Using Victorian Curriculum to plan Visual Arts Visual

Using Victorian Curriculum to plan Visual Arts & Visual Communication learning Webinar, 10 November 2016

Session overview • Victorian Curriculum: The Arts – Visual Communication Design & Visual Arts • Content • Organisation • Adapting and adopting existing learning materials

Workshop materials Participants will need • An existing unit of work or sequence of learning • A copy of their school curriculum planning template • Access to • Structure chart • F-10 scope and sequence • Curriculum mapping template and instructions For note-taking and writing – either paper or digital formats can be used.

Victorian Curriculum: The Arts 4 +2 Strands: • • explore & express/represent ideas practices present & perform respond & interpret Organising ideas: • students learn as artist and as audience • Students learn by making & responding

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 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 Visual Communication Design Practices Present and Perform Respond and Interpret Explore and apply, material, methods, media, design elements and design principles. 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 … Develop and present visual communications. Design fields: Industrial, environmental and Communication. Identify and describe materials, methods and media in different historical, social and cultural contexts.

Learning in: Visual Arts Visual arts practices • The application of Arts skills and knowledge to create, represent, communicate and respond in a specific art form, tradition and/or style. • The practices of making and responding are interdependent and interactive. • The practices of interpreting, comparing and contrasting, reflecting, analysing, appreciating and evaluating can inform a making process but can also be used independently. • In Visual Arts the use of conceptual and practical processes in art making such as the use of sources of inspiration, exploration of ideas, exploration of and experimentation with materials and techniques, and the development and refinement of art works.

Learning in : Visual Arts q Focus on the practices of visual artists in different cultures, contexts and environments. Thinking, responding, making. q Viewpoints of responding and making artworks through the practices of the artist and the engagement of the audience. q Key ideas and issues in contemporary art practice that reflect beliefs and values of society. q Visual conventions: underlying structure of artworks. Composition, style, art elements and art principles. q Materials, techniques and processes that are used in artistic practice.

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

Learning as artist and audience Artwork Artist Audience responding and interpreting using imagination expressing/representing ideas presenting and performing techniques and processes using materials practicing skills instruments evaluation exploring thinking analysis media

This is the document that you will need to have available to you for the session.

The Concept EXPLORE & REPRESENT PRACTICES PRESENT & PERFORM RESPOND & INTERPRET What is the purpose of the unit? What do you want the students to achieve at the end of the unit? Ideas? Skills? What activities will be taught in the unit?

Strand focus – key concepts What are the key concepts that are taught and how will they relate to the Content Descriptors? Thinking about the same activity or aspect of the unit/sequence, • when students are ‘exploring’ or ‘representing’ what Visual communication design practices are they using? • are they also ‘responding’ or ‘interpreting’? EXPLORE & REPRESENT PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

Unpacking EXPLORE & REPRESENT & PERFORM PRACTICES RESPOND & INTERPRET How is the activity • aligned to prior learning? • varied to cater for different levels of knowledge and skill? How does the activity connect to the rest of the unit/sequence?

Assessment opportunities Highlight sections of the achievement standard/s that are addressed by this activity • at the level • at the previous level (Visual Arts, VCD, Media Arts) • at the following level (Visual Arts, VCD, Media Arts) Describe the assessment strategies associated with the activity you have been analysing. Consider: • formative • summative • self, peer and teacher feedback EXPLORE & REPRESENT PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

Reflection and Evaluation How will the students know what they have learned? What evaluation will they carry out on their learning? What creative, critical and reflective Thinking will the students use? EXPLORE & REPRESENT PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

Curriculum mapping • • Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program. Instructions: http: //www. vcaa. vic. edu. au/Pages/foundation 10/ viccurriculum/curriculumplanning. aspx Templates • For each Arts discipline • F-6 • 7 -10

Next steps § update rubrics, success criteria, learning intentions etc. § transfer information to school curriculum planning template § discuss the process and findings with colleagues and/or curriculum leaders § repeat for other units § write a new unit or sequence of learning using this process as a checklist

Feedback Please complete the survey from F-10 to let me know about the relevance of this presentation for your work and whether it met your expectations. You can also email me directly: Kathryn Hendy-Ekers Curriculum Manager: Visual Arts phone: 61 3 9032 1697 email: Hendy-Ekers. Kathryn. L@edumail. vic. gov. au