1. Implementation Workshops
VCE Studio Arts 2010–2014
Implementation Workshops

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

4. Studio Arts study design
Teachers should thoroughly familiarise themselves with the Study Design including:
Introduction (p7)
Structure (p8)
Units 1-4 (p12–30)
Assessment and Reporting (p10)
Advice to Teachers (p31–52)

5. Goals for the workshop
Introduce the reaccredited VCE Studio Arts Study Design(2010–2014)
Highlight the differences between the reaccredited study design and the current study design
Review gallery resources
Preview draft assessment criteria for School Assessed Tasks
Provide time for discussion and questions

6. VCE Studio Arts study design (2010–2014)
Rationale of the study
Stronger focus on the student as art maker
A guided process to art making is retained
Stronger focus on individual exploration
Stronger links between practice and theory
More emphasis on the importance of experiencing artworks in exhibitions
Stronger focus on diversity in practice and presentation within the art industry through exhibitions

7. Advice to teachers section of study design
Provides teachers with advice that can be used in developing and delivering the units that make up the course.
It includes advice on:
Developing a course
Explanation of specific terms used throughout the study design
Learning activities
Suitable resources are available on the VCAA study page including an active link to Art Almanac which provides lists of current exhibitions throughout all states and territories

8. Advice to teachers section of study design
Provides advice on
Theoretical components of study
Visual Language
Exploration Proposal
Design Process
Art industry contexts – gallery visits
Student use of resource material

9. Structure of the study The study is made up of four units;
Unit 1 – Artistic inspiration and techniques
Unit 2 – Design exploration and concepts
Unit 3 – Studio production and professional art practices
Unit 4 – Studio production and art industry contexts

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

11. Unit 1 – Artistic inspiration and techniques
Area of Study 1 – Developing art ideas
Outcome 1
Source inspiration, identify individual ideas and use a variety of methods to translate these into visual language
Emphasis is placed on the development of individual ideas
Visual language refers to the ability to communicate visually (pg 32 of the study design)

12. Unit 1 – Artistic inspiration and techniques
Area of Study 2 – Materials and techniques
Outcome 2
Explore and use a variety of materials and techniques to support and record the development of individual ideas to produce artworks.
Developing their own ideas increases student engagement

13. Unit 1 – Artistic interpretation and techniques
Area of Study 3 – Interpretation of ideas and use of materials and techniques
Outcome 3
Discuss how artists from different times and cultures have interpreted sources of inspiration and used materials and techniques in the production of artworks.
Cultures – a particular society at a particular time and place (replaces locations)
eg. Latin America – 1920s (historical)
American Hip Hop, Rap & Graffiti (contemporary, popular)

14. Unit 2 – Design exploration and concepts
Area of Study 1 – Design exploration
Outcome 1
Develop an individual design process, including visual research and inquiry, in order to produce a variety of design explorations to create a number of artworks.
Emphasis is placed on individual processes in creating artworks

15. Unit 2 – Design exploration and concepts
Area of Study 2 – Ideas and styles in artworks
Outcome 2
Analyse and discuss the ways in which artists from different times and cultures have created aesthetic qualities in artworks, communicated ideas and developed styles.
New focus on cultures. Students study aesthetic qualities of the artist from different cultures rather than locations

16. Unit 3 – Studio production and professional art practices
Area of Study 1 – Exploration proposal
Outcome 1
Prepare an exploration proposal that formulates the content and parameters of an individual design process, and that includes a plan of how the proposal will be undertaken.
Exploration proposal defines the parameters and focus of the task
Individual exploration of ideas and process is emphasised

17. Unit 3 – Studio production and professional art practices
Area of Study 2 – Design process
Outcome 2
Present an individual design process that produces a range of potential directions, which reflects the concepts and ideas documented in the exploration proposal.
A range of potential directions are developed from the exploration proposal.
Potential directions are developed throughout the design process, to the point that they resolve to some degree an idea, concept, technique on which a future artwork may be based

18. Unit 3 – Studio production and professional art practices
Area of Study 3 – Professional art practices and styles
Outcome 3
Discuss art practices in relation to particular artworks of at least two artists and analyse ways in which artists develop their styles.
Students must:
Study artworks of at least two artists
Refer to different cultures and times
Includes the study of the work of other artists in the making of new artworks
This unit extends work commenced in unit 2 but with more comprehensive analysis of the development of styles

19. Unit 4 – Studio production and art industry contexts
Outcome 1 is replaced with the presentation of a cohesive folio of artworks
Outcome 2 is replaced with an Area of study entitled Focus, reflection and evaluation

20. Unit 4 – Studio production and art industry contexts
Area of Study 1 – Folio of Artworks
Outcome 1
Present a cohesive folio of finished artworks, based on selected potential directions developed through the design process, that demonstrates skilful application of materials and techniques and that realises and communicates the student’s ideas.
Prior to commencement selected potential directions must be identified upon which artworks will be based
Folio – a minimum of 2 finished artworks

21. Unit 4 – Studio production and art industry contexts
Area of Study 2 – Focus, reflection and evaluation
Outcome 2
Provide visual and written documentation that identifies the folio focus and evaluates the extent to which the finished artworks reflect the selected potential directions, and effectively demonstrate a cohesive relationship between the works.
Upon completion the student evaluates their cohesive folio and process
Teachers provide time for students to reflect upon and evaluate their work

22. Unit 4 – Studio production and art industry contexts
Area of study 3 – Art industry contexts
Outcome 3
Examine and explain the preparation and presentation of artworks in at least two different exhibition spaces, and discuss the various roles, processes and methods involved in the exhibition of artworks.
No longer required to address current art industry issue(s)
Replaced with a comprehensive study of exhibitions.
Current exhibition visits must be undertaken (see pg 32 study design for further information)

23. Unit 4 – Studio production and art industry contexts
Area of Study 3 – Art industry contexts
Key Knowledge and Key Skills emphasise
Role of galleries and art spaces
Characteristics of exhibition space
Curatorial, exhibition design
Considerations – preparation and presentation of artworks for exhibition
Methods and considerations regarding conservation and preservation
Processes – production, storage, presentation, promotion and marketing

24. Unit 4 - Studio production and art industry contexts
Area of Study 3 – Art industry contexts
Exhibitions visits – undertaken in current year of study
VCAA study page provides list of resources including a link to Art Almanac – a guide to current exhibitions -

25. Questions

26. Studio Arts assessment – Units 3 and 4
School-assessed task 1
School-assessed task 2
Outcome assessed in November exam
Study score total
Unit 3
Outcome 1 
Outcome 2
Outcome 3
Unit 4
% of study score
33%
34%
100%

27. Assessment criteria Unit 3 SAT 1 & Unit 4 SAT 2
School assessed Task discussion:
What questions might you ask when assessing work using this criteria?
2. What concerns might you have determining the achieved level of performance?

28. A sample approach for SAT 1 criterion 1 : assessment of exploration proposal and plan
How has the student presented their individual exploration proposal and plan?
How has the student explained focus, subject matter and ideas?
How has the student identified motivation and sources of inspiration?
Are conceptual possibilities relevant to subject matter?
How has the student referred to artform/s, materials, techniques and aesthetics?
Is the written and visual material presented relevant to the proposal?

29. A sample approach for SAT 2 criterion 1: assessment of use of potential directions
How have the potential directions been communicated? Is there adequate visual and written documentation? Is there evidence of further refinement?
Has appropriate art language and terminology been used?
How has the student explained the contribution of potential directions in the development and refinement of the finished artworks, including references to ideas, techniques and aesthetics?
Are the selected potential directions appropriate to the selected artforms of the finished artworks?

30. Assessment Advice
Published annually in the VCAA Bulletin SAT supplement publication each February
School-assessed task review
VISIT 1 - July
SAT 1 Feedback available August
VISIT 2 - October
SAT 2 Feedback available December

31. 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

32. 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 and
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)

33. 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:

34. 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:

35. With thanks to Art Education Victoria (AEV) Amanda Mitchell
Katherine Smith
Brigid Weereratne
Hilary Breman
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

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