Foundation students produced art works based on a sea theme, utilising a variety of media. This included collage techniques with tissue paper and simple printing to create turtles at the beach. They used mixed media such as sand and paint and their hand prints to make crabs. Students were introduced to Modern art and gained an awareness of Realistic and Abstract art by printing circles and lines. They applied primary colours to paint their work. Students were shown images of different sculptures and created their own ‘Amazing’ sculpture by twisting pipe cleaners and attaching colourful beads.

Year 1 students continued to develop their understanding of colour theory, and art elements and principles while producing experimental artworks. They painted a sea scape on canvas, focusing on movement, shape and colour. Coloured inks were used over collaged tissue paper to create a sea porthole. Modern Art was introduced to the students and the ‘Pop Art’ of Keith Haring was explored. They made dancing people Pop Art.

Year 2 students developed their understanding of colour theory through a range of art projects, such as painting, weaving, drawing and tie-dyeing. They visually analysed the colour wheel and explored why colours are placed in their order. Students learnt to distinguish between hues, tints, tones and shades. They also mixed acrylic paints to create gradients. Students looked at works by Wassily Kandinsky, a painter who did not depict the world around him but instead expressed emotions through colour, shape and line. They created their own interpretations using oil pastels and layering paper to make ‘concentric circles’. They applied intricate technique of tie dyeing using calico bags, and designed and fashioned imaginative felt monsters.

Year 3 students experimented with water colour paints, producing koi carp artworks using salt and water colour, and sea creature water colour resist artworks utilising oil pastel and water colour paint. In line with the current National Gallery of Victoria modern art exhibitions, students investigated one of the most influential artists of the twentieth century, Pablo Picasso. They created a sculptural artwork that focused on collage, perspective, shape and colour. Students progressed their understanding of art elements and principles, experimentation and creativity, growing their artistic habits and enriching their critical thinking skills.

Year 4 students became more mindful about their artistic practice and were challenged to investigate new tools to create artworks. Through exploring a timeline of art movements, they discussed ‘visual language’ and this has developed through time, noting the impact of technological advancements. Students created emoji string art as artistic response. They made galaxy paintings that formed a unique background for a printed foreground, learning how to layer and build up a two-dimensional artwork. Students experimented with gelatin plate printing, determining the effect of negative and positive space for their individual designs.

Year 5 students continued to apply artist habits to develop their craft, and theorised and undertook critical reflection on influential modern artists and their own artworks. They studied modern art practice and processes, and recreated chosen artworks using an unusual technique of sculpting two-dimensional design with plasticine. Students built up layers, thinking about the utilisation of space, making shapes mixing colours, noticing details and adding textural elements. They playfully explored the sculptural art of papier-mâché to either sculpt a fish or hot air balloon, a project that required ingenuity and problem-solving skills.

Year 6 students applied the knowledge and skills learnt in their primary years to create a brilliant memorabilia artwork. They undertook a designer’s process to sequentially create an individual skateboard design. Students researched two influential political street artists from different decades, Jean Michael Basquiat and Banksy, exploring the underlying personal messages for each artist and their audience. They used sketch books to document their project, including thoughts, developments, changes and interpretations of their visual thinking. Students brainstormed, planned, refined and sought peer and teacher feedback for their final design before commencing this on a modern canvas. They focused on the significance of planning and reflection, and devoted time and energy into creating a successful artistic outcome.