students to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and language. The program explores the cultural significance of artmaking for Aboriginal and Torres Strait Islander artists and, why it is important to recognise the importance of cultural and intellectual property (Standard Descriptor 2.4.2).

Lesson sequences encourage students to visually represent where they live through the creation of 2-dimensional digital works and ephemeral sculptures. The projects they complete encourage demonstration of how signs and symbols can communicate meaning, and how they have developed their own system of signs and symbols that interpret and represent their world. Completed projects and the teacher evaluation of the program demonstrate successful implementation, promotion of learning and student engagement (Standard Descriptor 3.2.2).

The teacher has demonstrated how they have encouraged students to use a range of ICT resources that include Google Maps, Assembly App and iPads to create artworks. Student work samples illustrate the completion of digital projects. The evaluation of the program also identifies other areas of learning where ICT can be used to support student engagement in their learning (Standard Descriptor 3.4.2).

The teacher’s practice is visible in the Visual Arts program and samples of student work (Standard Descriptors 2.2.2, 3.2.2). The program identifies specific curriculum outcomes taught and, it outlines a sequence of learning that encourages students to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (Standard Descriptor 2.4.2).

Through each sequence of learning the teacher has provided a corresponding sample of completed work that shows student understanding and their ability to interpret and represent their world.  Examples include:

• completed worksheets that scaffold student analysis of the signs, symbols and possible meaning of an Aboriginal artwork (Standard Descriptors 2.2.2, 2.4.2)
• digital artwork created by students that use signs and symbols to represent where they live (Standard Descriptor 3.4.2)
• ephemeral sculptures that encourage the use of natural materials to make artworks directly in nature (Standard Descriptor 3.2.2). 

Impact on student engagement and their understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages is demonstrated through examples of student artworks and worksheets (Standard Descriptors 2.4.2, 3.2.2). The impact of sequenced learning that allows students to build on their understanding of signs and symbols to represent their world is clearly evident in the student work samples provided by the teacher.

Artworks created by students using Assembly App on iPads also demonstrates the impact of ICT selected to engage students in their learning (Standard Descriptor 3.4.2). The teacher evaluation of the Visual Arts Program identifies student engagement and opportunities to extend student use of ICT in other learning areas.

The annotation clearly identifies how the documentary evidence demonstrates the Standard Descriptors. For example, the annotation explains how the teacher planned and implemented learning sequences to develop students’ knowledge and skills aligned to syllabus outcomes. (Standard Descriptor 2.2.2).

The annotation describes the content of the learning sequence and the teaching strategies used to support student learning. For example, students learnt about Aboriginal and Torres Strait Islander histories, cultures and languages by being explicitly taught the symbols and art techniques used by Warlpiri and Luritja artist, Ada Napaltjarra. (Standard Descriptors 2.4.2).

The annotation explains the impact on student engagement and learning outcomes. For example, students made connections between subject matter and techniques by creating their own artworks using ICT to reflect their personal identity and sense of place. (Standard Descriptors 3.2.2, 3.4.2).

The annotation includes reflective statements. For example, the evaluation of the program identified scope to extend learning in ICT by modifying the program to include a coding element.

The teacher successfully demonstrated reflective practice. The teacher included:

• evaluative comments on student engagement
• evaluation at the conclusion of the program that identifies scope to extend learning using ICT.