VCE: The Arts

Art Creative Practice

Unit 1: Interpreting artworks and exploring the Creative Practice

In this unit students will create art pieces while being introduced to the Structural and the Personal Lenses by researching and analysing three artists, their practices, and their artworks. These selected artists must be from different periods of time and cultures and include at least one contemporary artist and at least one Australian artist. Students learn how to use evidence from artworks and a range of sources to support their personal interpretation and point of view in their own art practice.

Areas of Study:

• Artists, artworks, and audiences
• The Creative Practice
• Documenting and reflecting on Creative Practice

Unit 2: Interpreting artworks and developing the Creative Practice

In this unit students will produce some visual responses (artwork) and show an understanding of the Creative Practice. They will collaborate to make and present artworks as part of a group of artists. Their work will show they understand the Cultural Lens. Students will complete inquiry learning and explore collaborative practice in historical and contemporary contexts.

Areas of Study:

• The artist, society, and culture
• The collaborative Creative Practice
• Documentation of collaboration using the Creative Practice

Unit 1 Assessments:

• Outcome 1 (suitable tasks may include): an extended written response, short answer responses supported by visual references, oral presentation, annotated visual response, presentation using digital technologies such as an online presentation or interactive website.
• Outcome 2: Students produce a range of personal visual responses to a selection of set tasks, showing the exploration of ideas, materials, and techniques in at least three art forms.
• Outcome 3: Students document their use of the Creative Practice, including annotated personal visual responses to a selection of set tasks.

Unit 2 Assessments:

• Outcome 1: Students will complete set tasks that show evidence of their knowledge of how to use the Cultural Lens, and the other Interpretive Lenses, to analyse and compare the practices of artists and artworks from different cultures and times.
• Outcome 2: Students will complete visual responses that demonstrate the use of the Creative Practice and collaboration and at least one artwork.
• Outcome 3: Students will complete set tasks that show they are able to critically reflect on, evaluate and document their use of the Creative Practice to develop and make collaborative visual responses.

Unit 3: Investigation, ideas, artworks and the Creative Practice

In this unit students will explore project-based learning and directed research to develop a body of artwork. Unit 3 starts with students researching the practice of a selected, artist as the starting point to develop a finished artwork. The finished artwork will contribute to the body of work developed over Units 3 & 4. They will use critical and creative thinking skills to explore and develop ideas, and experiment with materials, techniques, and processes.

Areas of Study:

• Investigation and presentation
• Personal investigation using the creative practice

Unit 4: Interpreting, resolving and presenting artworks and the Creative Practice

In Unit 4 students continue to develop their art practice through project-based and inquiry learning as their research and exploration continues to support the development of their body of work. Areas of Study 1 & 2 are taught concurrently. The critique in Area of Study 1 takes place before the resolution and presentation of the body of work. Documentation of the Creative Practice is carried throughout Areas of Study 1 & 2 in the refinement, resolution, and presentation of the student’s body of work.

Areas of Study:

• Documentation and critique of the Creative Practice
• Resolution and presentation of a Body of Work
• Comparison of artists, their practice and their artworks

Unit 3 & 4 SAC Assessments……. 10%

Unit 3 & 4 SAT Assessments …... 60%

External assessment……. 30%

The level of achievement for Units 3 & 4 is also assessed by an end-of-year examination.

Drama

Unit 1: Introducing performance styles and contemporary drama practices

This unit focuses on the study of three or more performance styles from a range of social, historical, and cultural contexts. They examine the traditions of storytelling and devise performances telling stories that go beyond representations of reality. This unit focuses on creating, presenting, and analysing a devised solo and/or ensemble performance that includes real and/or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Such stimulus material could include Aboriginal and Torres Strait Islander Peoples’ stories, perspectives, or experiences. This unit also involves analysis of a student’s own devised work, and the analysis of work by professional drama practitioners and performers.

Areas of Study:

• Creating a devised performance
• Presenting a devised performance
• Analysing a devised performance
• Analysing and evaluating a professional drama performance

Unit 2: Contemporary drama practices and Australian Identity

In this unit, students study aspects of Australian identity by engaging with contemporary drama practices as artists and as audiences. Students explore the work of selected contemporary drama practitioners, including Australian practitioners, and their associated performance styles. Students create, present, and analyse a performance they devise based on any of the following: a person, an event, an issue, a place, an artwork, a piece of music, a text, or an icon from a contemporary or historical Australian context. In creating a performance, students engage with stimulus material to extract ideas and possibilities that allow them to explore an aspect or aspects of Australian identity. Students analyse and evaluate their own performance work as well as undertaking an analysis and evaluation of a performance of an Australian work by professional actors and develop an understanding of relevant drama terminology.

Areas of Study:

• Using Australia as inspiration
• Presenting a devised performance
• Analysing and evaluating a devised performance
• Analysing and evaluating an Australian drama performance

Unit 1 & 2 Assessments (suitable tasks may include):

• A paper-based journal, an e-journal and a journal that combines hard and soft copy components
• Perform devised solo and/or ensemble drama work that features stories and characters
• One of: an oral presentation, a multimedia presentation, or responses to structured questions
• An analysis in response to structured questions

Unit 3: Devised ensemble performance

Students explore the work of a range of drama practitioners and draw on contemporary drama practices as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or historical contexts. They work collaboratively to devise, develop, and present an ensemble performance.

Areas of Study:

• Devising and presenting ensemble performance
• Analysing and evaluating a devised ensemble performance
• Analysing and evaluating a professional drama performance

Unit 4: Devised solo performance

This unit focuses on the development and presentation of devised solo work and performances. It builds on knowledge and skills attained in relation to drama practices that draw on a range of performance styles and associated conventions from a diverse range of contemporary and historical contexts. These contexts focus on non-realistic styles and structures, including non-linear narratives. Students develop skills in exploring and extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo demonstration. Students are encouraged to attend performances that incorporate a range of performance styles and contemporary drama practices to support their work in this unit.

Areas of Study:

• Demonstrating techniques of solo performance-making
• Devising a solo performance
• Analysing and evaluating a devised solo performance

Unit 3 (School Assessed Coursework):

• Development and presentation of characters within a devised ensemble performance. Each student should have approximately 5 to 8 minutes of primary focus performance time in the work.
• A description, analysis and evaluation of the development and performance of characters from the ensemble work developed for Outcome 1. The description, analysis and evaluation may be presented in one or both of the following formats: an oral presentation or written responses to structured questions.
• An analysis and evaluation of a play selected from the Unit 3 Playlist. The analysis and evaluation will be presented as written responses to structured questions.

Unit 4 SAC (School Assessed Coursework):

• A one-to-two-minute demonstration of a solo performance in response to an aspect of a selected character from the VCE solo performance examination AND a short oral or written statement that identifies, describes, and explains the techniques used in the demonstration of a solo performance.
• Description, analysis, and evaluation of the solo performance devised in Outcome 2 presented as written responses to structured questions.

External Assessment

The level of achievement for Units 3 & 4 is also assessed by an end-of-year performance examination and an end-of-year written examination. The performance examination will contribute 35 per cent to the study score. The written examination will contribute 25 per cent to the study score.

Media

Unit 1: Media forms, representations and Australian Stories

In this unit, students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products.

Students analyse how representations, narratives and media codes and conventions contribute to the construction of the media realities that audiences read and engage with. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production.

Students 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.

Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. They develop research skills to investigate and analyse selected narratives, focusing on the media professionals’ influence on production genre and style. They experience the voices and stories of Aboriginal and Torres Strait Islander creators to gain an understanding and appreciation of how their stories contribute to our cultural identity.

Areas of Study:

• Media representations
• Media forms in production
• Australian stories

Unit 2: Narrative across media forms

In this unit, students 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, digital streamed productions, audio news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society; design, production, and distribution of narratives in the media; and audience engagement, consumption, and reception.

Students 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.

Areas of Study:

• Narrative, style and genre
• Narratives in production
• Media and change

Unit 1 & 2 Assessments:

• Audio-visual or video sequences
• Radio or audio sequences
• Photographs
• Print layouts
• Sequences or presentations using digital technologies
• Posters
• Written responses
• Oral reports

Unit 3: Media Narratives, contexts and pre-production

Students analyse how narratives are constructed, distributed, and how they engage, are consumed, are read by the intended audience and the present-day audiences. Students investigate and research a selected media form connected to their proposed production. They research, annotate production activities, experiments, exercises, and reflections. A production design is then developed for one of the following media forms:

• A video or film production of 3–10 minutes in length, including title and credit sequences
• An animated production of no more than 10 minutes in length, including title and credit sequences
• A radio or an audio production of a minimum of 8 minutes in length, including title and credit sequences
• A digital or an analogue photographic presentation, sequence, or series of a minimum of 10 original sourced images shot, processed, and edited by the student
• A digital or traditional print production of a minimum of 8 pages produced and edited by the student
• A digital and/or an online production that demonstrates comparable complexity consistent with the other media forms
• A convergent or hybridised media production that incorporates aspects of a range of media forms and is consistent with product durations and the descriptors listed

Areas of Study:

• Narrative and their contexts
• Research, development and experimentation

Unit 3 Assessment SAC (tasks may include one or more of the following):

• A written report or an essay, short responses, or structured questions
• An annotated visual report
• A presentation using digital technologies

Unit 4: Media production and agency and control of the media

Students explore the production and post-production stages of the media production process. They refine their media production in response to feedback and personal reflection. The relationship and communication between the media and audiences and the capacity of the media to be used by governments, institutions and audiences is investigated.

Areas of Study:

• Media production
• Social values
• Media influence

Unit 4 Assessment SAC (tasks may include one or more of the following):

• A written report or an essay, short responses, or structured questions
• An annotated visual report
• A presentation using digital technologies

Unit 3 & 4 Assessments: SAT

• A research portfolio and accompanying documentation examining aspects of a selected media form
• Production exercises that demonstrate a range of skills in the use of media technologies and production processes
• A media production design plan based on the selected media form identified in Unit 3, Outcome 2
• Produce, refine, and resolve a media product designed in Unit 3
• A media product developed from the media production design produced in Unit 3

External Assessment Exam contributes 40%.

Visual Communication Design (VCD)

Unit 1: Finding, reframing and resolving design problems

In this unit students are introduced to the practices and processes used by designers to identify, reframe, and resolve human-centred design problems. Students use the design process (convergent and divergent thinking) and explore brand identity and product development, while promoting sustainable design practices. They also consider how design decisions are shaped by economic, technological, cultural, environmental, and social factors, and the potential for good design to start change, generating ideation sketches. They produce evidence of their skills and knowledge by documenting their ideas in a visual diary, completing research, and creating final design solutions.

Areas of Study:

• Reframing design problems
• Solving communication design problems
• Design’s influence and influences on design

Assessments for Unit 1:

A variety of learning activities and assessment tasks will be completed so students can demonstrate the key knowledge and key skills in the outcomes.

• A number of tasks will be completed including research and a drawing folio
• Evidence of working independently and collaboratively
• A written brief
• A folio of work demonstrating the Develop and Deliver stages of the VCD design process to create visual language for a business or brand.
• Presentation of design concepts for a critique
• A folio of work demonstrating the Develop and Deliver stages of the VCD design process and using circular design practices to develop a sustainable object.

Unit 2: Design contexts and connections

This unit focuses on the design of environments and interactive experiences. Students implement the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience (UX). Methods, media, and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs. Students explore historical movements and cultural design traditions as sources of inspiration and consider how design from other times and places might influence designing for the future. Students learn about protocols for the creation and commercial use of Indigenous knowledge in design, with a particular focus design traditions and practices. Issues of ownership and intellectual property across contexts and specialist fields are also investigated.

Areas of Study:

• Design, place and time (How does design reflect and respond to the time and place in which it is made?)
• Cultural ownership and design (How do designers evolve culturally appropriate design practices?)
• Designing interactive spaces (What is the role of visual communication in shaping positive and inclusive interactive experiences?)

Assessments for Unit 2:

A variety of learning activities and assessment tasks will be completed so students can demonstrate the key knowledge and key skills in the outcomes. The tasks will be determined by the teacher.

Outcome 1: Environmental design

• A folio of work demonstrating the stages of the VCD design process to present an environmental design solution, drawing inspiration from its context and a chosen design style.

Outcome 2: Investigation of culturally appropriate design practices including representations of Aboriginal and Torres Strait Islander knowledge

Presented in one of the following formats:

• Short-answer responses supported by visual references
• An annotated visual report
• A presentation using digital technologies such as an online presentation or interactive website; and
• Creation of personal iconography in a range of design exercises

Outcome 3: Digital interface

• A folio demonstrating the stages of the VCD design process to propose an interface for an interactive digital product, environment, or service.

Unit 3: Visual communication in design practice

In Unit 3, students become the designers. They explore the ways in which designers work, while also analysing the work that they design. Students explore the Discover, Define and Develop phases of the VCD design process to address a selected design problem. In the Discover and Define phases, research methods are used. They prepare a single brief for a real or fictional client that defines two distinct communication needs. Students then embark on the Develop phase of the VCD design process. They generate, test and evaluate design ideas and share these with others for critique. These design ideas are further developed in Unit 4, before refinement and resolution of design solutions.

Areas of Study:

• Professional design practice (What are the visual communication practices used by designers?)
• Design analysis (How do designers use visual language to communicate ideas and information to audiences or users?)
• Design process: defining problems and developing ideas. (How do designers apply a design process to reframe problems and develop ideas?)

Assessments Unit 3 

(School Assessed Coursework: SAC and School Assessed Task: SAT):

• Students will complete a variety of learning activities and assessment tasks to provide a range of opportunities for students to demonstrate the key knowledge and key skills in outcomes 1 & 2.
• Outcome 3: Students will identify two communication needs for a client, prepare a brief and develop design ideas, while applying the VCD design process and design thinking strategies.

Unit 4: Delivering design solutions

Students, as designers, continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined, and shared with others for further review. 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 present two final design solutions.

Areas of Study:

• Design process: refining and resolving design concepts (How do designers resolve design problems?)
• Presenting design solutions (How do designers propose solutions to communication needs?)

Assessments Unit 4 (School Assessed Task: SAT):

Outcome 1

Refine and resolve distinct design concepts for each communication need, and devise and deliver a pitch to communicate concepts to an audience or users evaluating the extent to which these meet the requirements of the brief.

Outcome 2

Produce a design solution for each communication need defined in the brief satisfying the specified design criteria.

The School-Assessed Task [SAT] contributes 50 % to the study score.

External Assessment: The level of achievement for Units 3 & 4, is also assessed by an end-of-year examination, contributing 35% of the final assessment.