Dimension 2: Applying and analysing refers to the application, investigation and analysis of art-making processes, concepts and ideas. Applying involves carrying out or using a procedure in a given situation for a familiar or unfamiliar task, and may include executing and implementing. Analysing involves breaking down information into its constituent parts and determining how the parts relate to each other and to an overall structure or purpose. This may include differentiating, organising and attributing. Objectives By the conclusion of the course of study, students should: apply art-making processes, concepts and ideas analyse visual art-making processes for particular purposes use language conventions and features to achieve particular purposes. When students apply art-making processes, concepts and ideas, they enact a set of cognitive and creative procedures or steps in order to make artworks. The cognitive and creative procedures are based on the knowledge and understanding developed in Knowing and understanding. When students analyse visual art-making processes, they dissect information about the purpose for artworks. This may include the analysis of visual media, techniques and contexts, visual literacies and the realisation of artworks. Students establish relationships or connections between these elements. This may include establishing the importance of particular relationships and will guide the art-making processes for particular purposes. When students use language conventions and features, they use correct grammar, spelling, punctuation, vocabulary (including visual art terminology), text types and structures in written, oral and visual modes to achieve a particular purpose. Dimension 3: Creating and evaluating refers to the generation and communication of arts ideas. Creating involves putting elements together to form a coherent or functional whole, or reorganising elements in a new way. This may include generating, planning and producing. Evaluating involves making judgments based on evidence, criteria and standards. This may include checking and critiquing. Objectives By the conclusion of the course of study, students should: generate plans and ideas and make decisions create communications that convey meaning to audiences evaluate art-making processes, concepts and When students generate ideas, they come up with alternative hypotheses based on criteria. When students plan, they devise procedures for accomplishing tasks. When students make decisions they weigh the benefits of possible choices and decide on the best solution or course of action.
Dimension 2: Applying and analysing refers to the application, investigation and analysis of art-making processes, concepts and ideas. Applying involves carrying out or using a procedure in a given situation for a familiar or unfamiliar task, and may include executing and implementing. Analysing involves breaking down information into its constituent parts and determining how the parts relate to each other and to an overall structure or purpose. This may include differentiating, organising and attributing. Objectives By the conclusion of the course of study, students should: apply art-making processes, concepts and ideas analyse visual art-making processes for particular purposes use language conventions and features to achieve particular purposes. When students apply art-making processes, concepts and ideas, they enact a set of cognitive and creative procedures or steps in order to make artworks. The cognitive and creative procedures are based on the knowledge and understanding developed in Knowing and understanding. When students analyse visual art-making processes, they dissect information about the purpose for artworks. This may include the analysis of visual media, techniques and contexts, visual literacies and the realisation of artworks. Students establish relationships or connections between these elements. This may include establishing the importance of particular relationships and will guide the art-making processes for particular purposes. When students use language conventions and features, they use correct grammar, spelling, punctuation, vocabulary (including visual art terminology), text types and structures in written, oral and visual modes to achieve a particular purpose. Dimension 3: Creating and evaluating refers to the generation and communication of arts ideas. Creating involves putting elements together to form a coherent or functional whole, or reorganising elements in a new way. This may include generating, planning and producing. Evaluating involves making judgments based on evidence, criteria and standards. This may include checking and critiquing. Objectives By the conclusion of the course of study, students should: generate plans and ideas and make decisions create communications that convey meaning to audiences evaluate art-making processes, concepts and When students generate ideas, they come up with alternative hypotheses based on criteria. When students plan, they devise procedures for accomplishing tasks. When students make decisions they weigh the benefits of possible choices and decide on the best solution or course of action.
snr_vis_arts_prac_15_sas_syll.docx