The Victorian Curriculum In Practice Visual Arts Visual

The Victorian Curriculum “In Practice” Visual Arts & Visual Communication Design Online information session 01 March, 2017 Kathryn Hendy-Ekers Curriculum Manager for Visual Arts

Strands Explore and Express/Represent Ideas Practices Present and perform Respond and interpret F-6 Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent Developing and refining understanding of skills and techniques. Structuring and organising ideas into form. Sharing through performance, presentation or display. Analysing and reflecting upon intentions. Examining and connecting artworks in context. 7 -10 Exploring ideas and improvising with ways to express/represent ideas Manipulating and applying the elements/concepts with intent Developing and refining understanding of skills and techniques Structuring and organising ideas into form Sharing artworks through performance, presentation or display Analysing and reflecting upon intentions Examining and connecting artworks in context

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. Style, art elements and art principles. • Materials, techniques and processes that are used in artistic practice.

Visual Arts strands Strand Explore and Represent Ideas Media Practices Present and Perform Respond and Interpret Explore ideas, experiences, observations, imagination …. artworks and artists from different cultures and times. Experiment, select, apply 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. Materials, techniques, processes, technologies and visual conventions.

Content Descriptors & Achievement Standards Level 7 Content Descriptors Achievement Standards Explore & Express • Explore the practices used by artists to develop expressions of themes, concepts or ideas in their artworks. • Students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning. • Explore how artists used materials, techniques, technologies • Students plan and make their artworks in response to and processes to realise their own intentions in artworks. exploration of techniques, technologies and processes used in their own and others’ artworks. Visual Arts Practices • Experiment with materials, techniques, technologies and processes to express ideas, concepts and themes in their own artworks. • Develop skills in planning and designing art works and documenting artistic practice. • Students plan and make their artworks in response to exploration of techniques, technologies and processes used in their own and others’ artworks. • Students demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their work. Present & Perform • Students identify, analyse and evaluate how other artists Present artwork considering how ideas can be expressed to an use materials, techniques, technologies, processes and audience. visual conventions to express ideas and convey meaning. • Students plan and make their artworks in response to exploration of techniques, technologies and processes used in their own and others’ artworks. Respond & Interpret • Students identify, analyse and evaluate how other artists • Analyse how ideas and viewpoints are expressed in use materials, techniques, technologies, processes and artworks. visual conventions to express ideas and convey meaning. • Identify and connect specific features of visual artworks from • Students plan and make their artworks in response to different cultures, historical and contemporary times. exploration of techniques, technologies and processes used in their own and others’ artworks.

Learning In 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.

Learning in Visual Communication 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.

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

Relationships: Content Descriptors & Achievement Standards Level 9 - 10 Content Descriptors Explore & Represent • Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience. • Generate, develop and refine visual communication presentations. Visual Communication Design Practices • Use manual and digital drawing methods to create visual communication s in specific design fields of Environmental, Industrial & Communication Design. Achievement Standard • Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. • Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs. • Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields. • Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.

Relationships: Content Descriptors & Achievement Standards Level 9 - 10 Content Descriptors Achievement Standard Present & Perform • Develop a brief that identifies a specific audience and needs. • Students evaluate, reflect on, refine and justify their decisions and aesthetic choices. • Present visual communications that meet the requirements of the brief. • Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. • Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs. Respond & Interpret • Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts. • Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts. • Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information.

Visual Arts Progression 7 - 10 Achievement Standard L 8 Achievement Standard L 10 • • By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks. • Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice. • They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks. They select, and manipulate materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in their artworks. • Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences. • • • By the end of Level 8, students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning. Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.

Resource ‘The Popular Pet Show’ National Portrait Gallery of Australia http: //www. portrait. gov. au/conten t/popular-pet-show Use the resource in this link as a point of exploration of the artists in the exhibition for theme of ‘My Pet and I’ Graeme Drendel ‘Billy’ 2016 http: //www. portrait. gov. au/exhibitions/the-popular-pet-show-2016

Assessment Planning Visual Arts Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. Sample: Portrait series of me and my pet. Assessment Criteria Descriptor Exploration of The student can describe the use of techniques and techniques, technologies processes used by a range of artists in the National and processes by other Portrait Gallery. artists.

• Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. Example: Portrait painting of me and my pet. Criterion Research of other artists work. Exploration of painting techniques Planning of Composition Evaluation of artworks Low Medium High Very High

Visual Communication Design Standards Achievement Standard L 7 Achievement Standard L 10 By the end of Level 8, students identify and describe how By the end of Level 10 students analyse and evaluate the designers use visual communication practices to respond visual communications they make and view, and how to briefs in different historical, social and cultural contexts. visual communications from different historical, social and cultural contexts communicate ideas and information. They apply this knowledge in the development of their own visual communication practices. Within visual communication fields, students develop briefs and visualise, generate and develop ideas in Students select and use appropriate drawing response to audience needs. They evaluate, reflect on, conventions, methods, materials, media, design elements refine and justify their decisions and aesthetic choices. and design principles to create effective visual Students demonstrate their use of visual communications. design skills, techniques, conventions and processes in a Students evaluate how they and others are affected and range of design fields. They manipulate design elements influenced by visual communications from different and design principles, materials, methods, media and cultures, times and places. They identify and describe technologies to realise their concepts and ideas for practices of visual communication designers in visual specific purposes, audiences and needs. communications from different cultures, times and places.

https: //www. nla. gov. au/exhibitions/the-sell This exhibition from the National Library of Australia is a good starting point for planning a unit for Visual Communication Design

Assessment planning Students select and use appropriate drawing conventions, methods, materials, media, design elements and design principles to create effective visual communications. Topic: Travel poster Assessment Criteria Use of observation and visualisation drawings in planing and developing posters. Descriptor

Students select and use appropriate drawing conventions, methods, materials, media, design elements and design principles to create effective visual communications. Topic: Travel poster Criterion Use of observation and visualisation drawings in planing and developing posters. Low Medium High Very High

Contact Kathryn Hendy-Ekers Email: Hendy-Ekers. Kathryn. L@edumail. vic. gov. au Phone: 03 9032 1697