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Students develop skills in the use of both contemporary and traditional technology in artmaking. The range of technologies used in the mandatory and elective courses may include digital equipment in film/video and photography, computer hardware and software, printmaking equipment and a variety of materials used in the forms. Students also investigate the use of technologies in a range of artworks and in critical and historical studies of art.

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Students develop skills in judging proportions, sizes, time and spatial relationships in two, three and four dimensions in their artmaking. Particular artworks employ complex mathematical knowledge and skills requiring precise measurement and geometry. For example, in Visual Arts students can employ these skills to measure and mix chemicals, and determine exposure and developing times in photography, mix different paints in specific ratios to create different colours, determine firing times, mix clay bodies and glazes in ceramics.

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Literacy

Literacy in critical and historical studies can focus on written and oral accounts of an artist’s practice, a response to an artwork using one or more interpretive frames and research into aspects of the conceptual framework. In artmaking students develop their literacy skills using their visual arts diary to record experiments, the development of ideas and judgements about their artworks. Students also develop visual literacy through the development of skills in viewing and interpreting a diverse range of artworks as text.

In the unit students learn to critically evaluate information and recognise a range of forms of written expression. They learn to interpret and construct different styles of writing and accounts of art using specific vocabulary relating to the frames and conceptual framework to investigate how meanings can be interpreted and explained in visual arts. They learn to communicate in written and verbal modes and to develop their listening skills.

In the elective course students use a range of text types to explain and defend judgements, prepare texts for different audiences, and apply the frames and conceptual framework to critical interpretations and historical explanations about art.

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https://lucid.app/lucidspark/7e44a12f-621c-4725-a4fd-83ff26b13be5/edit?invitationId=inv_5007dcfb-89d2-4dae-949c-2226a0aa191d

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To begin the students unit focusing on PopArt they will have their first task centred around drawing food. The Party will use foods from a kids party for students to create a mind map of to then draw 6 of those foods.