vce art 2010–2014 implementation workshops. © victorian curriculum and assessment authority 2007...
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© Victorian Curriculum and Assessment Authority 2007
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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 knowledge Key Skills
Provides content Provides applicationFor 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 2Present 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 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
Unit 3 Area of study 2 – Investigation and interpretation through artmaking
Outcome 2Explore 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 1Discuss 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 2Progressively 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 3 Outcome 110%
Outcome 2
Unit 4 Outcome 110%
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 http://www.vcaa.vic.edu.au/vce/studies/art/artindex.html
• Review folio work • Unpack Assessment criteria and apply to student folios
To register contact Susan Meadows [email protected]: (03) 9225 2214
Application to be a reviewer SAT Review Visitation http://www.vcaa.vic.edu.au/vce/exams/vceassessor.htmlwww.ssms.vic.edu.au
General Enquiries – VCE Examinations Ph: (03) 9225 2349
National Gallery of Victoria
NGV Schools ProgramsLearning in the GalleryTailor MadeOutreachVCE Programs
Online Education ResourcesResources and kits for downloadSymposium and conference papersExhibition room brochuresOnline interactives
Professional LearningProgram Bookingswww.ngv.vic.gov.au/ngvschools/
PH: 8620 2222
Gallery Contacts
Horsham Fine Art GalleryEducation Officer: Michael ShiellPH: 5362 2888Email: [email protected]
McClelland Gallery & Sculpture ParkEducation Officer: Silvia KrambeckPH: 9789 1671Email: [email protected]
Bendigo Art GalleryEducation Officer: Helen AttrilPH: 5434 6082Email: [email protected]
Gippsland Art Gallery – SaleEducation Officer: Simon GreggPH: 5142 3372Email: [email protected]/Page/page.asp?Page_Id=1055&h=0
Geelong Art GalleryEducation Officer: Susan BarlowPH: 5229 3645Email: [email protected]
Bulletin online
• The VCAA Bulletin VCE, VCAL and VET is now online
• A free subscription is available at www.vcaa.vic.edu.au
• Follow the prompts to the subscription page and enter your details
• Ensure your email address is entered correctly
With thanks to:
Tricia McCormackAndrew LandriganCoralie Buckley
Art Education Victoria (AEV) Galleries and education staff of:Bendigo Art GalleryGeelong Art GalleryGippsland Art Gallery SaleHorsham Fine Art GalleryMcClelland Gallery and Sculpture ParkNational Gallery of Victoria
Contact Details
Victorian Curriculum and Assessment Authority (VCAA)
Michele DaviesCurriculum Manager, The Visual Arts
Ph: (03) 9651 4451Fax: (03) 9651 4324Email: [email protected]
www.vcaa.vic.edu.au