# School-held real-artwork encounter

**Why it is held:** AC9AVAFE01 and the Foundation standard require encounters with actual arts works and contexts. Our geometric examples cannot stand in for an artist, a local exhibition or a community's account of why an artwork matters. The school selects an authorised age-appropriate work, preferably from an artist/gallery/community first-party source, and checks viewing, display, copying, translation and adaptation rights before use. A public image webpage is not automatically permission to reproduce it in this pack.

The [QCAA Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_visual_arts_prep_as_cd.alignment.pdf) anchors the row. [ACARA Visual Arts examples](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/visual_arts_examples_of_knowledge_and_skills) support multiple viewpoints. For First Nations work, follow [Creative Australia's cultural and intellectual property protocols](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts), seek relevant cultural authority and use makers' own accounts. Do not imitate or extract restricted symbols, stories, styles or languages. One artist never stands for every community.

**Teacher insert record:** artist/maker and relevant authority; title/year; source URL or physical venue; material/form; what the maker says about its purpose and context; permission for classroom viewing and any copy/display; accessibility route (audio description, tactile permission, large image); consent for children's response/display; one open observation question; what remains unknown. Children may say what they notice without personal or family disclosure. A no-image description can support discussion but does not prove visual observation of the original.