Art Unit 1
Outcome 2: Art making and meaning
In this area of study students are encouraged to develop and apply skills while exploring areas of individual interest to create artworks. Students undertake a range of experiences that offer different ways of working and develop an understanding about how to use the art process. They build confidence through the exploration of techniques, materials and processes. Students create and develop a range of visual responses using imagination and observation in a selection of tasks. They investigate the artistic practices of selected artists or styles as inspiration for the development of their own visual responses. Students engage in creative and technical processes with a range of materials and art forms and use a visual diary to document their reflections, exploration of ideas, and experimentation with materials and techniques. They reflect on their own art making and examine how they have developed their visual language. They use the Structural Framework and the Personal Framework to analyse and evaluate their visual responses.
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On completion of this unit the student should be able to use the art process to create visual responses that demonstrate their 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
• visual language to communicate issues and ideas of personal interest and imagination
• the relationship of the art process to artistic practice
• the qualities and characteristics of materials and art forms and how they may be used to present concepts and images
• the methods for experimenting and exploring with materials, techniques, processes and art forms
• the characteristics of styles and symbols to create meaning in artworks
• the Structural Framework and the Personal Framework used in reflective annotations and to support the documentation about the art process
• terminology used in documentation and annotation.
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Key skills
• use observation and imagination to develop creative responses
• investigate the practices of artists and apply these practices in their own work
• communicate personal ideas and concepts
• explore materials, techniques, processes and art forms and investigate how these can be used to create artworks
• use a range of styles and symbols to produce responses that realise personal interests
• use visual language to document artistic practice in a visual diary
• apply the Structural Framework and the Personal Framework in reflective annotation as they apply to their own art making.
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What we are actually going to do:
In Unit 1, 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
- Trials
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In preparation for undertaking Outcome 2 in Unit 1, the following must be completed during the summer holidays:
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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 Analytical Frameworks & 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 Frameworks:
Within this outcome, we are focusing on of the Analytical Frameworks. Here, you will "apply the Structural Framework and the Personal Framework in reflective annotation" as you apply them to your own art making. We will be explroing 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 Framework
The Structural Framework 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 Framework
The Personal Framework 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?
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.