VCE Art 2010–2014 Implementation Workshops

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VCE Art Implementation VCE Art Units 1–4 (2010–2014) Implementation Workshops 2009

VCE Art study design Teachers should thoroughly familiarise themselves with the Study Design including: Introduction (p7) Structure (p8) Assessment and Reporting (p10) Analytical Frameworks (p12–14) Units 1-4 (p15–29) Advice to Teachers (p30–58)

Goals for the workshop Introduce the reaccredited VCE Art Study Design (2010–2014) Highlight the differences between the reaccredited study design and the current study design Review draft assessment criteria for the School Assessed Task Provide some time for discussion Review gallery resources

VCE Art study design (2010–2014) Rationale of the study makes explicit: art as a tool for cultural and personal communication the value of creativity and analysis in artmaking that theoretical research supports practical artmaking the value of understanding art of different cultures the importance of discussing and debating art issues and ideas to develop informed viewpoints

Advice to teachers section of the study design This section includes advice on: Developing a course Explanation of specific terms used throughout the Study Design Progression of Analytical Frameworks Theoretical Components of study Visual Language Student use of resource material Learning activities

Analytical Frameworks The Analytical Frameworks include a series of questions that guide students and teachers in the analysis and interpretation of artworks They are common to all Areas of study Introduced in Units 1 and 2 Fully implemented in Units 3 and 4

Analytical Frameworks There are four Analytical Frameworks Formal – applied in Units 1–4 Personal – applied in Units 1, 3, 4 Cultural – applied in Units 2, 3, 4 Contemporary – applied in Units 3, 4

Structure of the study The study is made up of four units with two areas of study in each unit In all areas of study theoretical outcomes now precede practical outcomes. Unit 1 AoS 1 – Art and meaning AoS 2 – Artmaking and personal meaning Unit 2 AoS 1 – Art and culture AoS 2 – Artmaking and cultural expression

Structure of the study Unit 3 AoS 1 – Interpreting art AoS 2 – Investigation and interpretation through artmaking Unit 4 AoS 1 – Discussing and debating art AoS 2 – Realisation and resolution

Structure of the study Key knowledgeKey Skills Provides contentProvides application For example: generate ideas select, create, organise investigate evaluate analyse

Unit 1 Area of study 1 – Art and meaning Outcome 1 Analyse and interpret a variety of artworks using the Formal Framework and the Personal Framework. Emphasis is placed on the interpretation of artworks through visual language and the personal perspectives of the artist and viewer

Unit 1 Area of study 2 – Artmaking and personal meaning Outcome 2 Present visual creative responses that demonstrate their personal interests and ideas through trialling techniques, materials and processes. Emphasis is on providing a guided exploration for students when creating artworks through the application of the Formal and Personal Frameworks Students are encouraged to explore and evaluate their own ideas through reflective annotation of their artmaking

Unit 2 Area of study 1 – Art and culture Outcome 1 Analyse, interpret, compare and contrast artworks from different cultures using the Formal Framework and the Cultural Framework. Focus is in on the ways in which art communicates the values, traditions and beliefs of societies

Unit 2 Area of Study 2 – Artmaking and cultural expression Outcome 2 Demonstrate technical and artistic development in the presentation of visual responses that include one finished artwork, through the exploration of selected media, materials and techniques. Emphasis is on the development of areas of personal interest related to cultural identification. Students apply the Formal and Cultural Framework to reflect upon and annotate their artmaking

Unit 3 Area of study 1 – Interpreting art Outcome 1 Use the Analytical Frameworks to analyse and interpret artworks produced before 1970 and artworks produced since 1970, and compare and contrast the meanings and messages of artworks produced before 1970 with those of artworks produced since Emphasis is on students comparing and contrasting a variety of artworks and developing an interpretation of them Students use a range of resources in their research and relevant aspects of all Analytical Frameworks

Unit 3 Area of study 2 – Investigation and interpretation through artmaking Outcome 2 Explore personal ideas and concepts through a conceptual and practical investigation including at least one finished artwork, using selected Analytical Frameworks to reflect upon and annotate their work. Students commence building a body of work that includes at least one finished artwork The focus is on exploring ideas through a practical as well as conceptual investigation

Unit 4 Area of study 1 – Discussing and debating art Outcome 1 Discuss and debate an art issue using selected artist/s works as context, and present their informed opinion with reference to artworks and with the support of selected commentaries and relevant aspects of the Analytical Frameworks. A minimum of one artist must be studied and two artworks by that artist New content focuses on discussing art issue/s Students use commentaries that present different viewpoints to develop and substantiate their own point of view

Unit 4 Area of study 2 – Realisation and resolution Outcome 2 Progressively communicated ideas, directions and/or personal concepts in a body of work that includes at least one finished artwork, having used selected Analytical Frameworks to underpin reflections on their artmaking. Students continue to develop and resolve a body of work and produce at least one other finished artwork It is expected that the body of work will show evolution and resolution of ideas and progressive development of skill Students continue to apply relevant aspects of all Analytical Frameworks to support reflective annotation

Questions

School-assessed Task Small group discussion: 1.What questions might you ask when assessing work using this criteria? 2.What concerns might you have determining the achieved level of performance?

SAT - A sample approach: Outcome 2 Criterion 4 Assessing the process development work and minimum of 2 finished artworks How has the student used formal qualities, elements and principles to communicate concepts and ideas? Does the selection of formal qualities, elements and principles effectively communicate concepts and ideas? How has the student used aesthetics to support the communication of concepts and ideas? Assessing written annotation How effectively has the student documented their insights and used visual language to communicate concepts and ideas? How effectively has the student evaluated the work? Is there evidence that the student has used all relevant aspects of the Analytical Frameworks?

SAT - A sample approach: Outcome 2 Criterion 5 Assessing written annotation What evidence is there that the student has used the Formal, Personal, Cultural and Contemporary frameworks? To what degree are the references to the Analytical Frameworks appropriate to the student’s work? Is there consistent evaluation and documentation of the development of ideas and artmaking processes?

School- assessed coursework School- assessed task November exam Study score total Unit 3Outcome 1 10% Outcome 2 Unit 4Outcome 1 10% Outcome 2 % of study score 20%50%30%100% VCE Art assessment – Units 3 and 4

Assessment advice Published annually in the VCAA Bulletin each February Submission and Audit of Unit 3 Coursework – August Visitation Review and Submission and Audit of Unit 4 Coursework – October Feedback on Visitation Review – December

Professional development for teachers SAT information days held at VCAA assessment centre – Coburg Term 1 held annually, notification of dates published in the VCAA Bulletin and Memorandum to schools and online at the relevant study pages Review folio work Unpack Assessment criteria and apply to student folios To register contact Susan Meadows Ph: (03) Application to be a reviewer SAT Review Visitation General Enquiries – VCE Examinations Ph: (03)

National Gallery of Victoria NGV Schools Programs Learning in the Gallery Tailor Made Outreach VCE Programs Online Education Resources Resources and kits for download Symposium and conference papers Exhibition room brochures Online interactives Professional Learning Program Bookings PH:

Gallery Contacts Horsham Fine Art Gallery Education Officer: Michael Shiell PH: McClelland Gallery & Sculpture Park Education Officer: Silvia Krambeck PH: Bendigo Art Gallery Education Officer: Helen Attril PH: Gippsland Art Gallery – Sale Education Officer: Simon Gregg PH: Id=1055&h=0 Geelong Art Gallery Education Officer: Susan Barlow PH:

Bulletin online The VCAA Bulletin VCE, VCAL and VET is now online A free subscription is available at Follow the prompts to the subscription page and enter your details Ensure your address is entered correctly

With thanks to: Tricia McCormack Andrew Landrigan Coralie Buckley Art Education Victoria (AEV) Galleries and education staff of: Bendigo Art Gallery Geelong Art Gallery Gippsland Art Gallery Sale Horsham Fine Art Gallery McClelland Gallery and Sculpture Park National Gallery of Victoria

Contact Details Victorian Curriculum and Assessment Authority (VCAA) Michele Davies Curriculum Manager, The Visual Arts Ph: (03) Fax: (03)