Overview:

Eeek! I can hear the fear striking your heart as you read the words. But never fear! We will know them back to front and inside out before too long!

The Interpretive Lenses can be thought of as a guide when writing about Art in VCE. If left to your own devices, you may not think of lots of different points of view to write about your artwork from. However, if you use the lenses it’s easier to get into a certain frame of mind eg. personal and write about the artwork from that specific viewpoint.

The term Interpretive Lenses sounds very complex, but when you break it down is easy to understand. Interpretive is a version of the word interpret. When you interpret something you look into the structure or insides of something or you break it down into smaller parts and study those parts in order to get a better idea of what the whole thing is.  A Lens is a viewpoint in which to observe/look through as a supporting structure or a base. SO if we jam together those two definitions, we get that the Interpretive Lenses are the structure that helps you analyse or interpret artworks in detail. Easy!

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Here is a very basic breakdown of the 3 Interpretive Lenses as described in the Art Creative Practice Study Design:

Lenses BASIC BREAKDOWN

Structural Lens

1. VISUAL ANALYSIS = E & P’S

2. MATERIALS & TECHNIQUES

3. DISTINCTIVE STYLE = ART MOVEMENT, BRUSHSTROKES, COLOUR, SUBJECT MATTER ETC.

4. SYMBOLS & METAPHORS = THINGS THAT STAND FOR SOMETHING ELSE.

5. MEANINGS & MESSAGES = THE MEANING OF THE ARTWORK

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PERSONAL Lens

1. ARTISTS’ LIFE & EXPERIENCES

2. VIEWERS’ LIFE & EXPERIENCES

3. SYMBOLS & METAPHORS

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CULTURAL Lens

1. ARTISTS’ CULTURAL/RELIGIOUS/POLITICAL BACKGROUND

2. WORLD EVENTS – CURRENT OR HISTORICAL

3. ARTISTS’ CURRENT CULTURAL VALUES

4. PHYSICAL PLACEMENT OF THE ARTWORK

5. VIEWERS’ CULTURAL BACKGROUND

6. MATERIALS & TECHNIQUES

7. PRESENTATION – TRADITIONAL VS. CONTEMPORARY

8. SUBJECT MATTER

9. CONTEMPORARY IDEAS & ISSUES VS. TRADITIONAL IDEAS OF ART

10. NEW ‘MEDIA APPLICATIONS’ IMPACT INSTALLATION, STREET ART ETC.

11. HOW MIGHT OLD ARTWORKS TAKE ON NEW OR DIFFERENT MEANINGS IN TERMS OF NEW IDEAS & ISSUES.

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You will be asked to use these lenses to write about artworks this year. Sometimes you will be asked to use all of them to write about artworks in an essay which analyses specific artists’ and their artworks in detail. Sometimes you will be asked to write about a specific artwork using only one of the Interpretive Lenses. 

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(Source - adapted from: https://iamtheartteacher.wordpress.com/2014/11/25/the-analytical-frameworks/) 

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There are 3 Interpretive Lenses.

More information to come as changes to the study design occur.

Refer to the new 2023-2027 VCE Art Creative Practice Study Design.

 

Interpretive Lenses
The application of the Interpretive Lenses provides students with a framework to understand the meanings and messages of artworks, and the relationships that exist between the artist, the world, the artwork and the viewer or audience. The Interpretive Lenses also assist the student to understand the communication of ideas, meanings and messages in the artwork, and the context in which the artwork is made and viewed.
The three Interpretive Lenses (Structural, Personal and Cultural) are embedded in the inquiry practices of VCE Art Creative Practice. Students select the most relevant aspects of each Interpretive Lens and consider them when exploring and discussing artworks and the practices of artists. They also apply the Interpretive Lenses to document, annotate and evaluate their own art practice. Throughout the study, students develop their understanding and skills in applying the Interpretive Lenses through the research of historical and contemporary artists from a variety of cultures. They also learn how the Interpretive Lenses can be applied in art practice and in the conceptualisation, development and resolution of artworks.
When applying each of the lenses, students consider how their interpretation and evaluation of artworks is informed by the context in which the artworks are created and viewed. Current and historical art ideas, issues and practices inform the analysis, interpretation and evaluation of artworks from the past and the present. Students also consider how artworks challenge the engagement of viewers or audiences and how meanings and messages are communicated. Students examine new or different ideas and meanings, and the significance that may be assigned to artworks of the past, as they question and re-evaluate traditionally held values and assumptions of art and representation. Students test boundaries of traditional art practices in their own art making as they reconceptualise, modify and explore the appropriation of artworks and images. They also investigate the influences on, and place of new technologies in, art practices and experiences. Further information regarding the Interpretive Lenses can be found in the Support materials.
 

 

• The Structural Lens 

used to analyse how the style, symbolism and structural elements of artworks contribute to the meanings and messages conveyed.

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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.

Through Responding: Students decode artworks by reading the relationships between specific signs, symbols and conventions in visual language. They explore the stylistic qualities that are used to transmit ideas in artworks and consider the context in which artists work and in which artworks are presented and viewed.

Through Making: Students focus on the formal organisation and placement of visual components in an artwork and explore the use and communicative value of symbols, the conventions of visual language, stylistic qualities, materials, techniques and processes. They also consider the context in which their artworks are made and in which they will be presented or viewed.

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• The Personal Lens

used to reveal how artworks can reflect an artist’s personal feelings, thinking and life circumstances and how the viewer’s interpretations are influenced by their life experiences.

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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.

Through Responding: Students examine how artists and viewers or audiences are influenced by society, culture and personal experiences, and the context in which artists work and in which artworks are presented and viewed. They also consider how their own feelings, background, experiences, society and culture can influence their physical and emotional reactions to an artwork as a viewer or member of an audience.

Through Making: Students investigate their responses to the world around them, including their personal interests, experiences, cultural and social context and world view (beliefs and values), and the impact these have on symbolism and art practice. They consider the materials, techniques and processes used to make their artworks, as well as the context in which their artworks are made and in which they will be presented or viewed.

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• The Cultural lens

used to identify the influence on an artwork of the context of time, place and the society in which it was made.

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The Cultural Lens informs the analysis and interpretation of an artwork through the investigation of social, historical and cultural influences and representations. This includes the influence of the time and place in which the artwork is made, presented or viewed, as well as the social, historical, political, philosophical and economic influences on the practices of the artist, and how these are reflected in the artwork. Other considerations include the purpose of the artwork, and the ethnicity, gender, ethics and spiritual or secular beliefs of the artist and the viewer or audience, and how these factors influence the artwork itself and the interpretation of it. Students explore how these factors contribute to the communication of meaning and the engagement of the viewer or audience. They also consider the context in which artists work and in which artworks are presented or viewed.

Through Responding: Students consider the regional, national, international, social and cultural identity of artists and viewers or audiences, including Aboriginal and Torres Strait Islander peoples and artists. They consider the context in which artists work and in which artworks are presented and viewed, as well as the ways artists use their artworks as a vehicle to invite change and provoke conversation.

Through Making: Students explore cultural values, historical or contemporary events, social issues, attitudes and beliefs that impact on them and others, and determine the origins of social and cultural meanings communicated in artworks. They also consider the context in which their artworks are made and in which they will be presented or viewed. In creating their own artworks, students should be aware of the cultural protocols associated with making artworks based on the practices of artists from other cultures.

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Further clarity from the past VCE Art Study design:

The following points illustrate the questioning approach that students use to apply the Interpretive lenses (formerly Analytical Frameworks).

Students select the most relevant aspects of each Interpretive lenses to consider when exploring and discussing each artwork.

 

Structural lens

The Structural lens is used to analyse the style, symbolism and structural elements of an artwork and how they contribute to the meanings and messages conveyed. Students must consider the following questions:

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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 is used to interpret how an artist’s experiences, feelings, thinking and personal philosophy can be reflected in an artwork. It can also be used to gain awareness of the effect of the viewer’s cultural background and experience on the interpretation of the artwork. Students must consider the following questions:

 

• 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?

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Cultural Lens

The Cultural Lens is used to identify the influences on an artwork of the time, place and cultural and political settings in which, and purpose for which, it was made. These influences may include historical, political, social, socioeconomic, artistic, technological, environmental and religious contexts as well as aspects of ethnicity and gender. Students must consider the following questions:

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• How do the social, political, cultural, artistic and/or religious contexts of the artwork contribute to its meaning? How have historical or contemporary events shaped the intention of the artist or our understanding of the artwork’s meaning?

• How do values, beliefs and attitudes reflect the social context of the time the artwork was produced? How do these values, beliefs and attitudes compare to the values of today?

• How does the cultural background of the viewer influence the interpretation of an artwork? How does the placement or location of artworks affect their interpretation?

• What are the symbols or metaphors explored or utilised in the artwork that contribute to the meanings and messages?

• How was the artwork reviewed or critiqued during the time in which it was made? Was the work considered challenging or innovative?

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• How have contemporary art ideas and issues challenged traditional understandings of artworks and their significance?

• What are the symbols or metaphors from contemporary culture utilised in the artwork and how do they contribute to its meanings and messages?

• How does the placement or location of the artwork in a setting other than the intended setting impact on its meaning and value?

• How might the original context in which an artwork was placed influence its meaning and purpose?

• How is the artwork of the past interpreted from a contemporary point of view? How does this differ from the way it was interpreted when it was made.

• Has the role of the audience changed when viewing and interpreting contemporary artworks and if so, how? How are contemporary artworks that involve collaboration or participation of the viewer affect their interpretation? How does this differ from traditional ideas about viewing and experiencing artworks in museums and galleries?

• What new media or technologies has the artist used to make or produce the artwork?

• What is the impact on the viewer of new media applications or technologies and other emerging art forms?

• How has the internet, virtual technology and augmented reality changed the way artworks are viewed and presented? How has social media changed the way audiences view art? How does this differ from traditional ideas about viewing and experiencing artworks in museums and galleries?

• How does the choice or presentation of subject matter, or media, materials, and techniques or processes reflect or challenge artistic or social traditions?

• How have collaborative approaches to art making changed the way in which the role of the artist is seen?

• How might the original context in which an artwork was made change in its meaning or purpose for the contemporary viewer?

• What political concerns such as globalisation, and environmental and social issues, are expressed in the artwork? How do these concerns challenge and influence the viewer’s interpretation of artworks?

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(VCAA, Art Study Design, p.10-12)