The Arts · Foundation · The World as an Art Gallery · Term 3

Art from Different Times

Looking at simple artworks from the past and comparing them to modern art.

• ACARA Content Descriptions
• AC9AVAFR01

About This Topic

Art from Different Times guides Foundation students to examine simple artworks from the past and compare them with modern examples. They observe differences in style, colour, and subject matter between ancient pieces, such as Indigenous Australian rock paintings or early European cave art, and recent works by contemporary artists. This responds to AC9AVAFR01 by having students describe visual elements and consider what these artworks reveal about the people, places, and times they represent.

The topic builds visual literacy and cultural understanding early on. Students explore key questions like comparing old and new paintings, interpreting messages from historical art about daily life or beliefs, and predicting future changes in art. These activities connect The Arts to History and Society strands, helping children see art as a window into human stories across time.

Active learning benefits this topic greatly because abstract ideas of time and change become concrete through handling images, group discussions, and personal creations. When students sort artworks chronologically or sketch future art, they engage senses and imagination, deepening retention and sparking curiosity about diverse cultures.

Key Questions

1. Compare a painting from long ago to a painting made recently.
2. Explain what an old artwork might tell us about the people who made it.
3. Predict how art might change in the future.

Learning Objectives

• Compare visual elements, such as colour and line, in artworks from different historical periods.
• Explain how specific visual elements in an artwork can suggest the time or culture it represents.
• Classify artworks based on their historical context or artistic style.
• Create a simple artwork that imitates a style from a past era.

Before You Start

Exploring Shapes and Colours

Why: Students need to be familiar with basic shapes and colours to identify and discuss them in artworks.

Making Marks

Why: Foundation students need experience with drawing and making marks to engage in creating their own art.

Key Vocabulary

Artwork	A visual creation made by an artist, such as a painting, drawing, or sculpture.
Historical Art	Art created a long time ago, which can show us what life was like for people in the past.
Modern Art	Art created recently, often using new ideas, materials, or styles.
Visual Elements	The basic parts of an artwork that artists use, like colour, line, shape, and texture.

Watch Out for These Misconceptions

Common Misconception

All old art looks primitive and simple.

What to Teach Instead

Ancient artworks often use sophisticated techniques like symbolic patterns in Indigenous art. Hands-on replication activities let students try these methods, revealing the skill involved and shifting views through direct experience and peer sharing.

Common Misconception

Art from the past has nothing to do with today.

What to Teach Instead

Many themes like nature or family persist across time. Group comparison charts highlight continuities, helping students connect historical pieces to modern life during collaborative discussions.

Common Misconception

People in the past made art the same way everywhere.

What to Teach Instead

Art styles varied by culture and place. Sorting diverse global examples in small groups exposes this variety, with students articulating regional differences through visual evidence.

Active Learning Ideas

Pairs: Old vs New Painting Match

Provide pairs with images of one historical painting and one modern artwork on similar themes, like animals or family. Students list three similarities and three differences in colour, lines, and subjects on a shared chart. Pairs present one key finding to the class.

20 min·Pairs

Small Groups: Art Time Detectives

Give groups laminated cards of five artworks from different eras. They sequence them from oldest to newest based on clues like tools or clothing depicted, then discuss what each reveals about past people. Groups share inferences with the class.

30 min·Small Groups

Whole Class: Future Art Visions

After comparisons, lead a class brainstorm on how art might change with technology or environments. Students draw their prediction of a future painting, then gallery walk to view and describe peers' works.

40 min·Whole Class

Individual: My Art Timeline

Each student selects one old and one new artwork image, glues them on paper, and draws a line connecting to their own future art idea. They label what changed and why.

25 min·Individual

Real-World Connections

• Museum curators, like those at the National Gallery of Victoria, study artworks from different times to understand history and organize exhibitions for the public.
• Illustrators for children's books often look at historical art for inspiration when creating characters or settings for stories set in the past.

Assessment Ideas

Quick Check

Show students two contrasting artworks, one historical and one modern. Ask them to point to one difference they notice and say one word to describe each artwork (e.g., 'old,' 'bright').

Discussion Prompt

Present an Indigenous Australian rock art image. Ask: 'What do you see in this picture? What do you think the people who painted this were trying to show us about their lives?' Record student ideas.

Exit Ticket

Give each student a drawing of a simple object (e.g., a house). Ask them to draw it again, but this time in the style of an artwork from a specific historical period (e.g., cave painting style). They can add one label explaining their choice.

Frequently Asked Questions

How to introduce historical art to Foundation students?

Start with familiar themes like animals or homes in artworks from Indigenous Australian rock art and modern children's book illustrations. Use large, colourful prints for close viewing. Guide descriptions of what they see first, then prompt inferences about artists' lives, keeping sessions short and interactive to match attention spans.

What activities work best for comparing old and new art?

Pair activities like side-by-side charts or sequencing cards engage students actively. They note visual differences in colour and style while discussing meanings. Follow with creative responses, such as drawing hybrids of old and new elements, to solidify comparisons and encourage prediction skills.

How can active learning help students understand art from different times?

Active approaches like handling replica images, group sorting of timelines, and drawing future art make time-based changes tangible for young learners. Collaborative talks build vocabulary for descriptions, while personal creations foster ownership. This multisensory engagement boosts retention of cultural insights and curriculum standards over passive viewing.

How does this topic align with AC9AVAFR01?

AC9AVAFR01 requires responding to visual arts by describing subject matter and ideas. Comparisons of past and present artworks directly build this skill, as students articulate visual elements and interpret cultural contexts. Extensions like predictions enhance expressive responses, integrating seamlessly with Foundation visual arts outcomes.