1: The sequence of a two-year course of study Course components Features of Year 11 Features of Year 12 (diversification) (specialisation) Concepts Teachers use concepts developed Initially the work undertaken will Exploring new concepts and/or through of work and tasks to tend to be teacher-directed, building on concepts, techniques, engage students in a range of allowing opportunities for student media and approaches from Year visual art making and appraising resolution and moving towards 11, students undertake bodies of approaches. greater student independence in work that encourage the selection and use of materials directed investigation and and processes. independence in the selection and use of materials and processes. Focuses Students interpret and explore Initially based on specific Students interpret the concepts focuses from the nominated interpretations of the concepts through which their focus or concepts. provided, the teacher could focuses are researched, provide structured frameworks for developed, resolved and reflected. student interpretation and exploration of selected focuses. Contexts Teachers and students select Teachers lead students through Teachers and students explore a related artworks from a variety of explorations of a diverse range of diverse range of artworks, visual sociocultural and historical artworks, visual art styles and art styles and philosophies relating contexts to provide an philosophies relating to the to the concepts. understanding of purpose and concepts. function within a given concept. Media Areas (see also Section 6) Media areas and approaches to These explorations involve closed Teachers may nominate, or making and appraising visual art and open-ended making and students may select, the media may be teacher-nominated and appraising learning experiences area(s) when researching, undertaken by the student in that integrate the processes of developing, resolving and response to the given concepts. researching, developing, resolving reflecting on their bodies of work and reflecting. that explore the focus(es). Students should be led through a diverse range of media areas, visual language and expression that allows them to create images and objects. Visual language and expression Visual language and expression is Teacher-directed experiences that Students develop a of work” “body the form the student response provide options for individual that provides evidence of their own when their experiences with expression and the exploration of expression, exploiting visual concept, focus, context and media visual language. language to create and areas are integrated. communicate meaning.
1: The sequence of a two-year course of study Course components Features of Year 11 (diversification) Features of Year 12 (specialisation) Concepts Teachers use concepts developed through of work and tasks to engage students in a range of visual art making and appraising approaches. Initially the work undertaken will tend to be teacher-directed, allowing opportunities for student resolution and moving towards greater student independence in the selection and use of materials and processes. Exploring new concepts and/or building on concepts, techniques, media and approaches from Year 11, students undertake bodies of work that encourage investigation and independence in the selection and use of materials and processes. Focuses Students interpret and explore focuses from the nominated concepts. Initially based on specific interpretations of the concepts provided, the teacher could provide structured frameworks for student interpretation and exploration of selected focuses. Students interpret the concepts through which their focus or focuses are researched, developed, resolved and reflected. Contexts Teachers and students select related artworks from a variety of sociocultural and historical contexts to provide an understanding of purpose and function within a given concept. Teachers lead students through explorations of a diverse range of artworks, visual art styles and philosophies relating to the concepts. Teachers and students explore a diverse range of artworks, visual art styles and philosophies relating to the concepts. Media Areas (see also Section 6) Media areas and approaches to making and appraising visual art may be teacher-nominated and undertaken by the student in response to the given concepts. These explorations involve closed and open-ended making and appraising learning experiences that integrate the processes of researching, developing, resolving and reflecting. Students should be led through a diverse range of media areas, visual language and expression that allows them to create images and objects. Teachers may nominate, or students may select, the media area(s) when researching, developing, resolving and reflecting on their bodies of work that explore the focus(es). Visual language and expression Visual language and expression is the form the student response when their experiences with concept, focus, context and media areas are integrated. Teacher-directed experiences that provide options for individual expression and the exploration of visual language. Students develop a “body of work” that provides evidence of their own expression, exploiting visual language to create and communicate meaning. directed