Visual Arts

In this unit, students will develop painting techniques including mixing tints and tones, developing brushwork skills and understanding colour theory. Through a series of skills-building exercises, they will become proficient at managing their painting space and reflecting and sharing their painting process with others. They will use their skills and knowledge to create a cubist-inspired object painting and a final painting exhibition.

Unit 2A: Painting  Years 5 and 6 is a Visual Arts unit for Years 5 and 6 students. It aligns with the Australian Curriculum content descriptions:

• Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114).
• Develop and apply techniques and processes when making their artworks (ACAVAM115).
• Plan the display of artworks to enhance their meaning for an audience (ACAVAM116).
• Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117).

In Weeks 1–8, students learn how to
• develop an understanding of colour theory and how to mix colour (Week 1)
• Practice using paint brushes with precision and control (Week 2)
• Identify ideas, practices, and meanings found in artwork (Week 3)
• Practice painting value scales (Week 4)
• learn how to visualise objects from different angles and sizes (Week 5)
• Identify the ideas, practices and meaning found in an artwork (Week 7)
• how artists communicate their ideas using specific practices in the development of their artworks
• how to compare and respond to different artworks from a range of cultural contexts, including Aboriginal and Torres Strait Islander Peoples
• to document and refine their creative process in their Process Journals.

• Develop an understanding of colour theory and how to mix colour (Week 1)
• Practice using paint brushes with precision and control (Week 2)
• Identify ideas, practices, and meanings found in artwork (Week 3)
• Practice painting value scales (Week 4)
• Learn how to visualise objects from different angles and sizes. (Week 5)
• Identify the ideas, practices and meaning found in an artwork. (Week 7)

Continuous assessments

Continuous assessments are used to ascertain whether the knowledge recently taught has been understood by the student. These include oral tasks administered to individual students or written tasks administered to the whole class for an entire lesson. Written tasks are completed in the Student Workbook.

Final assessment

The final assessment occurs at the end of the unit in Week 10 and consists of a final summative painting, a revised Process Journal with annotated drawing exercises and art analysis tasks, and a final reflection task and art display.

In this unit, students will continue to build on the skills and knowledge developed in part 2A. They will develop painting techniques including mixing complementary colours to achieve neutral tones, solidifying their brushwork skills, and applying colour theory in their work. Through a series of skills-building exercises, they will become proficient at managing their painting space and reflecting and sharing their painting process with others. They will use their skills and knowledge to create a painted self-portrait and a final painting exhibition.

Unit 2B: Painting Years 5 and 6 is a Visual Arts unit for Years 5 and 6 students. It aligns with the Australian Curriculum content descriptions:

• Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114).

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

• Plan the display of artworks to enhance their meaning for an audience (ACAVAM116).

• Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117).

In Weeks 1–8, students learn how to
• develop an understanding of colour theory and how to mix colour (Week 1)
• practice using paint brushes with precision and control (Week 2)
• identify ideas, practices, and meanings found in artwork (Week 3)
• practice painting complementary value scales (Week 4)
• create value maps for their paintings and plan for colour application (Week 5)
• identify the ideas, practices and meaning found in an artwork (Week 7)
• understand how artists communicate their ideas using specific practices in the development of their artworks
• compare and respond to different artworks from a range of cultural contexts, including Aboriginal and Torres Strait Island peoples
• document and refine their creative process in their Process Journals.

• Develop an understanding of colour theory and how to mix colour (Week 1)
• Practice using paint brushes with precision and control (Week 2)
• Identify ideas, practices, and meanings found in artwork (Week 3)
• Practice painting value scales (Week 4)
• learn how to visualise objects from different angles and sizes. (Week 5)
• Identify the ideas, practices and meaning found in an artwork. (Week 7)

Continuous assessments

Continuous assessments are used to ascertain whether the knowledge recently taught has been understood by the student. These include oral tasks administered to individual students or written tasks administered to the whole class for an entire lesson. Written tasks are completed in the Student Workbook.

Final assessment

The final assessment occurs at the end of the unit in Week 10 and consists of a final summative painting, a revised Process Journal with annotated drawing exercises and art analysis tasks, and a final reflection task and art display.