Learning & Teaching

Visual Arts

At St Peter’s we have a vibrant and contemporary arts program. Students are engaged in visual and performing arts classes taken by specialist teachers.


  • Students participate in a fortnightly lesson from Year Prep to Year Six.
  • From Year Prep to Year Two, we work to develop the students fine motor skills in order to lay the foundations for future learning.  We introduce the students to the basics of the elements of art by exploring colour, line, shape and texture.
  • In Year Three and Four, we expand the students understanding of the elements of art. Students begin to explore and respond to both their own artwork and the artwork of others.
  • In Year Five and Six, we deepen the students understanding of the elements of art and begin exploring the principles of art such as, contrast, proportion, movement, harmony and pattern.

How it happens in the classroom

  • Art is learned through developing skills and knowledge associated with the elements and principles of Art. We do this by creating different artworks to explore these elements and principles.
  • Students use their own ideas, experiences, observations and imagination to create these artworks in a variety of styles and mediums with activities designed to extend and develop existing skills.
  • Students develop their artistic and technical skills by creating everything from pom-poms and weaving in the early years to group artworks and portraits in the later years.
  • They explore and respond to different artists work from a range of historical and cultural contexts by looking at both Australian and European art.

Programs and Assessment

  • The visual art program is developed within the guidelines of the Victorian Curriculum to provide a program which enables students to develop their creative and critical thinking in fun and engaging ways.
  • Students are assessed regularly through both practical art activities and written or oral reflections and discussions.
  • They keep a folio or art journal of their work for both personal reflection and teacher assessment.
  • Where possible the content supports the curriculum in the classroom
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