The document outlines a visual arts curriculum for students in Years 3 and 4. It discusses the foundation statement, outcomes, and indicators that students will learn. The curriculum focuses on students making artworks representing real and imagined situations using a range of techniques and media. It also addresses students discussing qualities of artworks such as subject matter and technique, and recognizing that artists create artworks for different audiences. The document provides details on lesson plans covering topics like "About Me" and creating a collaborative artwork called "The Rainbow Elephant". It discusses planned assessments of students' artwork in relation to the intentions, outcomes, and indicators of the curriculum.

1. CAPA 2015 Year 3/4 VISUAL ARTS Term 1 Wks 1-2
Foundation Statement:
Students make artworks representing both real and imagined situations exploring a range of techniques and media. They discuss qualities of artworks such as subject matter
and technique, recognising that artists create artworks for different audiences.
Outcomes: In Visual Arts students will make artworks, and appreciate their own works and those of others.
• Making VAES1.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of
subject matter.
• Making VAES1.2 Uses the forms to make artworks according to varying requirements
• Appreciating VAS 1.3 Realises what artists do, who they are and what they make
• Appreciating VAS 1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience
Indicators: Students in Stage 1 will learn to: Indicators: Students in Stage 1 will learn about:
 develop their artistic intentions in artmaking and consider how these
affect the look of the work, its details and an audience’s response
 select and explore different aspects of subject matter in particular ways in
their making of artworks
 use particular artistic traditions guided by the teacher’s instruction in
artmaking and experiment with techniques, tools and graphic schema (eg
in drawing, painting, sculpture, printmaking and digital works)
 interpret the meaning of artworks by taking into account relationships
between the artwork, the world and the artist
 how artists, including themselves, have intentions that affect the look of
the work and its details
 how artists think about what an audience may think about their work
when they make art
 how artists, including themselves, can interpret the world in particular
ways in their artmaking
 traditions associated with different forms such as drawing, painting,
sculpture, printmaking and digital works
 how pictures and other artworks invite interpretations from audiences
Program Differentiation/
adjustments
Resources Planned Assessment
All children will complete set
activities. Charlie and Mia (PP) has
poor muscle tone and needs
assistance with cutting. Charlie and
Mia will be seated at the front of the
class so that I can monitor
understanding of concepts and
subject matter.
• Teacher’s own art resources
• Smartboard
• crayons
• glue
• art smocks
• Art paper
• Cardboard
• Scissors
• School art supplies
Teacher will:
o observe and discuss how students have used certain techniques and
explored subject matter related to the intentions of the unit, outcomes
and indicators
o make judgements about the quality of finished work based on the
intentions of the unit of work, outcomes and indicators

2. 2015 Year 3/4 VISUAL ARTS Term 1 Wks 2-7
Subject
Matter:
People Living Things Objects Places & Spaces Events: Art Canvas
WEEK + OUTCOMES THEME
OUTCOMES & INDICATORS COVERED
LESSON CONTENT CHECK
WEEK 1 About Me
 think about themselves as artists in their
artmaking
 Think about how they can work in
similar ways to artists in their making of
artworks.
Children read the rainbow Fish. After looking at the
illustrations, class articulates the qualities of the Rainbow
Fish that make it so attractive tp the other fish in the sea.
Children discuss the shimmering colours and the way the in
which the light defracts on his scales.
Class discuss ways to create the similar effect of the
combined class artwork “The Rainbow Elelphant”.
Teacher draws the outline of the elephant on canvas.
The class discusses the techniques for painting the
elephant and the tones best used.
VAS 1.1 VAS 1.2
VAS 1.3 VAS 1.4
WEEK 2 About Me
think about themselves as artists in
their artmaking
use a variety of media, techniques and
tools to create different effects
Each child chooses a colour and randomly paints coloured
stripes over the elephant.
When the elephant is completed the students paint
coloured grass.
Upon completion of the coloured parts of the canvas, one
child traces the outline of the elephant with dark texta.
Display canvas for the appreciation of parents.
Artworks form part of the auction at the Wyhobie school
dinner and auction on May 9th
.
VAS 1.1 VAS 1.2
VAS 1.3 VAS 1.4
EVALUATION: