1. Kathryn Hendy-Ekers Curriculum Manager for Visual Arts
The Victorian Curriculum “In Practice” Visual Arts & Visual Communication Design Online information session 01 March, 2017
Kathryn Hendy-Ekers
Curriculum Manager for Visual Arts

2. The curriculum for each of the Arts discipline:
Strands
F-6
7-10
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
The curriculum for each of the Arts discipline:
is structured under four strands
contains content descriptions which are written to allow schools to make choices about stimulus material, topics, repertoire
includes achievement standards that use specific language (for example at F in music – ‘match pitch’)
is supported by a band description which provides context
includes elaborations that provide an explanation of and ways to unpack content descriptions
uses discipline specific language, practices and modes for making and responding

3. Learning in Visual Arts
Focus on the practices of visual artists in different cultures, contexts and environments. Thinking, responding, making.
Viewpoints of responding and making artworks through the practices of the artist and the engagement of the audience.
Key ideas and issues in contemporary art practice that reflect beliefs and values of society.
Visual conventions: underlying structure of artworks. Style, art elements and art principles.
Materials, techniques and processes that are used in artistic practice.

4. Visual Arts strands Strand Explore and Represent Ideas Media Practices
Present and Perform
Respond and Interpret
Explore ideas, experiences, observations, imagination
…. artworks and artists from different cultures and times.
Experiment, select, apply
Materials, techniques, processes, technologies and visual conventions.
Create and display artworks considering audiences, ideas and artists’ intentions and meaning.
… reflecting, questioning, analysing and evaluating as a viewer and artist
…Identify specific features and purposes of artworks from different periods of time and cultures.

5. Content Descriptors & Achievement Standards
Level 7 Content Descriptors
Achievement Standards
Explore & Express
Explore the practices used by artists to develop expressions of themes, concepts or ideas in their artworks.
Explore how artists used materials, techniques, technologies and processes to realise their own intentions in artworks.
Students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.
Students plan and make their artworks in response to exploration of techniques, technologies and processes used in their own and others’ artworks.
Visual Arts Practices
Experiment with materials, techniques, technologies and processes to express ideas, concepts and themes in their own artworks.
Develop skills in planning and designing art works and documenting artistic practice.
Students demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their work.
Present & Perform
Present artwork considering how ideas can be expressed to an audience.
Respond & Interpret
Analyse how ideas and viewpoints are expressed in artworks.
Identify and connect specific features of visual artworks from different cultures, historical and contemporary times.

6. 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.

7. 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.

8. 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.

9. Relationships: Content Descriptors & Achievement Standards
Level Content Descriptors
Achievement 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.

10. Relationships: Content Descriptors & Achievement Standards
Level Content Descriptors
Achievement 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.

11. Visual Arts Progression 7 - 10
Achievement Standard L8
Achievement Standard L10
By the end of Level 8, students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.
Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists.
They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks.
Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.
By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks.
Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice.
They select, and manipulate materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in their artworks.
Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

12. National Portrait Gallery of Australia
Resource
‘The Popular Pet Show’
National Portrait Gallery of Australia
Use the resource in this link as a point of exploration of the artists in the exhibition for the theme of ‘My Pet and I’
Graeme Drendel
‘Billy’ 2016

13. Assessment Planning Visual Arts
Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists.
Sample: Portrait series of me and my pet.
Assessment Criteria
Descriptor
Exploration of techniques, technologies and processes by other artists.
The student can describe the use of techniques and processes used by a range of artists in the National Portrait Gallery.

14. Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists.
Example: Portrait painting of me and my pet.
Criterion
Low
Medium
High
Very High
Research of other artists work.
Exploration of painting techniques
Planning of Composition
Evaluation of artworks

15. Visual Communication Design Standards
Achievement Standard L7
Achievement Standard L10
By the end of Level 8, students identify and describe how designers use visual communication practices to respond to briefs in different historical, social and cultural contexts.
They apply this knowledge in the development of their own visual communication practices.
Students select and use appropriate drawing conventions, methods, materials, media, design elements and design principles to create effective visual communications.
Students evaluate how they and others are affected and influenced by visual communications from different cultures, times and places. They identify and describe practices of visual communication designers in visual communications from different cultures, times and places.
By the end of Level 10 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.
Within visual communication fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. They evaluate, reflect on, refine and justify their decisions and aesthetic choices.
Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields. They manipulate design elements and design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.

16.
This exhibition from the National Library of Australia is a good starting point for planning a unit for Visual Communication Design

17. Assessment planning
Students select and use appropriate drawing conventions, methods, materials, media, design elements and design principles to create effective visual communications.
Topic: Travel poster
Assessment Criteria
Descriptor
Use of observation and visualisation drawings in planing and developing posters.

18. Students select and use appropriate drawing conventions, methods, materials, media, design elements and design principles to create effective visual communications.
Topic: Travel poster
Criterion
Low
Medium
High
Very High
Use of observation and visualisation drawings in planing and developing posters.

19. Contact Kathryn Hendy-Ekers Email:
Phone: