Little Cloud Adventure

• using a combination of chaotic/accidental mark-making with more detailed intentional mark-making; for example, using blobs of paint with added outlines and detail, and using imagination and creativity to build on the shapes to see what emerges
• using Viewpoints to develop questions as they experiment with arrangement and rearrangement to shuffle visual conventions, subject matter and materials around a designated area and to deliberately change the meaning of a visual story; for example, “What happens if I make the subject fill the page?” or “Can I change the meaning of my work by using darker or lighter tones?”
• using visual brainstorming to build ideas for artworks and using Viewpoints to develop questions to push ideas further; for example, “What happens if I combine these ideas?”, “How can I adapt this idea?”, “What happens if I remove part of this design?”
• creating a relief print through nature-printing, or creating collagraphs by creating a raised textured surface by using glue, thread/string and textured paper to create monoprints; cutting these shapes out and making a collage to create a recognisable form, such as a face or an animal
• using 3D construction (sculpture) methods to represent subject matter or ideas being explored in another learning area; for example, building on their understanding of living things as a starting point to use modelling materials such as potato clay and found objects to represent the life cycle of an insect
• using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel

• creating arts works in a range of forms to communicate ideas from lived personal or social experiences; for example, creating a dance or scenes showing favourite activities such as games; using digital devices to record their peers playing a game and creating a voice-over that describes what’s happening; composing a song or chant about a favourite food or activity; drawing a home scene of people and animals
• creating works in response to inspiration from sources such as play, imagination, observation, literature, artworks from their cultures and communities or arts knowledge and skill development activities
• extending and varying known songs, chants or rhymes; for example, changing words, interpreting without using voice, adding movements/actions or improvising rhythm patterns as accompaniment
• manipulating objects, puppets, 2D images and/or available technologies to create or retell stories
• devising a chant/rap that a character from an animated series, a text or a fictional hero could use to communicate a health or sustainability message or to learn the steps in a process; recording the chant/rap using an available digital device and sharing live or via a school-managed space such as a learning management system
• repurposing materials and objects such as clothing or packing boxes as starting points for imagining and developing scenes and scenarios; for example, using packing boxes to create an imagined environment or vehicle
• considering as a class the characters and situations associated with a story and then re-imagining them by asking questions of the story, such as “What’s up?”, “What happens next?” or “What else might/could happen?” to support the development of their own socio-dramatic or miniature worlds play

• posing questions about simple relationships between push and pull forces, such as: ‘Does a toy car go further if it is pushed harder?’
• posing questions about how animals meet their needs in particular places, such as: ‘Where does it shelter? Where does it get water from?’
• making predictions about plant needs, such as: ‘I think a plant will die if it doesn’t get enough water’
• making predictions about types of animals and plants they might observe in a particular place, such as a garden or pond
• making predictions about patterns of observable phenomena such as seasonal changes of plants or changes in temperatures across the seasons

• making and recording observations of phenomena such as changes to weather, seasonal changes to plants such as colour or dropping of leaves, and growth of flowers or fruit
• noticing how daily weather indicators and seasonal patterns help us to make plans for activities in our daily lives
• investigating how seasonal changes affect plants and animals, including animals that hibernate and migrate
• investigating how changes in the weather affect plants and animals, including humans
• exploring how people make clothing choices using predictions of weather or knowledge of seasonal changes
• recognising the extensive knowledges of daily and seasonal changes in weather patterns and landscape held by First Nations Australians
• exploring how First Nations Australians’ concepts of time and weather patterns explain how things happen in the world around them

• trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination
• observing and recording the shapes, colours and textures of people, objects and concepts they experience in their daily lives, for example, drawing faces, insects, plants, food
• Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?
• practising drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography
• identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

• exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically
• comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like
• using techniques to demonstrate various compositional effects, for example, overlapping or crosshatching
• following technical processes and safe practices to make artworks, for example, drawing onto Styrofoam to print on paper

• recognising how Aboriginal and Torres Strait Islander Peoples gain knowledge about the land and its vital resources, such as water and food, through observation
• recognising that observation is an important part of exploring and investigating the things and places around us
• sharing observations with others and communicating their experiences
• exploring and observing using the senses: hearing, smell, touch, sight and taste

• using sight, hearing, touch, taste and smell so that students can gather information about the world around them

• considering questions relating to the home and school and objects used in everyday life

• learning how Aboriginal and Torres Strait Islander Peoples’ concepts of time and weather patterns explain how things happen in the world around them (OI.3, OI.5)
• linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures
• investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals