VCE Studio Arts 2010–2014 Implementation Workshops
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VCE Studio Arts implementation • VCE Studio Arts Units 1–4 • (2010–2014) • Implementation Workshops 2009
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) Studio Arts study design
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
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
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 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 Advice to teachers section of study design
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
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)
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
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)
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
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
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
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
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
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
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
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
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)
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
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 - www.art-almanac.com.au
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?
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?
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?
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
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
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 and http://www.vcaa.vic.edu.au/vce/studies/studioarts/studioindex.html • Review folio work • Unpack Assessment criteria and apply to student folios • To register contact Susan Meadows firstname.lastname@example.org • Ph: (03) 9225 2214 • Application to be a reviewer – SAT Review Visitation http://www.vcaa.vic.edu.au/vce/exams/vceassessor.html • www.ssms.vic.edu.au • General Enquiries – VCE Examinations Ph: (03) 9225 2349
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 www.ngv.vic.gov.au/ngvschools/ PH: 8620 2222 National Gallery of Victoria
Horsham Fine Art Gallery Education Officer: Michael Shiell PH: 5362 2888 Email: Michael.email@example.com www.horshamartgallery.com.au McClelland Gallery & Sculpture Park Education Officer: Silvia Krambeck PH: 9789 1671 Email: firstname.lastname@example.org www.mcclellandgallery.com Bendigo Art Gallery Education Officer: Helen Attril PH: 5434 6082 Email: email@example.com www.bendigoartgallery.com.au Gippsland Art Gallery – Sale Education Officer: Simon Gregg PH: 5142 3372 Email: Simon.firstname.lastname@example.org www.wellington.vic.gov.au/Page/page.asp?Page_Id=1055&h=0 Geelong Art Gallery Education Officer: Susan Barlow PH: 5229 3645 Email: email@example.com www.geelonggallery.org.au Gallery contacts
With thanks to • 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
Contact Details • Victorian Curriculum and Assessment Authority • (VCAA) • Michele Davies • Curriculum Manager, The Visual Arts • Ph: (03) 9651 4451 • Fax: (03) 9651 4324 • Email: firstname.lastname@example.org • www.vcaa.vic.edu.au