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Visual Art - Coggle Diagram
Visual Art
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CLASS CONTEXT:
From this context, it is assumed children are interested in the life cycle of plants, colour in their environment and symbolism.
The children also like singing especially in liturgy, drama, visual art activities, stories, dramatic play, movement
The local environment is rich for the senses and
Exploring topics such as environment, weather, water, plants and their connection with each other and their relevance in the community.
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If you were a plant, what would you look like?
Exploring a range of plants from different time periods, art contexts, artists, genres such as Carnivorous Plants, etc. Including references to character strengths.
Photosynthesis:
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Deciduous: When trees and shrubs seasonally shed leaves, usually in the autumn.
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Chloroplast: Plant cell organelles that convert light energy into relatively stable chemical energy.
THEME: Identity, Weather, Envrioments
APST:
STANDARD 4: Create and maintain safe and supportive learning environments. Focus Area 4.1: Apply and assess learning in authentic contexts
STANDARD 7: Engage professionally with parents/carers and in the community. Focus Area 7.3: Apply and assess learning in authentic contexts
STANDARD 1: Know students and how they learn. Focus Area 1.4: Apply and assess learning in authentic contexts
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ACARA:
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114 - Scootle)
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 - Scootle )