Visual Arts Overview
In Year 10 Visual Arts, elective choices are:
- Art Studio (Either Semester)
- Photography & Film (Either Semester)
- Visual Communication Design (Either Semester)
For students considering art studies in VCE (Art Making and Exhibiting [formally known as Studio Arts], Media, or Visual Communication Design) or IB Diploma (Visual Arts), at least one Year 10 Visual Arts elective is recommended for entry.
Students are also advised to enrol in at least one term of Life Drawing in the Activities programme.
Art – Photography and Film
Course Study Either Semester
Prerequisites
There are no prerequisites for this course. Students will be able to borrow School’s digital SLR cameras, video equipment, microphones and tripods, however, they may also use their own equipment.
Course Description
In the practical component, students integrate both black and white and digital photography as well as film in the development of a folio and explore a range of photographic and movie making processes. With a focus on design elements they are introduced to composition and a variety of ways to manipulate image using the camera, darkroom techniques and new media technologies. In the appreciation component, students develop research and analysis skills with a focus on specific artists and styles studied. They will gain an understanding of issues in relation to the production, distribution and consumption of media products. The study can be continued either through VCE Media (Units 1-4), or IB Visual Arts.
It may also be used as a foundation for VCE Art Making and Exhibiting or VCE Visual Communication Design.
ASSESSMENT
1. Folio (70%)
2. Research and Analysis (20%)
3. Examination (10%)
Art – Studio
Course Study Either Semester
Prerequisites Nil
Course Description
This elective focusses on the realisation of creative ideas through the exploration of a broad range of processes. In the practical component, students explore personal responses to a variety of subject matter across two- and three- dimensional artforms. In addition, students are introduced to a variety of presentation techniques and are encouraged to develop imaginative and conceptual responses to selected topics. They are encouraged to develop, refine and confidently implement a range of techniques to enhance ideas and imagery using a broad range of media and materials. In the appreciation component, students investigate historical and contemporary artists from a range of cultural contexts, and further develop their skills in interpreting and analysing artworks.
The study can be continued either through VCE Art Making and Exhibiting (Units 1-4), or IB Visual Arts.
ASSESSMENT
1. Folio (70%)
2. Research and Analysis (20%)
3. Examination (10%)
Art – Visual Communication Design
Course Study Either semester
Prerequisites Nil
Course Description
Visual Communication Design relates to design in the following areas: publishing, advertising, architecture, product design, package and multimedia design. It has practical applications in environmental, industrial and communication design, as well as engineering. Students explore manual and digital methods to develop and refine presentations. They are introduced to the basic vocabulary of visual communication through practical exercises in advertising, typography, layout, rendering and computer work. Freehand and instrumental drawing techniques are investigated in a series of practical exercises to produce a number of folios. In addition, students research and analyse an example of a commercial visual design, as well as look at various fields of practice within the design area. Creative, critical and reflective thinking supports students to progress through the design process. The study can be continued either through VCE Visual Communication Design (Units 1-4), or IB Visual Arts.
It may also be used as a foundation for VCE Media or VCE Art Making and Exhibiting.
ASSESSMENT
1. Folios (70%)
2. Research and Analysis (20%)
3. Examination (10%)
Drama
Course Study Either semester
Prerequisites Nil
Course Description
Year 10 Drama offers insight into the world of Drama and Theatre Arts. Our introduction to acting skills is complemented by discussions on applied stagecraft, theatre history and play excerpts. Students are involved in theatre games, improvisation and polished improvisation, voice work and movement. Cohesive group work is an objective in the early stages as it fosters confidence, acceptance and experimentation. Concentration on the potential of the individual inside the ensemble evolves into a dramatic production that is performed for a public audience.
Students will learn the elements of theatrical production: stage and set design, lighting, costume, make-up and sound. They will learn theatrical terms; they will read extracts from famous texts and discuss how characters might be realised and where moments of conflict or laughter might occur for an audience. Through rehearsals they will come to a greater understanding of the pitfalls and joys of theatrical performance. They will keep a written journal to record their discoveries and to evaluate their own learning in the theatre.
Option one: Semester one – Playscript Interpretation
This semester 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.
Assessment is based on each student’s contribution to class dramatic activities, on the contribution made to the ensemble in performance, on textual analysis, understanding of theatrical terminology and on simple design technique
Option two – Semester two – Collaborative Project
Students collaborate to create and present an original piece of theatre for and to a specified target audience, created from a starting point of their choice. Students will be responsible for two areas of stagecraft for the collaborative piece of theatre.
Assessment is based on each student’s contribution to class dramatic activities, on the contribution made to the ensemble in performance, on textual analysis, understanding of theatrical terminology and on simple design technique
Students can complete both options over the course of the year. Each option is one semester long.
Music
Course Study Either Semester
Prerequisites Nil
Course Description
This course aims to introduce and develop the necessary skills and knowledge in pursuing music as a pathway in either VCE, VET or IB. Through an instrument/s of choice, students will engage with music practically in both a performance and composition context, developing a portfolio of work throughout the course of the semester. Through listening and analysis, students will develop their music language skills, acquiring and using terminology to describe and analyse music from a range of styles and genres. Whilst there is no written examination for this subject, there will be three separate portfolio submissions as well as a performance recital examination.
ASSESSMENT
There are four Reportable Assessment Tasks for this course, one for each unit of study, as well as the Performance Recital Examination.
These are:
- Written and Aural Music Language (25%)
- Listening and Responding (25%)
- Composition/Creation (25%)
- Performance Recital (25%)
Music Technology
Course Study Either Semester
Prerequisites Nil
Course Description
This course aims to introduce and develop the necessary skills and knowledge in pursuing music as a pathway in either VCE, IB but particularly VCE/VET Sound Production. Using the Ableton Live Digital Audio Workstation software package and live sound reinforcement equipment, students will be guided through a range topics including digital audio editing, audio processors, effects units, equalisers and filters, mixing consoles, microphones and DI’s, connectors and lead types and safe work practices. There is an element of inquiry-based learning through research and analysis production portfolio task. Students are encouraged to enrol in private sound production lessons to consolidate their understanding and further their explorations. This course is a pathway to VCE/VET Music Industry as well as IB Music in the Standard or Higher level.
ASSESSMENT
There are three Reportable Assessment Tasks for this course, one for each unit of study. These are:
- Re-mix task (40%)
- PA set up task (20%)
- Music production portfolio (40%)
VCE Art Making and Exhibiting (formally known as VCE Studio Arts)
This VCE subject is available in Year 10, subject to HOF approval.
Prerequisites
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence. Taking 10 Studio Arts or any of the other Visual Arts subjects is highly advisable.
Overview
VCE Art Making and Exhibiting introduces students to art creation and exhibition methods. Through inquiry learning, students explore materials, techniques, processes, and the ways artworks are made. They learn how art elements and principles contribute to aesthetic qualities and convey ideas visually. Students develop their skills through creating and presenting their own artworks, as well as analysing artworks by other artists. Visiting exhibitions is essential to understanding display and curation practices, influencing students’ own art. Responding to artworks in various spaces, such as galleries and museums, is integral to the study. Students gain insights into exhibition design, conservation, and promotion, while appreciating the diversity and different forms of art. They also learn about curating, displaying, and conserving their own and others’ artworks. Students become aware of difference and diversity in the views of others working in the arts industry, giving them a stronger understanding of the various forms that art may take.
What type of projects to expect?
Folio documentation of the production process; artwork production, e.g. paintings, drawings, prints, sculptures, ceramics, analogous and/or digital photography; experimentation with a variety of materials and techniques associated with specific artforms; visual analysis tasks.
What future pathways there exist?
VCE Art Making and Exhibiting provides pathways to tertiary courses in e.g. Fine Arts, Art History, Art Curatorship, Art Therapy, Advertising and Marketing.
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. Folios (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. Folios (65%)
2. Research (15%)
3. Examination (20%)
YEAR 11 : Finished Works examples
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. They 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%)
POSSIBLE FUTURE CAREER OPPORTUNTIES:
• Artist • Curator • Conservator • Gallery Director • Art Theorist/Critic • Animator • Illustrator • Craftsperson • Furniture Designer • Fashion designer • Art Therapist • Cartoonist • Sculptor • Art Teacher • Commercial Artist e.g. Photographer, Illustrator or Concept Artist, as well as a range of careers which require problem solving and creative abilities.
Year 12 : Finished Works examples
VCE Visual Communication Design
This VCE subject is available in Year 10, subject to HOF approval.
Prerequisites
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence. Taking 10 VCD and/or 10 Photo/Film is highly advisable.
Overview
VCE Visual Communication Design focuses on visual language’s role in communication, problem-solving, and behaviour influence. Students manipulate type and imagery for specific purposes, audiences and contexts, combining manual and digital methods with with design elements and principles. They learn how aesthetics contribute to effective communication and design resolution. Students explore how designers visually communicate concepts in messages, objects, environments, and interactive experiences. They address design problems to improve services, systems, spaces, and places, using the design process, thinking strategies, drawings, models, and prototypes. Students participate in critiques considering factors like good design, aesthetics, and socio-cultural influences. Human-centered, ethical, sustainable, and culturally appropriate practices are considered. The study aims to nurture future-ready designers by providing them with the knowledge, skills and dispositions required of a multidisciplinary designer who is a reflective, responsible and empathetic practitioner equipped with agency and initiative.
What type of projects to expect?
Folio documentation of the design process; creation of finished designs e.g. brands, logos, illustrations, posters, flyers, brochures, visual merchandising, publications, signage, displays, objects, packaging, aps, icons, websites, visual interfaces, products, interiors, buildings and other structures; exercises focussing on developing skills and knowledge in observational and technical drawings, as well as, professional computer aided design software; visual analysis tasks.
What future pathways there exist?
VCE Visual Communication Design provides pathways to tertiary courses in design, e.g. Graphic/Communication Design, Industrial/Product Design, Architectural Design, or Advertising and Marketing; design-related studies, e.g. Mechanical, Production and/or Civil Engineering; as well as, other areas of the construction industry requiring an understanding of visual communication.
Course Description
Unit 1: Semester 1 – Finding, reframing and resolving design problems
In this unit students learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. They grasp the value of human-centered research methods, collaborating to understand stakeholders’ perspectives and uncover design problems. Students draw on these insights to determine communication needs and prepare design criteria in the form of a brief. Moreover, students learn about the phases of the VCD design process and the modes of divergent and convergent thinking, and how these can be integrated into future design projects. In such projects students use methods, media and materials typically employed in the specialist fields of communication and industrial design. They also consider how design decisions are shaped by economic, technological, cultural, environmental and social factors, and the potential for design to instigate change.
ASSESSMENT
1. Folios (70%)
2. Research (15%)
3. Examination (15%)
Unit 2: Semester 1 – Design contexts and connections
Unit 2 builds on prior knowledge of visual communication and human-centered research methods explored in Unit 1. Students apply the VCD design process to design environments and interactive experiences, adopting practices from fields like architecture and interior design. Students learn about the role of interactive designers in user experience (UX) and explore methods, media, materials, design elements, and principles. They develop responsive spaces and interfaces considering contextual factors and user needs. Activities emphasize the connection between design, context, and emotional impact in physical and digital spaces. Historical movements and cultural design traditions inspire students in designing for the future. Design critiques remain crucial, refining skills in articulating and justifying decisions, and providing constructive feedback. Culturally appropriate design practices in Area of Study 2 explore Indigenous knowledge protocols, particularly Aboriginal and Torres Strait Islander design traditions. Students also examine ownership and intellectual property’s impact on designers across contexts and specialist fields.
ASSESSMENT
1. Folios (75%)
2. Examination (25%)
Unit 3: Semester 1 – Visual communication in design practice
In this unit, students explore the work and processes of designers across various fields of design practice. By examining their work they gain insights into how they create messages, objects, environments, and interactive experiences. They learn about the contexts, relationships, and responsibilities of designers and how they respond to design problems and good design. Students also identify factors influencing professional design practice’s evolution and develop practical skills in visual communication. They examine how designers respond to design problems and conceptions of good design, analysing examples and focusing on aesthetic qualities’ purposes, functions, and impacts. This exposure lays the foundation for their investigation of the VCD design process. Students then apply this knowledge to explore the Discover, Define, and Develop phases of the VCD process to address a design problem, using research methods to prepare a brief (defining two communication needs for a real or fictional client) and generate, test, and evaluate design ideas that are refined in Unit 4.
Unit 4: Semester 2 – Delivering design solutions
In Unit 4 students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes. When design concepts are resolved, students devise a pitch to communicate and justify their design decisions, before responding to feedback through a series of final refinements. They choose how best to present design solutions, considering aesthetic impact and the communication of ideas. Finally, the students choose the appropriate materials, methods, and media to present their final design solutions in a distinct format that addresses the design criteria specified in the brief.
ASSESSMENT
1. School-assessed Coursework – Unit 3 (20%)
2. School-assessed Task – Units 3 and 4 (50%)
3. End-of-year examination – (30%)
POSSIBLE FUTURE CAREER OPPORTUNTIES:
• Animation Designer • Architect • Concept Designer • Fashion Designer • Graphic Designer • Illustrator • Industrial/Product Designer • Interior Designer • Landscape Architect • Multimedia Designer • Set/Stage Designer • UX/UI designer • Web Designer/Developer