• Co-operative learning – enhances social learning by building student relationships and beneficial interaction to increase academic outcomes (Blumenfeld et al. 1996).
• Modelling: Teacher demonstrates the task to students using ‘ ‘think aloud’ to facilitate the process.
• Demonstration: Visual Learning with use of visual examples so students understand what they will be creating.
• Guided Activity and Guided Exploration for the projects.
• Sketching to Learn: By making sketches, students respond and represent understanding of ideas to assist in comprehension of new and complex techniques or concepts. They can also use sketching to develop a prototype of their artwork before creating it live on their instrument.
• Personalised comments, feedback and suggestions and teacher interventions to guide learning and project development.
• Student work processes are social and the teacher critiques and focuses attention on student work. Students get feedback by sharing their efforts with the teacher and other students (Arts Edge 2015). Responses progress from superficial to specific art concepts and vocabulary as art knowledge progresses.

ILO’s Visual Arts

• Students will develop knowledge, skills and processes of arts making.
• Students select visual effects by using advanced decision making and problem-solving skills.
• Students will respond critically to artworks and be able to reflect, analyse, enjoy, appreciate and evaluate their own and others’ visual artworks.