Art : Creative Practice Unit 1
Outcome 2: The Creative Practice
In this area of study students are introduced to the Creative Practice through Experiential learning activities guided by the teacher.
Students explore at least three art forms. They respond to a range of artworks, ideas and the practices of artists through experimentation and exploration. They build skills using materials, techniques and processes, and explore areas of personal interest to develop and make visual responses.
Students investigate the practices of selected artists as inspiration for their personal visual responses. From their personal investigation of artists and their practices, students develop a range of visual responses through a series of tasks in three different art forms. Students also develop their visual language by experimenting, exploring ideas, and using materials, techniques and processes relevant to their three selected art forms.
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On completion of this unit the student should be able to use the Creative Practice to develop and make visual responses informed by their exploration of personal interests and ideas.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.
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Key knowledge
• methods used to experiment with and explore materials, techniques and processes using the Creative Practice
• ways to develop personal visual responses by investigating the practices of artists
• the use of visual language to communicate ideas of personal interest
• inherent properties of materials and their use in a range of art forms
• the use of materials, techniques and art forms to make personal visual responses
• ways the relationships between the artist, the artwork and the viewer or audience communicate meaning in artworks
• the use of the Structural Lens and the Personal Lens to interpret meaning in visual responses
Key skills
• experiment with and explore materials, techniques and processes using the Creative Practice
• investigate the practices of artists to develop personal visual responses
• use visual language to communicate ideas of personal interest
• explore and experiment with materials, techniques and processes in a range of art forms to make personal visual responses
• explore how the relationships between the artist, the artwork, and the viewer or audience communicate meaning in artworks
• apply the Structural Lens and the Personal Lens to interpret meaning in visual responses
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What we are actually going to do:
In Unit 1 O1&2, you will be introduced to various components that we will extend upon in Unit 2's 'Mini-year 12'.
Outcome 1 will begin with a concept choice and then teasing this out through:
- Brainstorm
- Artist Statement
- Research
- Artistic Inspiration
- Creative Trials
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Task 1 - Brainstorm and Research images (such as photographs and observational drawings to use as sources of inspiration. Aim to complete 1 drawing a week (from observation – that relates to what you would like to explore) 5 minimum these should be annotated in your folio.
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Task 2 - Artist Statement
Use this template to write up your draft:
(Draft to be submitted via email to your teacher)
*Task 1 & 2 due for submission Final class Week 1 Term 1
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Task 3 - Artistic Inspiration (this may include artists, literature, music, a holiday you have been on, a place that makes you feel safe, etc)
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will commence in Term 1
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refer to checklist
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Task 4 - Applying the Interpretive Lenses & creative trials - This will include a range of tasks and experiments that will commence in Term 1
Helpful stuff:
How you will be assessed:
Applying the Lenses:
Within this outcome, we are focusing on of the Interpretive Lenses. Here, you will "Structural Lens and the Personal Lens to interpret meaning in visual responses" as you apply them to your own art making. We will be exploring how art can be interpreted as a reflection of the artist's beliefs and feelings.
The way that you interpret an artwork is influenced by who you are and the experiences and background that you bring with it. This includes your age, cultural background, your interests and skills, the context/time/location in which you find yourself; all of these shape the way you 'read' the visual language of an artwork.
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Structural Lens
The Structural Lens informs the analysis and interpretation of an artwork, and its relationship with the artist and viewer or audience, through the investigation of the use of art elements and art principles, and the application of materials, techniques and processes. It also considers the stylistic qualities and symbolism evident in the artwork, and the context in which artists work and in which artworks are presented or viewed. The Structural Lens can inform the other lenses:
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• How has the artist applied and to what effect the art elements of line, colour, tone, texture, shape, form, sound, light and time and the art principles of emphasis (focal point), balance, movement, unity, variety, contrast, rhythm, repetition (pattern), scale, proportion and space? How do the art elements and art principles contribute to the meanings and messages of the work?
• What materials, techniques and processes have been used? How is the interpretation of the artwork shaped by the materials and the technical skills or processes used by the artist? Is this due to inherent qualities of the materials or to their application by the artist?
• What is the distinctive style of the artwork and how does it contribute to the meaning/s of the artwork? How does the work relate to other works in a similar style or from the same philosophical, historical or cultural context?
• What physical aspects or presentation of the artwork contain symbolic meaning? This may include the use of art elements and art principles, the compositional arrangement of subject matter, and the media, technique and processes used by the artist.
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Personal Lens
The Personal Lens informs the analysis and interpretation of an artwork through the investigation of the personal feelings, beliefs and life experiences of the artist. The evaluation and interpretation of an artwork can be influenced by the life experiences, personal feelings and beliefs of the viewer or audience and the context in which artists work and in which artworks are presented or viewed:
• What relationship does the artwork have to the artist’s life and experiences? What visual evidence supports this reading? Has the artist used a specific practice in creating the artwork that may reflect their personal philosophy and ideas?
• How might the artwork be linked to people, places and experiences of personal significance to the artist such as the artist’s personal feelings, thinking, aspirations, beliefs, desires or preoccupations, or to memories, dreams or a personal world of fantasy? How are these represented in artworks?
• How does the experience and background of the viewer affect the interpretation of the artwork?
• What are the symbols or metaphors explored or utilised in the artwork that contribute to the meanings and messages?
EXCURSION: Gallery visit
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The study of Art is enhanced through excursions to see and experience art in galleries. Galleries and museums across the state support teachers and students with the study of VCE Art. Teachers and students are encouraged to access learning programs at galleries or museums to strengthen knowledge and skills required for completing both theoretical and practical outcomes contained within the study design. (VCAA, 2014)
Suggested locations for gallery and museum visits:
Geelong Gallery: Established in 1896, the Geelong Gallery is one of Australia's leading and oldest regional art galleries. (Geelonggallery.org, 2015)
National Gallery of Victoria (International)
Ian Potter Centre: NGV (Australia) Federation Square
Australian Centre for Contemporary Art - A fantastic way to expose students to contemporary art, given the tall ceilings and flexible space in ACCA large sale wor
Tasks for school excursions:
As a group we can select artworks students find interesting (allow the students to be the driver in this task) and discuss the artworks using different Visual Thinking Strategies. Such as "I see, I think, I wonder"
Make:
Create a typology of skyscapes, exploring "dreaming", using a lifting of technique
WATCH:
Artist Julia Gorman discusses 'Growth habits' (2015) a commissioned abstract wall drawing created in vinyl and inspired by the free-flowing form of garden succulents.
Make:
Observe and draw plants, utilising a range of different texhniques that we have explored in class.
Caudullo, E & Olivia (Age 6)
Contour
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Blind Contour drawings
2020
Make:
Create a range of rapid drawing using fineliner and arange them into a typology
Make:
Choose one to draw larger and apply a different media to
Watch:
This is an album of six videos that focus on the work of six contemporary Australian artists and explore their sources of inspiration and subject matter, their selection and use of techniques, processes and technologies, the materials they use and the styles with which they work. Michel Lawrence interviews each of the artists in their own studio space - they are Louise Hearman, Luke Cornish, Deb Williams, Bruce Latimer, Andrew Browne and Graham Fransella. The videos are 2-3 minutes each in length.