Using the visual arts learning cycle

Over 100 artworks and stories from young people in China, Korea, India and Australia have been scanned and arranged into themes to create the art gallery. Many students and teachers have commented on the very high standards of visual artwork in the My Place Asia Australia project.

Often students lack confidence in their visual art-making skills. The visual arts learning cycle can assist teachers in extending the skills and techniques of their students. There are three interrelated phases that encourage students to develop a reflective approach, involving appreciation and arts criticism. Phase one involves developing ideas and experimentation with art materials. Phase two involves drafting these ideas, selecting materials and practicing the use of techniques and processes. Phase three involves refining the ideas and drawing upon the exploration and drafting phase to create the final artwork.

Students often demonstrate very high levels of interest, self motivation and commitment towards their own art making as a consequence of this structured but flexible approach.

The art unit is introduced and students respond by generating both their ideas and experimenting with a range of art materials, tools and processes to explore which material or media is most suited to their idea. The focus is on the development of the idea. Students experiment using the art elements of line, colour, form, shape and texture. Students develop a variety of ways of recording these experiments in their studio books or on large visual vocabulary charts. This material can be displayed as visual stimulus to support further experimentation.

The practice phase extends the initial work and aims to increase control in terms of skills, use of tools, materials and processes. There is not a strong focus on the development of new ideas in this phase. After testing different art materials they practice using the material or process to develop control and confidence. During this drafting period students are encouraged to be self critical and evaluate the choices they make regarding the use of the art elements, shape, scale and composition. Subsequent to this visual research, they may modify, change and extend their initial idea.

During this phase students express their ideas and develop their final artwork. Often they work from a good quality draft where choices about the subject matter and the arts elements have been considered. The artwork generated often reflects the understanding and knowledge they have gained through this direct experience. Their decisions are more informed and are the result of confident, imaginative exploration and technical skill development. The focus in this phase is on creating their best work, paying attention to detail, but not overworking.