Download Victorian Curriculum F-10 Introduction and overview to The Arts

Using Victorian Curriculum to
plan Visual Arts & Visual
Communication learning
Webinar, 10 November 2016
Session overview
• Victorian Curriculum: The Arts – Visual
Communication Design & Visual Arts
• Content
• Organisation
• Adapting and adopting existing learning
materials
Workshop materials
Participants will need
• An existing unit of work or sequence of learning
• A copy of their school curriculum planning template
• Access to
• Structure chart
• F-10 scope and sequence
• Curriculum mapping template and instructions
For note-taking and writing – either paper or digital formats can be used.
Victorian Curriculum: The Arts
Strands:
•
•
•
•
+
explore & express/represent ideas
practices
present & perform
respond & interpret
Organising ideas:
• students learn as artist and as
audience
• Students learn by making &
responding
Strands
Explore and
Express/Represent Ideas
Practices
Present and perform
Respond and interpret
F-6
Explore ideas and improvising
with ways to express/represent
ideas. Manipulating and applying
the elements/concepts with
intent
Developing and refining
understanding of skills and
techniques. Structuring and
organising ideas into form.
Sharing through performance,
presentation or display.
Analysing and reflecting upon
intentions. Examining and
connecting artworks in context.
7-10
Exploring ideas and improvising
with ways to express/represent
ideas
Manipulating and applying the
elements/concepts with intent
Developing and refining
understanding of skills and
techniques
Structuring and organising ideas
into form
Sharing artworks through
performance, presentation or
display
Analysing and reflecting upon
intentions
Examining and connecting
artworks in context
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.
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.
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.
Use manual and
digital drawing
methods to create
visual
communications.
Develop and present
visual communications
in response to a brief,
audience and
communication needs.
… reflecting,
questioning,
analysing and
evaluating …
Develop and present
visual
communications.
Design fields:
Industrial,
environmental and
Communication.
Identify and describe
materials, methods
and media in different
historical, social and
cultural contexts.
Learning in: Visual Arts
Visual arts practices
• The application of Arts skills and knowledge to create, represent,
communicate and respond in a specific art form, tradition and/or
style.
•
The practices of making and responding are interdependent and
interactive.
• The practices of interpreting, comparing and contrasting,
reflecting, analysing, appreciating and evaluating can inform a
making process but can also be used independently.
• In Visual Arts the use of conceptual and practical processes in art
making such as the use of sources of inspiration, exploration of
ideas, exploration of and experimentation with materials and
techniques, and the development and refinement of art works.
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.
Composition, style, art elements and art principles.
 Materials, techniques and processes that are used in artistic
practice.
Interdependent strands
Strand
Explore and
Represent
Ideas
Visual Arts
Practices
Present and
Perform
Respond and
Interpret
Explore ideas,
experiences,
observations,
imagination
Experiment,
select, apply
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.
…. artworks and
artists from
different cultures
and times.
Materials,
techniques,
processes,
technologies and
visual
conventions.
Learning as artist and audience
Artwork
Artist
Audience
responding and interpreting using imagination
expressing/representing ideas
presenting and performing
techniques and processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media
This is the document that you
will need to have available to
you for the session.
The Concept
EXPLORE &
REPRESENT
PRACTICES
PRESENT &
PERFORM
RESPOND &
INTERPRET
What is the purpose of
the unit?
What do you want the students to
achieve at the end of the unit?
Ideas?
Skills?
What activities will be taught in the unit?
Strand focus – key concepts
What are the key concepts that are
taught and how will they relate to the
Content Descriptors?
Thinking about the same activity or
aspect of the unit/sequence,
• when students are ‘exploring’ or
‘representing’ what Visual
communication design practices
are they using?
• are they also ‘responding’ or
‘interpreting’?
EXPLORE &
REPRESENT
PRACTICES
PRESENT &
PERFORM
RESPOND &
INTERPRET
Unpacking
EXPLORE &
REPRESENT
PRESENT &
PERFORM
PRACTICES
RESPOND &
INTERPRET
How is the activity
• aligned to prior
learning?
• varied to cater for
different levels of
knowledge and skill?
How does the activity
connect to the rest of the
unit/sequence?
Assessment opportunities
Highlight sections of the achievement
standard/s that are addressed by this
activity
• at the level
• at the previous level (Visual Arts,
VCD, Media Arts)
• at the following level (Visual Arts,
VCD, Media Arts)
Describe the assessment strategies associated
with the activity you have been analysing.
Consider:
• formative
• summative
• self, peer and teacher feedback
EXPLORE &
REPRESENT
PRACTICES
PRESENT &
PERFORM
RESPOND &
INTERPRET
Reflection and Evaluation
How will the students know
what they have learned?
What evaluation will they
carry out on their learning?
What creative, critical and
reflective
Thinking will the students
use?
EXPLORE &
REPRESENT
PRACTICES
PRESENT &
PERFORM
RESPOND &
INTERPRET
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.
Instructions:
http://www.vcaa.vic.edu.au/Pages/foundation10/
viccurriculum/curriculumplanning.aspx
Templates
• For each Arts discipline
• F-6
• 7-10
Next steps
 update rubrics, success criteria, learning intentions etc.
 transfer information to school curriculum planning
template
 discuss the process and findings with colleagues and/or
curriculum leaders
 repeat for other units
 write a new unit or sequence of learning using this
process as a checklist
Feedback
Please complete the survey from F-10 to let me know
about the relevance of this presentation for your work and
whether it met your expectations. You can also email me
directly:
Kathryn Hendy-Ekers
Curriculum Manager: Visual Arts
phone: 61 3 9032 1697
email: [email protected]