1. Victorian Curriculum F–10 Online professional learning session Introduction to Visual Communication Design Level 7 - 10 Kathryn Hendy-Ekers Curriculum Manager, Visual Arts & Media

2. Session overview Visual Communication Design in the Victorian Curriculum o Learning area structure o Organising ideas o Working with interdependent strands o Using the web site Curriculum planning and Resources Visual Communication terminology Curriculum connections Content Descriptors & Achievement Standards Scoping a Unit of work in Media Arts

3. Victorian Curriculum F–10 Released in September 2015 as a central component of the Education State Provides a stable foundation for the development and implementation of whole-school teaching and learning programs The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards http://victoriancurriculum.vcaa.vic.edu.au/

4. Design and structure Victorian Curriculum F–10 Based on eight learning areas and four capabilities Capabilities Critical and Creative Thinking Ethical Intercultural Personal and Social Learning Areas The Arts Dance Drama Media Arts Music Visual Arts Visual Communication Design English Health and Physical Education The Humanities History Geography Civics and Citizenship Business and Economics Languages Mathematics Science Technologies Design and Technologies Digital Technologies

5. The Arts in Victorian Curriculum One Learning Area that includes curriculum for six Arts disciplines that schools use to plan and deliver a teaching and learning program: F–10 Dance Drama Media Arts Music Visual Arts 7–10 Visual Communication Design

6. Bands F 1-2 3-4 5-6 7-8 9-10 The curriculum is represented in two-level bands on a continuum An achievement standard is provided for each band The Foundation (F) standard signifies the importance of the Arts in the early years of schooling Towards Foundation Levels A–D support students with a disability

7. Common strand structure The Arts have a common structure involving four interdependent strands, each involving making and responding Explore and Express/Represent Ideas Practices Respond and Interpret Present and Perform

8. StrandsF-67-10 Explore and Express/Represent Ideas Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent Exploring ideas and improvising with ways to express/represent ideas Manipulating and applying the elements/concepts with intent Practices Developing and refining understanding of skills and techniques. Structuring and organising ideas into form. Developing and refining understanding of skills and techniques Structuring and organising ideas into form Present and perform Sharing through performance, presentation or display. Sharing artworks through performance, presentation or display Respond and interpret Analysing and reflecting upon intentions. Examining and connecting artworks in context. Analysing and reflecting upon intentions Examining and connecting artworks in context

9. Exploring & expressing/representing ideas imagining exploring possibilities visualising improvising innovating responding to stimulus: visual, audio, kinetic, written experimenting with techniques or materials manipulating elements, materials or conventions devising trialling shaping ideas

10. Practices ‘ways of doing’ in the Arts discipline or selected form, style, genre or tradition developing and extending skills applying conventions using materials, techniques and processes documenting, recording, notating, annotating reflecting, questioning, seeking and responding to feedback developing and extending a personal approach/aesthetic

11. Present and Perform making decisions about how work will be presented: designing the exhibition space (physical or virtual) situating work within a broader context introducing the work to an audience using exhibition conventions developing and using individual and collaborative skills, techniques and practices communicating ideas and intentions to an audience

12. Respond and Interpret researching asking questions exploring ideas considering context seeking and responding to feedback using materials, skills, techniques and processes applying conventions analysing, evaluating, reflecting, refining

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

14. Making and responding Students learn as artist and as audience through making and responding Making is informed by responding & responding informs making

15. What is happening in your school? Is Visual Communication Design taught specifically? Is it taught with another Arts discipline? How is the Arts program arranged?  Semesters?  Blocks  A cross arts program How is Visual Communication Design scheduled in levels 9 & 10?

16. Take the web tour Overview Introduction Using the view and filter options http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/navigate.aspx

17. Access by curriculum or level supports planning: Navigating the Website Learning areas and capabilities Levels For advice on navigating the website see http://www.vcaa.vic.edu.au/Pages/foundation10/viccurric ulum/viccurr-resources.aspx

18. 4 ways of seeing the Arts curriculum 1.Learning Area view 2.Arts discipline view 3.3 levels view 4.1 page view – only content descriptions and achievement standards

19. Learning Area landing page About the Arts Glossary Navigation to Arts discipline specific landing pages http://victoriancurriculum.vcaa.vic.edu.au/the-arts/introduction/about-the-arts

20. 2 sets of information Introduction Rationale & Aims Structure Learning in the Arts discipline Scope and Sequence Curriculum Towards Foundation Levels A- D (Students with disabilities) F 1-2 3-4 5-6 7-8 9-10 Arts discipline pages Link: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/rationale-and-aims

21. Curriculum pages Multiple level view is the default, the user can select different views such as a single level apply filters such as looking at just the ‘practices’ content descriptions for Levels F, 2, 4 and 6

22. F–10 on one page Scope and sequence charts contain only the mandated curriculum of content descriptions and achievement standards http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/scope-and-sequence

23. Curriculum and resources Curriculum 2016 school choice between AusVELS and Victoria Curriculum F–10 Victorian Curriculum F–10 from 2017 Resources General advice Specific Arts discipline advice Evolving Bookmark and check for updates Email ideas for updates http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

24. Curriculum planning and reporting guidelines In relation to the Arts 7 – 10: 5 - 8 an Arts program that at Years 5–6 and 7–8 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts. (p. 20) 9 – 10 an Arts program that includes in this band of schooling learning in at least one Arts discipline. http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf

25. Curriculum mapping Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program. Templates For each Arts discipline F-6 7-10 Instructions http://www.vcaa.vic.edu.au/Pages/foundation10/ viccurriculum/curriculumplanning.aspx

26. Terminology Band/Level descriptions statements that provide an overview to the content descriptions and achievement standard within the level or band. Strands key organising elements within each curriculum area. Content descriptions specific and discrete information identifying what teachers are expected to teach and students are expected to learn. Elaborations non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity. Achievement standards statements that describe what students are typically able to understand, and are the basis for reporting student achievement.

27. Victorian Curriculum Learning as artist and Audience/Viewer AudienceArtist Artwork Contexts Institutions Exhibitions Performance Intention Expression Experimentation Presentation Communication Representation

28. Learning In Visual Communication Design Visual Communication Design Practices Making and responding form the practice of the designer. Students develop understanding and skills when they view and make visual communication designs in response to audience needs. Design fields (Communication, Industrial & Environmental) and styles of design. Different audiences and contexts. Making and responding involve practical and critical understanding. Students consider the intentions of designer to communicate meaning and how viewers interpret and evaluate visual communication designs. Visualisation and presentation of ideas through materials, methods and presentation formats.

29. Learning in Visual Communication Design Design thinking & the Visual Communication Design Process Form a framework for the creation of Visual communications. Students respond to and write a brief, research and generate ideas, develop and refine visual communications. Students communicate ideas and information through the use of: drawing conventions –using a range of media, materials and methods to visualise ideas. design elements and principles – such as line, shape, colour, tone, texture, form, type, balance, contrast, scale and hierarchy. skills, techniques and processes – in a range of methods to plan, develop and refine visual communications.

30. Visual Communication Design strands Explore and Represent Ideas Visual Communication Design Practices Present and Perform Respond and Interpret Explore and apply, material, methods, media, design elements and design principles. Develop and present visual communications. Use manual and digital drawing methods to create visual communications. Design fields: Industrial, environmental and Communication. Develop and present visual communications in response to a brief, audience and communication needs. … reflecting, questioning, analysing and evaluating … Identify and describe materials, methods and media in different historical, social and cultural contexts.

31. Curriculum Comparison Learning continuum L5 - 7 Level 5 & 6 Visual Arts Level 5 & 6 Media Arts Level 7 & 8 VCD Practices Select and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories Use manual and digital drawing methods and conventions to create a range of visual communications

32. Learning Continuum Level 7 & 8 Visual Arts Level 7 & 8 VCDLevel 9 & 10 VCD Respond & Interpret Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences Identify and describe the purpose, intended audience and context in a range of visual communications from different historical, social and cultural contexts Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts

33. Critical and Creative thinking strands Questions and Possibilities ReasoningMeta-cognition Explore the nature of questioning and a range of processes and techniques to develop ideas. Explore how to compose, analyse and evaluate arguments and reasoning. Explore the use of strategies to understand, manage and reflect on thinking and learning processes. Level 7 Questions & Possibilities Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts Reasoning Investigate the difference between a description, an explanation and a correlation and scepticism about cause and effect Meta-cognition Consider a range of strategies to represent ideas and explain and justify thinking processes to others

34. Relationships: Content Descriptors & Achievement Standards Level 9 - 10 Content DescriptorsAchievement Standard Explore & Represent Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience. Generate, develop and refine visual communication presentations. Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs. Visual Communication Design Practices Use manual and digital drawing methods to create visual communication s in specific design fields of Environmental, Industrial & Communication Design. Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields. Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.

35. Level 9 - 10 Content DescriptorsAchievement Standard Present & Perform Develop a brief that identifies a specific audience and needs. Present visual communications that meet the requirements of the brief. Students evaluate, reflect on, refine and justify their decisions and aesthetic choices. Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs. Respond & Interpret Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts. Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts. Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information. Relationships: Content Descriptors & Achievement Standards

36. Curriculum Concept: Logo Design Content DescriptorExemplar Explore & Represent Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience. Generate, develop and refine visual communication presentations. Students develop a brief for a client with to design a logo for application in three different contexts. Eg: Letterhead, packaging, signage. Research logos and their application in a variety of contexts. (Communication Design) Explore a range of design elements and principles and their use in logos. Brainstorm logo concepts: symbolic, descriptive, text. Visual Communication Design Practices Use manual and digital drawing methods to create visual communication s in specific design fields of Environmental, Industrial & Communication Design. Generate concepts for logos using freehand drawing with a variety of materials and media, design elements and design principles. Develop a selected design using both manual and digital drawing. Present & Perform Develop a brief that identifies a specific audience and needs. Present visual communications that meet the requirements of the brief. Research various contexts for the application of the logo using both environmental and industrial design. Present the different options for the presentation of the logo and consider the application using design elements and design principles. Respond & Interpret Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts. Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts. Research the application of logos from different commercial companies to evaluate the effectiveness of design decisions. This could be conducted through interviews or presentations. Select one application of a logo, analyse and evaluate the use of methods, media, design elements and design principles with the logo over a period of time and in different cultures. Curriculum planning example: The VC Design process: Logo Design

37. Curriculum Planning Concept: Achievement Achievement Standard Explore & Represent Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. Development of brief for logo application in three different contexts: audience, needs, presentation format. Research of logos and applications to gain ideas for student development of their own logo – methods, media, audience, needs and context. Visual Communication Design practices Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields. Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs. Demonstrated use of manual and digital drawing in logo presentations in three different contexts – communication, industrial and environmental. Demonstration of the use of design elements, design principles, materials, methods and media to develop design concepts. Perform & Present Students evaluate, reflect on, refine and justify their decisions and aesthetic choices. Reflection and evaluation of design decisions and aesthetic choices in the development and refinement of the logo and its application. Presentation of logo concept in three applications on a presentation board. Respond & Interpret Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information. Research of company logos and their application in a range of contexts. Analysis and evaluation of the design of a specific logo by a designer.

38. Contacts Curriculum Manager: Visual Arts & Media Kathryn Hendy-Ekers PH: 9032 1697 Email: Hendy-Ekers.Kathryn.L@edumail.vic.gov.auHendy-Ekers.Kathryn.L@edumail.vic.gov.au