Years 3 and 4- Visual and Media Arts

Teachers Resource

The Arts: Visual and Media Arts

This e-book resource package has been structured for Years 3 and 4 students, and it will engage,

inspire, and enrich all students through learning and assessment. This teacher resource package

will be in line with the Student resource package to help scaffold their learning experiences.

Both the teacher and student resource package were designed to cover two strands of the

Australian Curriculum: The Arta, Visual and Media Arts. Throughout the packages the activities

provided will focus on the visual and Media contents.

The Australian Curriculum for the arts focus on two key strands of making and responding. They

refer to the following;

Making- Making includes learning about and using knowledge, skills, techniques, processes,

materials, and technologies to explore arts practices and make artworks that communicate ideas

and intentions. Making also engages student’s cognition, imagination, senses and emotions in

conceptual and practical ways and involves them thinking kinaesthetically, critically and

creatively.

Responding- Responding refers to providing opportunities for students as both artists and

audiences, exploring, responding to, analysing, interpreting and critically evaluating artworks

they experience. Responding also allows the students to understand, appreciate, critique and

reflect upon artwork they have created and the artwork created by others.

The Arts Learning Focus: Texture: The Element of Art

Learning outcomes for Visual and Media Arts:

▪ Students explore ideas and artworks from cultures, social, and times including artwork by

Aboriginal and Torres Strait Islander artists in relation to texture.

▪ Students are introduced to the element of art which for this is texture and experiment with

a variety of different ways to create texture, by using a range of materials and techniques.

▪ Students explore and experiment with visual conventions such as texture to develop an

individual approach to a theme or subject matter.

The following achievement standards defines the expected learning requirements for students

participating in the arts. They include:

Achievement Standard- by the end of year 4, Visual Arts:

• Students describe and discuss similarities and differences between artworks they make,

present, and view.

• Students discuss how they and others use visual conventions in artworks

• Students plan and make artworks that are inspired by artworks they experience

• Students use visual conventions, techniques, and processes to communicate their ideas.

Achievement Standard- by the end of year 4, Media Arts:

• Students describe and discuss similarities and differences between media artworks they

make, and view.

• Students discuss how and why they and others use images sound and text to make and

present media artworks.

• Students collaborate to use story principles, time, space, and technologies to make and

share media artworks that communicate ideas to an audience.

Cross-Curriculum learning opportunities are embedded into this unit, and includes

achievements and engagement with Aboriginal and Torres Strait Islander culture and

including artwork from Aboriginal and Torres Strait Islander artists.

The table below is in relation to the strands, content descriptions from the Australian Curriculum.

It defines the knowledge and skills that are essential within this unit for Visual and Media Arts.

Visual Arts:

Strand: Making- Exploring ideas and improvising with ways to represent ideas.

Content Descriptions Knowledge and Skills Learning Activity Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations. (ACAVAM110)

Researching artworks from different cultures and how they illustrate texture in their artworks. Experimenting with visual conventions to create particular visual effects in representation. Consider Viewpoints, meanings and interpretations.

Activity 3. - Exploring Texture

in different cultures. Illustrate

texture.

Strand: Developing understanding of practices

Content Descriptions Knowledge and Skills Learning Activity Use Materials, techniques, and processes to explore visual conventions when making artworks (ACAVAM111)

Selecting and Experimenting with forms, styles, materials. Consider viewpoints and materials for example what is the artwork made of? Experimenting with various materials and techniques to create predictable effects ( textures ).

Activity 1 - Identify textures in the

natural environment:

Activity 1.1 - Let’s get creative:

Activity 1.2- Texture Rubbing, exploring using a different type of texture.

Strand: Responding to and interpreting artworks

Content Descriptions Knowledge and Skills Learning Activity Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander peoples. (ACAVAR113)

Identify meaning and form in artworks from different cultures. Identify differences in textural features.

Activity 2- Hand drawings: the whole world in your hands.

Strand: Sharing artworks through performance, presentation or display

Content Descriptions Knowledge and Skills Learning Activity

Present artworks and describe how they have used visual conventions to represent their ideas. (ACAVAM112)

Exploring different ways to present their artworks. Comparing the visual conventions in artworks.

Activity 4- Visual Arts Assessment.

Media Arts:

Strand: Making- Exploring ideas and improvising with ways to represent ideas.

Content Descriptions Knowledge and Skills Learning Activity Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sound and text. (ACAMAM058)

Taking a series of photographs. Considering viewpoints- What images will I use and in what order will I use them?

Creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story and/or event.

Activity 5- create your storyboard.

Strand: Developing understanding of practices

Content Descriptions Knowledge and Skills Learning Activity Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories. (ACAMAM059)

Practicing recording sound on a variety of devices to explore volume. Experimenting with applying text to accompany still or moving images. Experimenting ways of formatting and laying out a story using available software.

Activity 7- Media technologies

Strand: Responding to and interpreting artworks

Content Descriptions Knowledge and Skills Learning Activity Identify intended purposes and meanings of artworks using media arts key concepts., starting with media artworks in Australia including media artworks of Aboriginal and

Compare media artworks made for different purposes using appropriate languages, and identifying possible difference in audience’s interpretations.

Activity 6- Compare types of

Media software’s.

Torres Strait Islander Peoples. (ACAMAR061) Strand: Sharing artworks through performance, presentation or display

Content Descriptions Knowledge and Skills Learning Activity Plan, create and present media artworks for specific purposes with awareness of responsible media practice. (ACAMAM060)

Storyboard and filming a short sequence using digital technologies.

Activity 8-Media Arts Assessment- Produce a shot film

The activities in the lesson plan table below show the scaffolded learning through the chosen

concepts that will take place in the classroom and school environment.

Visual Arts

Lesson Plan

Activity and Time Lesson Description Pedagogy Resources Activity 1

What is texture?

Discuss the elements

of texture.

Discuss ways that

artists create texture.

Activity: Identify

textures in the natural

environment.

Activity- Let’s get

Creative.

Activity- Texture

Rubbing.

Teacher initiated.

Whole class

discussion.

Whole class

engagement, in the

schoolyard

environment.

Independent learning.

Hands on learning.

Independent learning.

https://www.youtube.com/

watch?v=Yuyl2JOZ4HQ

Schoolyard environment

Activity one worksheet

Glue, paints, pencils,

coloring pencils paint

brushes of all different

sizes, A3 or A4 white

paper, materials students

find on nature walk.

https://www.youtube.com/

watch?v=eXpjMBiLA2I

Pencil, rubber, White

Paper, object of student’s

choice- leaves, stencils

etc.

Activity 2

View different art

styles from Aboriginal

and Torres Strait

Islander cultures.

Identify meaning and

form in artworks from

different cultures.

Identify differences in

textural features.

Activity- Hand

Drawing (the whole

word in your hands)

Whole class

discussion/

engagement.

Whole class discussion

and Independent

learning.

Independent learning.

Hands on experiences,

exploring cultural and

personal expressions.

Activity two worksheet.

Paints, pencils, coloring

pencils paint brushes of

all different sizes, A3 or

A4 white paper, water

liquid paints, felt pens.

Activity 3

Activity- Exploring

textures in different

cultures.

Research artworks

from aboriginal

cultures and identify

how the artist have

illustrate texture in the

artworks.

Consider Viewpoints,

meanings and

interpretations- Does

the artworks tell a

story?

Whole class

engagement.

Instructional Learning

through a media

resource.

Independent learning.

https://www.youtube.com

/watch?v=4JQkinXVd1s

Activity three worksheet.

A3, A4, HB writing

pencils, coloured pencils,

felt pens, oil pastels,

paints.

Activity 4

Visual arts Assessment

task.

Discuss what is

required from the

students for the

assessment.

Assessment Activity

Capture multiple

photos during the

creation of the

artwork, this will be

required for the media

arts assessment task.

Guided instruction and

support from teachers.

Whole body listening.

Independent work and

learning.

Exploration.

Visual arts assessment

task worksheet.

A3, A4 paper or if

available you can create it

on a canvas, collage, paint

brushes all different sizes,

acrylic paints, sand, dirt,

clay, drawing (colored

pencils), and pencil, you

can use any materials you

can find to use for this

task.

Media Arts-

Lesson Plan

Activity and Time Lesson Description Pedagogy Preparation and

Resources Activity 5

What is a storyboard?

How to create a

storyboard.

Show an example of

what a storyboard

looks like.

Activity- Create your

storyboard

Teacher initiated.

Whole class listening.

Instructional learning

through media

resources.

Whole class listening.

Independent work.

http://www.artslive.com.au/

explore/making-media-

easy/how-to-create-a-

storyboard

Activity 5 worksheet.

Activity 6

Compare media

artworks made for

different purposes,

read the information

about what they are,

and watch the videos

provided.

Discuss with the

students about how

they want their film

to look.

Ask students to select

one of the options

provided them to

select their own.

Activity- compare

media software (pick

a software to create a

film)

Teacher initiated-

guided instructions.

Whole class

discussion

Independent choose

Independent learning.

Activity six worksheet.

https://www.youtube.com/

watch?v=tHbwZbTm-

jE&feature=youtu.be

http://www.artslive.com.au/

explore/making-media-

easy/create-a-stop-motion-

animation/overview

http://www.artslive.com.au/

explore/making-media-

easy/add-sound-to-your-

animation/overview

Activity 7

Students will engage

and experiment with

the software’s and

explore the features

to decide on what

software they are

Guided instructions

and support from the

teacher.

Independent learning.

Filmora Video Editor

Stop Motion Animation

Add sound to stop Motion

Animation film.

going to use to create

their film.

Activity 8 Media arts

Assessment task.

Discuss what is

required from the

students for the

assessment.

Assessment Activity

Guided instruction

and support from

teachers.

Whole body

listening.

Independent work

and learning.

Media software chosen by the

student.

Activity 8 assessment

worksheet.

Assessment Rubric- Guide to making judgments.

STRAND A B C D E Visual Arts Making-

exploring

ideas and

improvising

with ways to

represent

ideas.

Developing

understanding

of practices

Responding to

and

interpreting

artworks

Sophisticated and

articulate exploration

and ideas of artworks

from different

cultures to use as

inspiration for their

own representations.

Effective

Exploration and

ideas of artworks

from different

cultures to use as

inspiration for

their own

representations.

Competent

exploration

ideas of

artworks from

different

cultures to use

as inspiration

for their own

representations.

Refers to some

exploration ideas

of artworks from

different cultures

to use as

inspiration for

their own

representations.

Limited exploration

ideas of artworks from

different cultures to use

as inspiration for their

own representations

Sophisticated and

articulate use of

Materials, techniques,

and processes to

explore visual

conventions when

making artworks.

Effective use of

Materials,

techniques, and

processes to

explore visual

conventions

when making

artworks

Competent use

of Materials,

techniques, and

processes to

explore visual

conventions

when making

artworks.

Refers to some use

of Materials,

techniques, and

processes to

explore visual

conventions when

making artworks.

Limited use of

Materials, techniques,

and processes to explore

visual conventions when

making artworks.

Sophisticated and

articulate use of

visual arts

terminology in

artworks.

Effective use of

visual arts

terminology in

artworks.

Competent use

of visual arts

terminology in

artworks.

Refers to some use

of visual arts

terminology in

artworks.

Limited use of visual

arts terminology in

artworks.

Media Arts Developing

understanding

of practices

Sharing

artworks

through

performance,

presentation

or display

Sophisticated and

articulate use of

media technologies to

create time and space

through the

manipulation of

images, sounds and

text to tell stories.

Effective use of

media

technologies to

create time and

space through the

manipulation of

images, sounds

and text to tell

stories.

Competent use

of media

technologies to

create time and

space through

the

manipulation of

images, sounds

and text to tell

stories.

Refers to some use

of media

technologies to

create time and

space through the

manipulation of

images, sounds

and text to tell

stories.

Limited use of media

technologies to create

time and space through

the manipulation of

images, sounds and text

to tell stories.

Sophisticated and

articulate planning,

creating and

presenting media artworks for specific

purposes with

awareness of

responsible media

practice. (ACAMAM060)

Effective

planning,

creating and

presenting media artworks for

specific purposes

with awareness

of responsible

media practice. (ACAMAM060

Competent

planning,

creating and

presenting

media artworks

for specific

purposes with

awareness of

responsible

media practice. (ACAMAM060

Refers to some

planning, creating

and presenting

media artworks

for specific

purposes with

awareness of

responsible media

practice. (ACAMAM060

Limited planning,

planning, creating and

presenting media artworks for specific

purposes with awareness

of responsible media

practice. (ACAMAM060

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