VCE Art 2010–2014 - Victorian Curriculum and Assessment Authority

Report
VCE Art 2010–2014
Implementation Workshops
© Victorian Curriculum and Assessment Authority 2007
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Victorian Curriculum and Assessment Authority.
VCE Art Implementation
VCE Art Units 1–4
(2010–2014)
Implementation Workshops 2009
VCE Art study design
Teachers should thoroughly familiarise
themselves with the Study Design including:
• Introduction (p7)
• Structure (p8)
• Assessment and Reporting (p10)
• Analytical Frameworks (p12–14)
• Units 1-4 (p15–29)
• Advice to Teachers (p30–58)
Goals for the workshop
• Introduce the reaccredited VCE Art Study
Design (2010–2014)
• Highlight the differences between the
reaccredited study design and the current study
design
• Review draft assessment criteria for the School
Assessed Task
• Provide some time for discussion
• Review gallery resources
VCE Art study design (2010–2014)
Rationale of the study makes explicit:
• art as a tool for cultural and personal
communication
• the value of creativity and analysis in artmaking
• that theoretical research supports practical
artmaking
• the value of understanding art of different
cultures
• the importance of discussing and debating art
issues and ideas to develop informed viewpoints
Advice to teachers section of the study design
This section includes advice on:
• Developing a course
• Explanation of specific terms used throughout
the Study Design
• Progression of Analytical Frameworks
• Theoretical Components of study
• Visual Language
• Student use of resource material
• Learning activities
Analytical Frameworks
• The Analytical Frameworks include a series of
questions that guide students and teachers in
the analysis and interpretation of artworks
• They are common to all Areas of study
• Introduced in Units 1 and 2
• Fully implemented in Units 3 and 4
Analytical Frameworks
There are four Analytical Frameworks
• Formal – applied in Units 1–4
• Personal – applied in Units 1, 3, 4
• Cultural – applied in Units 2, 3, 4
• Contemporary – applied in Units 3, 4
Structure of the study
The study is made up of four units with two areas of study
in each unit
In all areas of study theoretical outcomes now precede
practical outcomes.
Unit 1
• AoS 1 – Art and meaning
• AoS 2 – Artmaking and personal meaning
Unit 2
• AoS 1 – Art and culture
• AoS 2 – Artmaking and cultural expression
Structure of the study
Unit 3
• AoS 1 – Interpreting art
• AoS 2 – Investigation and interpretation
through artmaking
Unit 4
• AoS 1 – Discussing and debating art
• AoS 2 – Realisation and resolution
Structure of the study
Key knowledge
Provides content
Key Skills
Provides application
For example:
• generate ideas
• select, create, organise
• investigate
• evaluate
• analyse
Unit 1 Area of study 1 – Art and meaning
Outcome 1
Analyse and interpret a variety of artworks using
the Formal Framework and the Personal
Framework.
• Emphasis is placed on the interpretation of
artworks through visual language and the
personal perspectives of the artist and viewer
Unit 1 Area of study 2 – Artmaking and
personal meaning
Outcome 2
Present visual creative responses that demonstrate
their personal interests and ideas through trialling
techniques, materials and processes.
• Emphasis is on providing a guided exploration for
students when creating artworks through the
application of the Formal and Personal Frameworks
• Students are encouraged to explore and evaluate
their own ideas through reflective annotation of their
artmaking
Unit 2 Area of study 1 – Art and culture
Outcome 1
Analyse, interpret, compare and contrast artworks
from different cultures using the Formal Framework
and the Cultural Framework.
• Focus is in on the ways in which art
communicates the values, traditions and beliefs
of societies
Unit 2 Area of Study 2 – Artmaking and cultural
expression
Outcome 2
Demonstrate technical and artistic development in
the presentation of visual responses that include one
finished artwork, through the exploration of selected
media, materials and techniques.
• Emphasis is on the development of areas of
personal interest related to cultural identification.
• Students apply the Formal and Cultural
Framework to reflect upon and annotate their
artmaking
Unit 3 Area of study 1 – Interpreting art
Outcome 1
Use the Analytical Frameworks to analyse and interpret
artworks produced before 1970 and artworks produced
since 1970, and compare and contrast the meanings and
messages of artworks produced before 1970 with those
of artworks produced since 1970.
• Emphasis is on students comparing and contrasting a
variety of artworks and developing an interpretation of
them
• Students use a range of resources in their research
and relevant aspects of all Analytical Frameworks
Unit 3 Area of study 2 – Investigation and
interpretation through artmaking
Outcome 2
Explore personal ideas and concepts through a
conceptual and practical investigation including at
least one finished artwork, using selected
Analytical Frameworks to reflect upon and annotate
their work.
• Students commence building a body of work
that includes at least one finished artwork
• The focus is on exploring ideas through a
practical as well as conceptual investigation
Unit 4 Area of study 1 – Discussing and
debating art
Outcome 1
Discuss and debate an art issue using selected artist/s
works as context, and present their informed opinion with
reference to artworks and with the support of selected
commentaries and relevant aspects of the Analytical
Frameworks.
• A minimum of one artist must be studied and two
artworks by that artist
• New content focuses on discussing art issue/s
• Students use commentaries that present different
viewpoints to develop and substantiate their own point
of view
Unit 4 Area of study 2 – Realisation and
resolution
Outcome 2
Progressively communicated ideas, directions and/or
personal concepts in a body of work that includes at least
one finished artwork, having used selected Analytical
Frameworks to underpin reflections on their artmaking.
• Students continue to develop and resolve a body of
work and produce at least one other finished artwork
• It is expected that the body of work will show evolution
and resolution of ideas and progressive development of
skill
• Students continue to apply relevant aspects of all
Analytical Frameworks to support reflective annotation
Questions
School-assessed Task
Small group discussion:
1. What questions might you ask when assessing
work using this criteria?
2. What concerns might you have determining the
achieved level of performance?
SAT - A sample approach: Outcome 2 Criterion 4
Assessing the process development work and minimum of 2 finished
artworks
•
•
•
How has the student used formal qualities, elements and principles to
communicate concepts and ideas?
Does the selection of formal qualities, elements and principles effectively
communicate concepts and ideas?
How has the student used aesthetics to support the communication of
concepts and ideas?
Assessing written annotation
•
•
•
How effectively has the student documented their insights and used visual
language to communicate concepts and ideas?
How effectively has the student evaluated the work?
Is there evidence that the student has used all relevant aspects of the Analytical
Frameworks?
SAT - A sample approach: Outcome 2 Criterion 5
Assessing written annotation
• What evidence is there that the student has used the
Formal, Personal, Cultural and Contemporary
frameworks?
• To what degree are the references to the Analytical
Frameworks appropriate to the student’s work?
• Is there consistent evaluation and documentation of
the development of ideas and artmaking processes?
VCE Art assessment – Units 3 and 4
Schoolassessed
coursework
Unit 3
Outcome 1
Outcome 1
Study score
total

10%

Outcome 2
% of study
score
November
exam
10%
Outcome 2
Unit 4
Schoolassessed
task
20%
50%
30%
100%
Assessment advice
Published annually in the VCAA Bulletin each
February
Submission and Audit of Unit 3 Coursework –
August
Visitation Review and Submission and Audit of
Unit 4 Coursework – October
Feedback on Visitation Review – December
Professional development for teachers
SAT information days held at VCAA assessment centre – Coburg Term
1 held annually, notification of dates published in the VCAA Bulletin and
Memorandum to schools and online at the relevant study pages
http://www.vcaa.vic.edu.au/vce/studies/art/artindex.html
• Review folio work
• Unpack Assessment criteria and apply to student folios
To register contact Susan Meadows
[email protected]
Ph: (03) 9225 2214
Application to be a reviewer SAT Review Visitation
http://www.vcaa.vic.edu.au/vce/exams/vceassessor.html
www.ssms.vic.edu.au
General Enquiries – VCE Examinations Ph: (03) 9225 2349
National Gallery of Victoria
NGV Schools Programs
Learning in the Gallery
Tailor Made
Outreach
VCE Programs
Online Education Resources
Resources and kits for download
Symposium and conference
papers
Exhibition room brochures
Online interactives
Professional Learning
Program Bookings
www.ngv.vic.gov.au/ngvschools/
PH: 8620 2222
Gallery Contacts
Horsham Fine Art Gallery
Education Officer: Michael Shiell
PH: 5362 2888
Email: [email protected]
www.horshamartgallery.com.au
McClelland Gallery & Sculpture Park
Education Officer: Silvia Krambeck
PH: 9789 1671
Email: [email protected]
www.mcclellandgallery.com
Bendigo Art Gallery
Education Officer: Helen Attril
PH: 5434 6082
Email: [email protected]
www.bendigoartgallery.com.au
Gippsland Art Gallery – Sale
Education Officer: Simon Gregg
PH: 5142 3372
Email: [email protected]
www.wellington.vic.gov.au/Page/page.asp?Page_
Id=1055&h=0
Geelong Art Gallery
Education Officer: Susan Barlow
PH: 5229 3645
Email: [email protected]
www.geelonggallery.org.au
Bulletin online
• The VCAA Bulletin VCE, VCAL and VET is now
online
• A free subscription is available at
www.vcaa.vic.edu.au
• Follow the prompts to the subscription page and
enter your details
• Ensure your email address is entered correctly
With thanks to:
Tricia McCormack
Andrew Landrigan
Coralie Buckley
Art Education Victoria (AEV)
Galleries and education staff of:
Bendigo Art Gallery
Geelong Art Gallery
Gippsland Art Gallery Sale
Horsham Fine Art Gallery
McClelland Gallery and Sculpture Park
National Gallery of Victoria
Contact Details
Victorian Curriculum and Assessment Authority
(VCAA)
Michele Davies
Curriculum Manager, The Visual Arts
Ph: (03) 9651 4451
Fax: (03) 9651 4324
Email: [email protected]
www.vcaa.vic.edu.au

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