Visual Arts 

These last couple of weeks we have seen our primary student’s year really evolve in their creative skills as they exemplify the risk taker learner profile within their Visual Art lessons.  Our Prep students have been learning how Artists can communicate with their audience through their creative skills.  Students started by making a connection between the audience of a movie and that of an Art gallery.  They then thought about how they can communicate their perspective of themselves with their audience with the influence of our focus Artists Jimmy Pike.

The Year One students were also looking at the work of Jimmy Pike as they learned how to connect memories of their family to their perception of themselves.  Students were Risk Takers in creating their self-portrait using different lines and patterns.  Students started to unpack how an audience can describe an artwork using words such as line, colour and shape to share what they see. They also talked about how artwork makes them feel and what connection they can make to their own world when viewing an artwork.  Students were open minded in learning how artists carefully select the position and size of the most important part of their work.  They were also thinkers when learning and applying the idea of ‘guiding lines’ in their work to draw the audience’s attention to the important subject of their artwork. 

Year Two students were very principled this week in using Gelli plates to create their single gelli-prints of their creative self-portrait.  The student were risk takers in learning how to apply acrylic paint using a roller to their Gelli plate.  They then had the opportunity to use an implement to draw their self-portrait within the paint.  Students applied their paper to the gelli plate and were super excited to see their creation. 

Year Three students continued to work on their painting skills and planning their sculpture representing their family for their unit of inquiry.  Students were communicators in learning key vocabulary terms such as hue, value, tint and tone. They were open-minded as the learned the importance of creating tint and tone when painting a 3-D object.  They also continued to plan their sculptures like artists.  The students started by drawing their mini-sculptures then applied their literacy skills to annotate their work and describe what materials they would use to create their mini-sculptures.  This reflection allowed students to describe how they would attach their mini sculpture to the main sculpture as well as allowing them to communicate their creative representation of the important people in their family. 

The next few weeks will see students start to finalise their unit of inquiry piece in each year level which will then be on display for families to view.  We hope your little artists are enjoying these lessons as much as we are!

4-6 Visual Arts with Ms Nishani

Students in Year Four have been continuing the completion of their Mandalas this past week. They have used line, pattern, and shape to show contrast in their designs. Their Mandalas have reflected their personal story and events that are influential in their lives. They will choose colours to decorate their Mandala that will show personal meaning to them. For example blue wavy lines might be used to represent peacefulness and serenity, green circles may be used to reflect happiness and focus etc.... Students are understanding that the mandala making as an art form enables them to relax and be calm.  They also understand that it represents the cycle of life and that everything in life is impermanent and doesn't last forever. 

Students in Year Five have begun their final assessment piece of their Eye colour wheel. They have created their colour wheel using compasses and have divided their Iris to reflect the 12 colours in the tertiary colour wheel. Students have decided to decorate their eye reflecting their personal choice of style reflecting their voice, choice and agency. Some students have chosen to create abstract eyes, whilst some are creating more objective based eye designs. They were required to display the external eye and its features and insert the tertiary colour wheel where they mixed and created secondary and tertiary colours.

Students in Year Six have commenced their final assessment piece of their Tiger project. They have used ink, permanent textas and charcoal to create their tigers to show contrast, colour, texture and form. They have inquired into having a growth mindset and positive affirmations and have selected several of these to insert into their final project. These affirmations are essential for their personal growth and will assist them in being positive, reflective, openminded and balanced in their lives. Students have begun using contour lines to highlight features of the tiger and have created colour charts to reflect the colour psychology behind their use of colour in their final project. For example, red may be used by some to reflect love, strength and luck and black may be used to reflect power, fearlessness and agility.