Arts

In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

In each unit a student will use different media or formats to show the knowledge and
understanding they have gained about the topic, artist or artistic style. They might be using
demonstrate knowledge and understanding
Communicate information and ideas printmaking for one unit, sculpture for another, digital drawing for another... Students might
of the art form studied, including concepts, Research: Media Literacy
i. effectively to multiple audiences using a add text, audio, visual or other elements to further share their new knowledge and
processes, and the use of subject-specific Skills
variety of media and formats understanding. Students should consider how they can share what they have learnt with
terminology
others, not just their teacher or classmates. Students might choose to exhibit their work,
share it digitally through a newsletter or social media or even create a digital gallery.
demonstrate understanding of the role of the Use and interpret a range of discipline-specific Students should use specific vocabulary and terms to describe artistic movements, styles
ii. Communication Skills
art form in original or displaced contexts terms and symbols and techniques.
Students should be able to describe the connection between their product/performance and
use acquired knowledge to purposefully they works they analysed. How have other artists, artistic movements or techniques
Apply existing knowledge to generate new Thinking: Creative
iii. inform artistic decisions in the process of influenced their work? Students may choose to annotate their work, connecting it to the
ideas, products or processes Thinking Skills
creating artwork. work of others. They can also compare and contrast in a table, venn diagram or other
method.

Criterion B

Developing skills

demonstrate the acquisition and

Self-Management: Students should record reflections and skills development in their process journal. To show
i. development of the skills and techniques of Keep a journal to record reflections
Reflective Skills the development of skills, students may wish to repeat the same exercise overtime.
the art form studied

demonstrate the application of skills and Students should be able to identify the skills they are using that are NEW to them for this
Apply newly acquired skills to create, perform Thinking: Creative
ii. techniques to create, perform and/or present unit. How did they acquire them? Why are they important? How did they demonstrate the
and/or present art Thinking Skills
art. skill?

Criterion C

Thinking creatively

Students should describe how their artwork is inspired by others. It might be inspired by
develop a feasible, clear, imaginative and Create original works and ideas; use existing Thinking: Creative
i. artworks they have produced in the past or those they have studied in class or researched
coherent artistic intention works and ideas in new ways Thinking Skills
independently.

Students should use the skills they have developed in the unit, but in a unique/novel
situation. For example, Creating a Greek Theatre place about a current local, designing a
demonstrate a range and depth of creative- Apply skills and knowledge in unfamiliar
ii. Thinking: Transfer Skills jazz piece to act as a soundtrack for a video game or global issues or using classical
thinking behaviours situations
painting techniques when creating a digital painting. Students should describe and reflect
on how this unique juxtaposition has given their art new meaning.
Students should explore how symbols, motifs and other forms of nonverbal communication
demonstrate the exploration of ideas to
Interpret and use effectively modes of non- can communicate a clear message. Students may wish to explore how they can create
iii. shape artistic intention through to a point of Communication Skills
verbal communication artworks that express ideas connected to the unit's key and related concepts or global
realization.
context.

Criterion D

Responding

construct meaning and transfer learning to Combine knowledge, understanding and skills Students should use knowledge, understanding and skills from another subject or from
i. Thinking: Transfer Skills
new settings to create products or solutions outside of school, to contribute to their artwork.

Students should describe how their artwork is inspired by others. It might be inspired by
create an artistic response that intends to Create original works and ideas; use existing Thinking: Creative
ii. artworks they have produced in the past or those they have studied in class or researched
reflect or impact on the world around them works and ideas in new ways Thinking Skills
independently.

Students should consider what feedback would be helpful to help them or their classmates
to develop as an artist. Students should consider the difference between qualitative and
quantitative feedback. Students might wish to practice asking open and closed questions. If
collecting feedback digitally they should consider how open, multiple-choice and other
question typed would provide the most meaningful feedback. Students should consider
iii. critique the artwork of self and others. Listen actively to the perspectives of others Social Skills
who will give them the most meaningful feedback - their target audience? an expert?
another artist? individuals? groups of people? friends? strangers? Students might
incorporate feedback models including the Ladder of Feedback, WWW/EBI (what worked
well, even better if) or the feedback sandwich. Students might also look at the way art
critics describe art and use this in their own critiques.