1. Using Victorian Curriculum to plan Visual Arts & Visual Communication learning
Webinar, 10 November 2016

2. Session overview
Victorian Curriculum: The Arts – Visual Communication Design & Visual Arts
Content
Organisation
Adapting and adopting existing learning materials

3. Workshop materials Participants will need Access to
An existing unit of work or sequence of learning
A copy of their school curriculum planning template
Access to
Structure chart
F-10 scope and sequence
Curriculum mapping template and instructions
For note-taking and writing – either paper or digital formats can be used.

4. Victorian Curriculum: The Arts4
Strands:
explore & express/represent ideas
practices
present & perform
respond & interpret + 2
Organising ideas:
students learn as artist and as audience
Students learn by making & responding

5. The curriculum for each of the Arts discipline:
Strands
F-6
7-10
Explore and Express/Represent Ideas
Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent
Exploring ideas and improvising with ways to express/represent ideas
Manipulating and applying the elements/concepts with intent
Practices
Developing and refining understanding of skills and techniques. Structuring and organising ideas into form.
Developing and refining understanding of skills and techniques
Structuring and organising ideas into form
Present and perform
Sharing through performance, presentation or display.
Sharing artworks through performance, presentation or display
Respond and interpret
Analysing and reflecting upon intentions. Examining and connecting artworks in context.
Analysing and reflecting upon intentions
Examining and connecting artworks in context
The curriculum for each of the Arts discipline:
is structured under four strands
contains content descriptions which are written to allow schools to make choices about stimulus material, topics, repertoire
includes achievement standards that use specific language (for example at F in music – ‘match pitch’)
is supported by a band description which provides context
includes elaborations that provide an explanation of and ways to unpack content descriptions
uses discipline specific language, practices and modes for making and responding

6. Learning In Visual Communication Design
Visual Communication Design Practices
Making and responding form the practice of the designer.
Students develop understanding and skills when they view and make visual communication designs in response to audience needs.
Design fields (Communication, Industrial & Environmental) and styles of design.
Different audiences and contexts.
Making and responding involve practical and critical understanding.
Students consider the intentions of designer to communicate meaning and how viewers interpret and evaluate visual communication designs.
Visualisation and presentation of ideas through materials, methods and presentation formats.

7. Learning in Visual Communication Design
Design thinking & the Visual Communication Design Process
Form a framework for the creation of Visual communications.
Students respond to and write a brief, research and generate ideas, develop and refine visual communications.
Students communicate ideas and information through the use of:
drawing conventions –using a range of media, materials and methods to visualise ideas.
design elements and principles – such as line, shape, colour, tone, texture, form, type, balance, contrast, scale and hierarchy.
skills, techniques and processes – in a range of methods to plan, develop and refine visual communications.

8. Visual Communication Design strands
Explore and Represent Ideas
Visual Communication Design Practices
Present and Perform
Respond and Interpret
Explore and apply, material, methods, media, design elements and design principles.
Develop and present visual communications.
Use manual and digital drawing methods to create visual communications.
Design fields: Industrial, environmental and Communication.
Develop and present visual communications in response to a brief, audience and communication needs.
… reflecting, questioning, analysing and evaluating …
Identify and describe materials, methods and media in different historical, social and cultural contexts.

9. Learning in: Visual Arts
Visual arts practices
The application of Arts skills and knowledge to create, represent, communicate and respond in a specific art form, tradition and/or style.
The practices of making and responding are interdependent and interactive.
The practices of interpreting, comparing and contrasting, reflecting, analysing, appreciating and evaluating can inform a making process but can also be used independently.
In Visual Arts the use of conceptual and practical processes in art making such as the use of sources of inspiration, exploration of ideas, exploration of and experimentation with materials and techniques, and the development and refinement of art works.

10. Learning in : Visual Arts
Focus on the practices of visual artists in different cultures, contexts and environments. Thinking, responding, making.
Viewpoints of responding and making artworks through the practices of the artist and the engagement of the audience.
Key ideas and issues in contemporary art practice that reflect beliefs and values of society.
Visual conventions: underlying structure of artworks. Composition, style, art elements and art principles.
Materials, techniques and processes that are used in artistic practice.

11. Interdependent strands
Explore and Represent Ideas
Visual Arts Practices
Present and Perform
Respond and Interpret
Explore ideas, experiences, observations, imagination
…. artworks and artists from different cultures and times.
Experiment, select, apply
Materials, techniques, processes, technologies and visual conventions.
Create and display artworks considering audiences, ideas and artists’ intentions and meaning.
… reflecting, questioning, analysing and evaluating as a viewer and artist
…Identify specific features and purposes of artworks from different periods of time and cultures.

12. Learning as artist and audience
Artwork
responding and interpreting using imagination
expressing/representing ideas
presenting and performing
techniques and processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media

13. This is the document that you will need to have available to you for the session.

14. The Concept What is the purpose of the unit?
EXPLORE & REPRESENT
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET
What is the purpose of the unit?
What do you want the students to achieve at the end of the unit?
Ideas?
Skills?
What activities will be taught in the unit?

15. Strand focus – key concepts
What are the key concepts that are taught and how will they relate to the Content Descriptors?
Thinking about the same activity or aspect of the unit/sequence,
when students are ‘exploring’ or ‘representing’ what Visual communication design practices are they using?
are they also ‘responding’ or ‘interpreting’?
EXPLORE & REPRESENT
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

16. Unpacking How is the activity aligned to prior learning?
varied to cater for different levels of knowledge and skill?
How does the activity connect to the rest of the unit/sequence?
EXPLORE & REPRESENT
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

17. Assessment opportunities
Highlight sections of the achievement standard/s that are addressed by this activity
at the level
at the previous level (Visual Arts, VCD, Media Arts)
at the following level (Visual Arts, VCD, Media Arts)
EXPLORE & REPRESENT
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET
Describe the assessment strategies associated with the activity you have been analysing.
Consider:
formative
summative
self, peer and teacher feedback

18. Reflection and Evaluation
EXPLORE & REPRESENT
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET
How will the students know what they have learned? What evaluation will they carry out on their learning?
What creative, critical and reflective
Thinking will the students use?

19. Curriculum mapping
Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.
Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.
Instructions:
Templates
For each Arts discipline
F-6
7-10

20. Next steps update rubrics, success criteria, learning intentions etc.
transfer information to school curriculum planning template
discuss the process and findings with colleagues and/or curriculum leaders
repeat for other units
write a new unit or sequence of learning using this process as a checklist

21. Feedback
Please complete the survey from F-10 to let me know about the relevance of this presentation for your work and whether it met your expectations. You can also me directly:
Kathryn Hendy-Ekers
Curriculum Manager: Visual Arts
phone: