1. Implementation Workshops
VCE Art 2010–2014
Implementation Workshops

2. © Victorian Curriculum and Assessment Authority 2007
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3. VCE Art Implementation
VCE Art Units 1–4
(2010–2014)
Implementation Workshops 2009

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. Structure of the study Key knowledge Key Skills Provides content
Provides application
For example:
generate ideas
select, create, organise
investigate
evaluate
analyse

13. 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

14. 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

15. 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

16. 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

17. 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 1970.
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

18. 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

19. 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

20. 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

21. Questions

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

23. 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?

24. 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?

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

26. 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

27. 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)

28. 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:

29. 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:
Geelong Art Gallery
Education Officer: Susan Barlow
PH:

30. 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

31. With thanks to: Art Education Victoria (AEV) 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

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