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. 

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.

VISUAL ARTS IN PRACTICE

Art in Action

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: Public Art Installation

In this module, students explored installation for display in public spaces, inspired by artists such as Olafur Eliasson, Andy Goldsworthy and Lynetta Walworth. They created a plan and made art objects in response to the College’s Hearts and Minds Framework. They experimented with assemblage, clay, wire, painting and many other mixed media processes to create their own installation that was up for display on the school grounds.