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Use of a range of drawing materials and techniques to represent the qualities of a bicycle.

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Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

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The teacher provided evaluative feedback (achievement measured against the grading scale), however, they could have incorporated descriptive and corrective feedback (Kinjuva, 2016, p. 407). This would have allowed the educator to identify weaknesses with Morgan's work, and to provide instructions on how to improve elements of their artwork.

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Uses the forms to suggest the qualities of subject matter.

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Lack of variety with colour and drawing materials

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Lack of variety with colour and drawing materials

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The assessment task required students to use of a range of drawing materials in their artwork. This was not evident in Morgan's drawing, and the teacher did not note this in their feedback. In future, Morgan should be encouraged to utilise other art supplies, and incorporate colour into the design.

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Like a penny-farthing bike, the wheels on Morgan's drawing were not to scale (significantly smaller front wheel). This discrepancy was not noted in the teacher's evaluation.

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Sub-strand: Developing understanding of practices.

Outcome: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111).

Learning continuum: this is where Morgan is currently placed as a Stage 2 (Year 4) student.

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Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.

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Hang it in the Louvre!

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High level of competence in representing the bicycle.

Detailed observation in the handlebars, spokes, wheels, brakes, reflectors, gears, frame, and seat.

Use of line, tone and shading demonstrates an independent and informed choice in how the bicycle is represented.

Work sample is typical of a student performing at grade A standard at the end of Stage 2.

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Students experiment with a range of drawing materials and techniques to represent the subject matter of bicycles.

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Students carefully observe a bicycle in the classroom or outside and then make a large, detailed drawing of the bicycle based on their observations.

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Students use a viewing frame to focus on an interesting section of the bike. They look at lines, patterns and shapes, and draw what they see.

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Sub-strand: Developing understanding of practices.

Outcome: Develop and apply techniques and processes when making their artworks (ACAVAM115).

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Students explain how ideas are communicated in artworks. They describe characteristics of artworks from different social, historical and cultural contexts that influence their art making.

Students make artworks that communicate meaning, and they work collaboratively to share artworks for audiences, demonstrating skills and techniques.

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Focus on the textures, shapes, lines and patterns of the bicycle.

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Similar to The Simpsons episode where Homer visits the third dimension, Morgan's drawing blurs 2D and 3D elements. He accurately captured the bike's rear wheel, frame and seat in 2D form, however, aspects of the front wheel - namely, the forks and brake pads - take on 3D form. This feedback could have been conveyed by the teacher.