Art Making and Exhibiting (formally known as VCE Studio Arts)
Prerequisites
Nil.
Course Description
Unit 1: Semester 1 – Explore, expand and investigate
In this unit students explore materials, techniques and processes in a range of art forms. They expand their knowledge and understanding of the characteristics, properties and application of materials used in art making. They explore selected materials to understand how they relate to specific art forms and how they can be used in the making of artworks. Students also explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time. Throughout their investigation students become aware of and understand the safe handling of materials they use.
Students explore the different ways artists use materials, techniques and processes. The students’ exploration and experimentation with materials and techniques stimulates ideas, inspires different ways of working and enables a broad understanding of the specific art forms. Their exploration and experimentation is documented in both visual and written form in a Visual Arts journal.
ASSESSMENT
1. Folio (65%)
2. Research (15%)
3. Examination (20%)
Unit 2: Semester 2 – Understand, develop and resolve
In this unit students continue to research how artworks are made by investigating how artists use aesthetic qualities to represent ideas in artworks. They broaden their investigation to understand how artworks are displayed to audiences, and how ideas are represented to communicate meaning.
Students respond to a set theme and progressively develop their own ideas. Students learn how to develop their ideas using materials, techniques and processes, and art elements and art principles. They consolidate these ideas to plan and make finished artworks, reflecting on their knowledge and understanding of the aesthetic qualities of artworks. The planning and development of at least one finished artwork are documented in their Visual Arts journal.
Students investigate how artists use art elements and art principles to develop aesthetic qualities and style in an artwork. Working in their Visual Arts journal they begin to discover and understand how each of the art elements and art principles can be combined to convey different emotions and expression in their own and others’ artworks. They also explore how art elements and art principles create visual language in artworks.
Students begin to understand how exhibitions are planned and designed and how spaces are organised for exhibitions. They also investigate the roles associated with the planning of exhibitions and how artworks are selected and displayed in specific spaces. This offers students the opportunity to engage with exhibitions, whether they are in galleries, museums, other exhibition spaces or site-specific spaces.
ASSESSMENT
1. Folio (65%)
2. Research (15%)
3. Examination (20%)
Unit 3: Semester 1 – Collect, extend and connect
In this unit students are actively engaged in art making using materials, techniques and processes. They explore contexts, subject matter and ideas to develop artworks in imaginative and creative ways. They also investigate how artists use visual language to represent ideas and meaning in artworks. The materials, techniques and processes of the art form the students work with are fundamental to the artworks they make.
Students use their Visual Arts journal to record their art making. They record their research of artists, artworks and collected ideas and also document the iterative and interrelated aspects of art making to connect the inspirations and influences they have researched. The Visual Arts journal demonstrates the students’ exploration of contexts, ideas and subject matter and their understanding of visual language. They also document their exploration of and experimentation with materials, techniques and processes. From the ideas documented in their Visual Arts journal, students plan and develop artworks. These artworks may be made at any stage during this unit, reflecting the students’ own ideas and their developing style.
In order to receive constructive feedback on the progress of their art making, and to develop and extend their ideas, students present a critique of their artworks to their peer group. Students show a selection of their developmental work and artworks from their Visual Arts journal in their presentation. After the critique students evaluate their work and revise, refine and resolve their artworks.
Students will visit an exhibition in either a gallery, museum, other exhibition space or site-specific space. They must visit or view a minimum of two exhibitions during the current year of study. Exhibitions studied must be from different art spaces, to give students an understanding of the breadth of artwork in current exhibitions and to provide a source of inspiration and influence for the artworks they make. Students must select one exhibition space for study in Unit 3 and a different exhibition space for study in Unit 4. Students research the exhibition of artworks in these exhibition spaces and the role a curator has in planning and writing information about an exhibition.
Unit 4: Semester 2 – Consolidate, present and conserve
In this unit students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks in – specific art forms. The progressive resolution of these artworks is documented in the student’s Visual Arts journal, demonstrating their developing technical skills in a specific art form as well as their refinement and resolution of subject matter, ideas, visual language, aesthetic qualities and style. Students also reflect on their selected finished artworks and evaluate the materials, techniques and processes used to make them.
The Visual Arts journal in Unit 4 includes:
- the continued development of the student’s own art making in a specific art form
- evaluation of art making in a specific art form
- the visual documentation of the processes used for finalising artworks
- annotations to support visual documentation
- research into the connections between specific artists and artworks and the student’s own artworks
- research about the presentation of artworks in exhibitions
- research undertaken for conservation and care of artworks
- research about the selection of artworks for display and the planning of exhibitions
- written and visual research to make connections with specific artists and artwork.
The progress of individual student artworks is an important element of Unit 4, and throughout the unit students demonstrate their ability to communicate to others about their artworks. They articulate the development of subject matter, ideas, visual language, their choice of materials, their understanding of the inherent characteristics and properties of the material, their use of techniques and processes, and aesthetic qualities. Acting on their critique from Unit 3, students further develop their ideas and broaden their thinking to make new artworks.
Students organise the presentation of their finished artworks. They make decisions on how their artworks will be displayed, the lighting they may use, and any other considerations they may need to present their artworks. Students also present a critique of their artworks and receive and reflect on feedback.
Students continue to engage with galleries, museums, other exhibition spaces and site-specific spaces and examine a variety of exhibitions. They review the methods used and considerations involved in the presentation, conservation and care of artworks, including the conservation and care of their own artworks. Students must visit or view a minimum of two exhibitions during the current year of study. Exhibitions studied must be from different art spaces, to give students an understanding of the breadth of artwork in current exhibitions and to provide a source of inspiration and influence for the artworks they make. Students must select one exhibition space for study in Unit 3 and a different exhibition space for study in Unit 4. The exhibitions can be selected from the recommended list of exhibitions in the VCE Art Making and Exhibiting Exhibitions List, which is published annually on the VCAA website. Students document the investigation and review of artworks and exhibitions in their Visual Arts journal.
ASSESSMENT
1. School-assessed Coursework – Unit 3 (5%)
2. School-assessed Coursework – Unit 4 (5%)
3. School-assessed Task – Units 3 and 4 (60%)
4. End-of-year examination – (30%)
Media
Prerequisites
Taking 10 VCD and/or Photo/Film is highly advisable.
Course Description
Unit 1: Semester 1 – Media forms, representations and Australian stories
By engaging in practical making and theoretical analysis and discussion, students in this unit develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They will explore media codes and conventions and the construction of meaning in media products. Students will analyse how representations, narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students will gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, they will consider the impact of media creators and institutions on production. They will develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Students will also develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. Lastly, students will work in a range of media forms and develop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning.
ASSESSMENT
1. Coursework Theory (20%)
2. Coursework Practical (40%)
3. Examination (40%)
Unit 2: Semester 2 – Narrative across media forms
In this unit students will further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students will analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. They will undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.
ASSESSMENT
1. Coursework Theory (20%)
2. Coursework Practical (40%)
3. Examination (40%)
Unit 3: Semester 1 – Narrative and media production design
In this unit students will undertake theoretical investigations to help them develop an understanding of film, television or radio drama production. They will also explore and analyse narrative elements and structure in fictional film, television or radio drama texts. Students examine how production and story elements work together to convey meaning and engage audiences. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They will complete a media production design plan for a specific media form and audience. They present the relevant specifications as a written planning document, with visual representations that employ media planning conventions appropriate to the media form in which the student chooses to work.
Unit 4: Semester 2 – Process, influence and society’s values
In this unit students further develop practical skills in the production of media products to realise the production design plan completed during Unit 3. Organisational and creative skills are refined and applied throughout each stage of the production process. Students analyse the relationship between media texts, social values and discourses in the media. The nature and extent of media influence, the relationship between the media, media audiences and media regulation are also critically analysed in this unit.
ASSESSMENT
1. Coursework – Unit 3 (6%)
2. Coursework – Unit 4 (12%)
3. School-assessed task – Unit 4 (37%)
4. Examination (45%)
Music
Prerequisites
Whilst there are no prerequisites studies for entry to Units 1, 2 and 3, students are required to be enrolled in private instrumental lessons. Students must also undertake Unit 3 and Unit 4 as a sequence.
Course Description
The new VCE Music study design is based on active engagement in all aspects of music. Students develop and refine musicianship skills and knowledge and develop a critical awareness of their relationship with music as listeners, performers, creators and music makers. Students explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their own learning about music as both a social and cultural practice. Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers, and respond to musical works as an audience. The developed knowledge and skills provide a practical foundation for students to compose, arrange, interpret, reimagine, improvise, recreate and critique music in an informed manner.
In this study students are offered a range of pathways that acknowledge and support a variety of student backgrounds and music learning contexts, including formal and informal.
Structure
The study is made up of ten units. Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.
The study structure is:
Overview: Year 11 VCE Music Units 1 & 2
Unit 1: Semester 1 – Organisation of Music
- Area of Study 1 – Performing
- Area of Study 2 – Creating
- Area of Study 3 – Analysing and responding
- Assessment – performances, composition/improvisation exercises and aural, oral, written and practical tasks.
Unit 2: Semester 2 – Effect in Music
- Area of Study 1 – Performing
- Area of Study 2 – Creating
- Area of Study 3 – Analysing and responding
- Assessment – performances, composition/improvisation exercises and aural, oral, written and practical tasks.
OVERVIEW: Year 12 VCE Music Units 3 & 4
There are four different elective pathways to choose from in Units 3 & 4 (Year 12). These are:
- Music Inquiry
- Music Composition
- Music Contemporary performance
- Music Repertoire performance
Music Inquiry Units 3 & 4
Unit 3: Semester 1 – Influence in Music
- Area of Study 1 – Music Making
- Area of Study 2 – Analysing for music making
- Area of Study 3 – Responding
Unit 4: Semester 2 – Project
- Area of Study 1 – Music Making
- Area of Study 2 – Analysing for music making
- Area of Study 3 – Responding
ASSESSMENT
- Unit 3 School-assessed coursework: 30%
- Unit 4 School-assessed coursework: 5%
- Externally-assessed task: 50%
- End-of-year examination: 15%
Music Composition Units 3 & 4
Unit 3: Semester 1 – Music composition
- Area of Study 1 – Creating
- Area of Study 2 – Analysing for composition
- Area of Study 3 – Responding
Unit 4: Semester – Music composition
- Area of Study 1 – Creating
- Area of Study 2 – Analysing for composition
- Area of Study 3 – Responding
ASSESSMENT
- Unit 3 School-assessed Coursework: 20%
- Unit 4 School-assessed Coursework: 10%
- Unit 4 Externally-assessed Task: 50%
- End-of-year aural and written examination: 20%
Music contemporary performance Units 3 & 4
Unit 3 – Music contemporary performance
- Area of Study 1 – Performing
- Area of Study 2 – Analysing for performing
- Area of Study 3 – Responding
Unit 4 – Music contemporary performance
- Area of Study 1 – Performing
- Area of Study 2 – Analysing for performing
- Area of Study 3 – Responding
ASSESSMENT
- Unit 3 School-assessed Coursework: 20%
- Unit 4 School-assessed Coursework: 10%
- Unit 4 Performance examination: 50%
- end-of-year aural and written examination: 20%
Music repertoire performance Units 3 & 4
Unit 3: Semester 1 – Music repertoire performance
- Area of Study 1 – Performing
- Area of Study 2 – Analysing for performing
- Area of Study 3 – Responding
Unit 4: Semester 2 – Music repertoire performance
- Area of Study 1 – Performing
- Area of Study 2 – Analysing for performing
- Area of Study 3 – Responding
ASSESSMENT
- Unit 3 School-assessed coursework: 20%
- Unit 4 School-assessed coursework: 10%
- Unit 4 Performance examination: 50%
- End-of-year aural and written examination: 20%
Theatre Studies
Prerequisites
Nil.
Course Description
VCE Theatre Studies is a powerful symmetry of Drama and Theatre, producing an expressive balance between the craft of performance and the skills of production.
Theatre is a creative discipline, and it is for the student who is curious, imaginative and ambitious, who likes to be challenged, who is prepared to experiment with new ideas, who is able to communicate with others, and who is ready to respond to the dynamic of performance in a way that remains resilient, open and persistent. Theatre Studies allows students to appreciate and participate in expressions of human experience that lie outside their own emotional, cultural and intellectual experiences.
Theatrical exploration occurs in the context of the ensemble. Generous commitment to the collaborative work and growth of the ensemble is essential; it must be actively and consistently demonstrated. Participation in theatrical performance is obligatory; support of theatrical productions is expected. Applied stagecraft is a vital component of the course. The evolution of design and technology skills is fundamental; design and stagecraft skills are assessable components in each unit of work.
Unit 1: Semester 1 – Pre-Modern Theatre
Here, students begin their adult understanding of how theatre works, of why it can challenge, provoke, enlighten, alienate and amuse its audiences. A close examination of theatre history concentrates on the pre-modern. Students are introduced to the elements of applied stagecraft: design, costume, lighting, sound, direction, dramaturgy and multi-media. Students discuss performance and production values and learn how to analyse professional productions. They are encouraged to attend all kinds of theatrical performance.
Students will be engaged in drama activities – in games and exercises of increasing sophistication; they will work on improvisation and polished improvisation, movement and voice. The development of their confidence as an individual, and as a productive member of the ensemble, is of paramount importance.
On completion of this unit, students should be able to: apply knowledge of at least three distinctive historical periods of the pre-modern era through interpretation and realisation in the theatre; develop an understanding of the ways in which stagecraft contributes to the development of theatrical styles; analyse a play in performance from the pre-modern era.
ASSESSMENT
1. Coursework (45%)
2. Collaborative Processes (30%)
3. Examination (25%)
Unit 2: Semester 2 – Modern Theatre
This unit focuses on the dramaturgy of the modern era – from the 1880’s to the present. It explores new forms of acting styles – naturalistic and non-naturalistic – and identifies the nature of theatre demanded by the modern audience. Students are involved in a theatrical production that employs modern theatrical styles. They work collaboratively on performance and learn to apply stagecraft in the realisation of creative design ideas.
On completion of this unit, students should be able to: apply acting and other stagecraft to realise plays or excerpts of plays from the modern era; develop a practical understanding of the application of stagecraft in performance and production; analyse a play in performance from the modern era, focussing on the use of stagecraft in interpretation.
ASSESSMENT
1. Coursework (30%)
2. Collaborative Processes and Production (45%)
3. Examination (25%)
Unit 3: Semester 1 – Playscript Interpretation
This unit focuses on the interpretation and production of a play, involving all aspects of production processes: conceptualisation; interpretation; realisation; stagecraft and critical analysis.
On completion of this unit, students should be able to: use two areas of stagecraft in the planning, development, season and evaluation of the production of a play; analyse the influences of stagecraft on, and the collaborative processes involved in, the production of a playscript; and analyse and evaluate the relationship between a written play script and its interpretation on stage.
Unit 4: Semester 2 – Performance Interpretation
This unit focuses on a prescribed play that involves students in the areas of text research, interpretation and performance. Students, as individuals, select a scene containing a prescribed monologue and – employing their knowledge of stagecraft and acting skills – develop an appropriate interpretation.
On completion of this unit, students should be able to: develop a theatrical brief that demonstrates understanding of the creation of character and the application of stagecraft in the performance of a selected monologue; rehearse and perform a selected monologue; analyse and evaluate actors in performance in a selected play.
ASSESSMENT
1. Coursework – Unit 3 (30%)
2. Coursework – Unit 4 (15%)
3. Performance Examination (25%)
4. Written Examination (30%)
VET Certificate III in Music Industry (Performance)
Prerequisites
Year 10 Music or Music Technology highly recommended.
Course Description
VCE/VET Music Industry is an exciting new inclusion into the academic programme at Geelong Grammar School and will offer students a whole range of practical skills related to the Music Industry. Students will be able to undertake competency-based training and assessment, while receiving a study score that contributes to their ATAR.
CUA30920 Certificate III in Music (Performance) is offered to students under the auspices of the College of Sound and Music Production (RTO #41549). This qualification is for those students who have an interest in music and are keen to develop skills as a musician with the aim to perform and compose music.
Music Performance Specialisation provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. Depending on the electives chosen, students will work towards composing simple songs or musical pieces and preparing for performances, whilst developing improvisation skills, applying knowledge of genre to music making and performing music as part of a group or as a soloist. Students will gain competencies that will enhance their employment opportunities within the music industry and a recognised qualification that will assist them in making a more informed choice when considering vocational/career pathways.
Units of Competence for Performance
Core Units (Year 11 only)
- CUACMP311 Implement copyright arrangements
- CUAIND313 Work effectively in the music industry
- CUAIND314 Plan a career in the creative arts industry
Elective Units (Year 11 only)
- CUAMPF213 Perform Simple Repertoire In Ensembles
- CUAMCP311 Create simple musical compositions
- CUAMPF314 Make Music Demos
Elective Units (Year 12 only)
- CUAMPF312 Prepare for musical performances
- CUAMPF315 Develop and perform musical improvisation
- CUAMPF311 Develop technical skills for musical performances
- CUAMPF412 Develop and apply stagecraft skills
And choose one from the following:
- CUAMPF414 Perform music as part of a group (for bands)
- CUAMPF416 Perform music as a soloist (for soloists)
Competency Based Assessment
Competency-based training is a method of training that focuses on a learner’s ability to receive, respond to and process information in order to achieve competency. It is geared towards the attainment and demonstration of skills to meet industry-defined standards, rather than to a learner’s achievement relative to that of others.
In year 11, students will be assessed as either competent or not competent for each Unit of Competency
In year 12, students will be assessed as either competent or not competent for each Unit of Competency and in addition, students work is graded via three internal Scored Assessed Courswork tasks (SACs) and one external examination.
CONTRIBUTION TO VCE/VCAL
VCE: Students who complete Certificate III in Music Industry will be eligible for up to five Units of credit towards their VCE: up to three at the Unit 1 & 2 level and a Unit 3 & 4 sequence.
VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work- Related Skills Strand of VCAL
ATAR: Students wishing to receive an ATAR contribution for the Unit 3 & 4 sequence must undertake scored assessment for the purposes of gaining a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.
PATHWAY OPTIONS
• CUA40915 Certificate IV in Music Industry
• CUA50815 Diploma of Music Industry
• CUA60515 Advanced Diploma of Music Industry
POSSIBLE FUTURE CAREER OPPORTUNTIES:
• Sound Engineer • Producer • Broadcaster
• Musician • Performer • Stage Manger
• Digital Audio Technician • Sound & Lighting Technician • Songwriter
VET Certificate III in Music Industry (Sound Production)
Prerequisites
Year 10 Music or Music Technology highly recommended.
Course Description
CUA30920 Certificate III in Music (Sound Production) is offered to students under the auspices of the College of Sound and Music Production (RTO #41549). This qualification is for students who have an interest in music and sound production and are keen to develop skills in a range of areas such as recording, mixing and sound editing.
Sound Production Specialisation provides students with the practical skills and knowledge to record, mix and edit sound sources, and operate sound reinforcement equipment for live music events. The program includes core units such as implementing copyright arrangements, performing basic sound editing and developing music industry knowledge. Elective units provide students with the opportunity to learn the essentials of audio engineering and electronic music production. Students will gain competencies that will enhance their employment opportunities within the music industry, and a recognised qualification that will assist them in making a more informed choice when considering vocational and career pathways.
Units of Competency for Sound Production
Core Units (Year 11 only)
- CUACMP311 Implement copyright arrangements
- CUAIND313 Work effectively in the music industry
- CUAIND314 Plan a career in the creative arts industry
Elective Units (Year 11 only)
- CUASOU312 Develop and apply knowledge of audio theory
- CUASOU212 Perform basic sound editing
- CUALGT311 Operate basic lighting
Elective Units (Year 12 only)
- CUASOU306 Operate sound reinforcement systems
- CUASOU308 Install and disassemble audio equipment
- CUASOU321 Mix music in studio environments
- CUASOU317 Record and mix basic music demos
- CUASOU412 Manage audio input sources
Competency Based Assessment
Competency-based training is a method of training that focuses on a learner’s ability to receive, respond to and process information in order to achieve competency. It is geared towards the attainment and demonstration of skills to meet industry-defined standards, rather than to a learner’s achievement relative to that of others.
In year 11, students will be assessed as either competent or not competent for each Unit of Competency
In year 12, students will be assessed as either competent or not competent for each Unit of Competency and in addition, students work is graded via three internal Scored Assessed Courswork tasks (SACs) and one external examination.
CONTRIBUTION TO VCE/VCAL
VCE: Students who complete Certificate III in Music Industry will be eligible for up to five Units of credit towards their VCE: up to three at the Unit 1 & 2 level and a Unit 3 & 4 sequence.
VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work- Related Skills Strand of VCAL
ATAR: Students wishing to receive an ATAR contribution for the Unit 3 & 4 sequence must undertake scored assessment for the purposes of gaining a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.
PATHWAY OPTIONS
• CUA40915 Certificate IV in Music Industry
• CUA50815 Diploma of Music Industry
• CUA60515 Advanced Diploma of Music Industry
POSSIBLE FUTURE CAREER OPPORTUNTIES:
• Sound Engineer • Producer • Broadcaster
• Musician • Performer • Stage Manger
• Digital Audio Technician • Sound & Lighting Technician • Songwriter
Visual Communication Design
Prerequisites
Nil.
Course Description
Unit 1: Semester 1 – Introduction to visual communication design
This unit focuses on using visual language to communicate messages, ideas and concepts. Students acquire and apply design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practice their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. They develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.
Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message, and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. Students are introduced to the importance of copyright and intellectual property and the conventions for acknowledging sources of inspiration.
Lastly, students are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications.
ASSESSMENT
1. Folios (70%)
2. Research (15%)
3. Examination (15%)
Unit 2: Semester 2 – Applications of visual communication within design fields
This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields.
Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.
ASSESSMENT
1. Folios (75%)
2. Examination (25%)
Unit 3: Semester 1 – Visual communication design practices
In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when developing their own design ideas and concepts.
Students use their research and analysis of of the process of visual communication designers to support the development of their own work. They establish a brief and apply design thinking skills through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.
Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4.
Unit 4: Semester 2 – Visual communication design development, evaluation and presentation
The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated
communication needs.
Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience.
As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused.
Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communications and devise a pitch to communicate their design thinking and decision making to the client.
ASSESSMENT
1. School-assessed Coursework – Unit 3 (25%)
2. School-assessed Task – Units 3 and 4 (40%)
3. End-of-year examination – (35%)