Visual Art in Practice

Module 5: Theatrical Design – Typography and Branding 

In this unit students use the design process to make programs that support a community theatrical production. They plan, create, and evaluate artworks to support the community event. Design work may include making typography, branding, logos, and other images to support a client's needs. The final design works are presented as a digital catalogue, which communicates the theme for the production.

Module 6: Functional Art- Adornment

Year 12 students explore and communicate ideas and applications of making art as function products. In Semester 1 students worked with designer and jewellery artist Jemica Ostrofski from Meekz Contemporary Jewellery to create art that is worn on the body as a decorative adornment. This required them to plan and create a series of jewellery items applying processes and skills used for silversmithing and working with polymer materials.

Module 7: At Home Learning

During the unprecedented time of Covid-19 students engaged with a program that was modified for At Home Learning. In contact with their teacher via Teams, Year 12 students worked to create parts of installation spaces at home.  They worked with 3D and digital media to create installation and assemblage sculpture works, photograph them, and digitally manipulate them using basic processes in Photoshop. This prepared them for the next module, where they started learning back at school through a series of online workshops. Via a series of Zoom online workshops, professional Artist Adam Busby taught students skills in Photoshop including using gradient maps and blending modes.

Module 8 In process: Photography -  Belonging

Year 12 students are showing a selection of their experimental images made in the unit so far. Final folios are due in term 4. 

In the final module of the Visual Arts in Practice course, students plan and create a digital folio of photographs, to communicate the concept of identity for an exhibition titled 'Belonging'. This module also allows students to choose the photography skills that work best for them to communicate their idea. They may create digital collage works or use on more traditional candid photography techniques. They may focus on a community of people or take a more introspective approach to consider self-portraiture.

VAP Video

Visual Art - Art as Knowledge

Students use contemporary, personal, cultural and/ or formal contexts to study selected artists and explore expression, different layers of meaning and diverse interpretations of artworks. In this unit, students enrich their knowledge and aesthetic experience of their world through making and responding. Informed by their knowledge of art practices, experiences, history and influences, they embark on a body of work that visually and intellectually engages the audience - perhaps through sensory experiences, or by provoking conversation, inspiring action or challenging expectations. 

Students use inquiry learning to develop, research, reflect and resolve artworks using visual language, media areas and approaches selected for effective communication of intended meaning and their acquired knowledge. They recognise that art knowledge can be constructed and imaginative. Constructed knowledge challenges perceptions and the status quo, is intellectually engaging, innovative, provocative, can present alternative futures and may involve interpretation from a different context. Imaginative knowledge can entertain, express, record, invent, encapsulate the human condition and may require the suspension of disbelief. Students may connect their learning and subject disciplines to enrich their intellectual inquiry and approaches. 

As audience, students consider what one can learn from works of art and how prior knowledge of culture and society influences our systems of decoding visual language. As artists, students consider what knowledge an artist requires to inform their art practice, and what knowledge and understanding an artwork can convey. 

Visual Art - Art as Alternate

In Unit 4, students continue and build on their focus, knowledge and art practice from Unit 3. They refine their expression and personal aesthetic by applying skills associated with creative thinking. Students resolve their body of work through the concept ‘art as alternate’ as they imagine, generate and apply new ideas and links. Through the pursuit of an individualised response, they challenge their approaches to identify alternatives and opportunities for innovation. 

Students foreground the contemporary context to develop new meanings through a lens of 21st century art ideas and issues. They simultaneously select from the personal, cultural and formal contexts to examine and compare visual language, expression and the communication of multiple meanings in various art forms. 

Students use the inquiry learning model to resolve their body of work. They challenge their own art-making practices by researching and developing new knowledge of and skills in materials, techniques, technologies and arts processes. They look for opportunities for focused experimentation and risk-taking. They explore how new and multi-modal technologies can alter and enhance their ideas. Students determine alternate representations or expansions of their ideas by reflecting on their work from Unit 3 and considering how exploiting existing approaches or applying new knowledge and skill may enrich meaning in their body of work. 

Students consider the roles and interaction between artist and audience. As audience, students consider how alternate methods of display and exhibition, contemporary approaches with materials, and new technologies impact upon the sensory experience and engagement with art. As artists, students consider the role of art in the dialogue with audience. They evaluate how alternate approaches in a body of work can develop and expand the communication of meaning and fully realise artistic intentions.