VCE STUDIO ARTS UNIT 3 + 4 - 8 LESSON PEDAGOGICAL PROGRAM

Teaching and Learning Activities

1 Lesson Focus/Aim:

Developing an understanding of what a body of work is.

Artists: Ai Weiwei and Fiona Hall examples.
Student Activity:
1. Students will explore the bodies of work from artists
Ai Weiwei and Fiona Hall using the links and
questions provided on the VCE Studio Art Online
Resource Website.
Students will complete questions provided.
2. Students will have time to generate creative ideas in
a brainstorm for potential directions.

2 Lesson Focus/Aim:

Exploration Proposal: What is an exploration proposal?

Whats included? Examples of good exploration proposals.
Student Activity:
1. Introduction to the purpose of an exploration
proposal.

KK & KS Covered
Unit 3 Outcome 1 Exploration Proposal
Key knowledge
the characteristics of an exploration proposal;
the structure of a design process including a plan;
conceptual possibilities and ideas to be explored in the design process;
the focus and subject matter to be explored in the design process;
art form/s to be explored in the design process;
sources of inspiration to be investigated, analysed and interpreted in the design
process;
the nature and aspects of aesthetic qualities to be achieved in the design process;
materials to be explored in the design process with a proposal as to how the
characteristics of selected materials may support the communication of ideas;
the techniques to be developed in the design process;
art language and terminology.
Key Skills
prepare an exploration proposal;
discuss conceptual possibilities and explain the ideas to be explored;
describe and explain the focus and subject matter to be communicated and
developed;
describe the art form/s to be explored; for example, photography, digital imaging,
textiles, painting, installation art, assemblage, printmaking, drawing, film, video;
discuss the sources of inspiration to be investigated and analyse in relation to
students individual ideas;
communicate how the aesthetic qualities may be explored in relation to the ideas;
explain the materials to be explored;
explain the techniques to be developed with a proposal as to how selections may
support the communication of ideas;
explain the selection of materials and techniques in light of the analysis of specific
constraints;
plan the design process;
apply appropriate art language and terminology.

Key knowledge
the characteristics of an exploration proposal;
the structure of a design process including a plan;
conceptual possibilities and ideas to be explored in the design process;
the focus and subject matter to be explored in the design process;
art form/s to be explored in the design process;
sources of inspiration to be investigated, analysed and interpreted in the design
process;
the nature and aspects of aesthetic qualities to be achieved in the design process;
materials to be explored in the design process with a proposal as to how the

Resource Materials
Laptops and access to
VCE Studio Arts Online
Resource Website.
Ai Weiwei
https://youtu.be/hu6OCMoex
Ec

Fiona Hall
https://youtu.be/68ZHYF7ZEo
U

Paper and pens to

complete notes and
responses.

Unit 3 SAT 1,
Outcome 1: Task
worksheet and
assessment rubric.
(Attached to website).

What an exploration
proposal includes

Analysis of Program
Covers the VCE Studio
Art Unit 3, SAT 1,
Outcome 1 and 2.
SAT Criterion 1, 2, 3, 4,
5+6
Assists student
understanding of what a
body of work is, and
how the design process
contributes to a
successful body of work.
Covers all the key
knowledge and skills of
Area of Study 1
(Outcome 1).

Covers the VCE Studio

Art Unit 3, SAT 1,
Outcome 1.
SAT 1 Criterion 1
Covers all the key
knowledge and skills of

2.
3.

Exploration proposal structure and inclusions. Read

Artisan textbook.
Read Top Arts examples tips and write notes.

characteristics of selected materials may support the communication of ideas;

the techniques to be developed in the design process;
art language and terminology.
Key Skills
prepare an exploration proposal;
discuss conceptual possibilities and explain the ideas to be explored;
describe and explain the focus and subject matter to be communicated and
developed;
describe the art form/s to be explored; for example, photography, digital imaging,
textiles, painting, installation art, assemblage, printmaking, drawing, film, video;
discuss the sources of inspiration to be investigated and analyse in relation to
students individual ideas;
communicate how the aesthetic qualities may be explored in relation to the ideas;
explain the materials to be explored;
explain the techniques to be developed with a proposal as to how selections may
support the communication of ideas;
explain the selection of materials and techniques in light of the analysis of specific
constraints;
plan the design process;
apply appropriate art language and terminology.

(Artisan textbook and

web links)
TOP ARTS examples
(links): Focusing on
Criterion 1:
VCE Studio Arts - Claire
Ellison Jakes

Area of Study 1
(Outcome 1).

http://www.ngv.vic.gov.au/ex
hibition/start-up/

VCE Studio Arts Anna

Dewar
http://www.ngv.vic.gov.au/ex
hibition/start-up/

Unit 3 Outcome 2 Design Process

3 Lesson Focus/Aim:

Annotations: Students will view high scoring annotations

and form their understanding of the purpose of annotations
in their folios.
Student Activity:
Read through SAT Annotations worksheet.
View examples of high scoring annotations (Criterion 3, 5, +
6) in Top Arts student examples and past student examples.

Key knowledge
processes of reflection, analysis and evaluation;
strategies for developing, identifying and evaluating a range of potential directions
throughout the design process;
methods for recording and documenting the working processes;
appropriate art language and terminology;
methods of organising the development of artworks.
Key skills
document reflections, and analyse and evaluate the experimental and
developmental work, including the clarification of ideas and working processes.
identify, document and evaluate the explorations throughout the design process.
use appropriate art language and terminology to annotate thinking and working
practices.

SAT Annotation
worksheet.
Good annotation
examples.
- Top Arts students
(Criterion 3, 5 + 6)
VCE Studio Arts - Claire
Ellison Jakes

http://www.ngv.vic.gov.au/ex
hibition/start-up/

Covers the VCE Studio

Art Unit 3, SAT 1,
Outcome 2.
SAT 1 Criterion 3, 5 + 6
Assists student
understanding of what
the design process
entails and the purpose
of annotations.
Covers all the key
knowledge and skills of
Area of Study 2
(Outcome 2).

- Past student examples.

The Synectic Trigger
Mechanisms: Tools for
Creative thinking
worksheet.
The Synectic Trigger
Mechanisms: Tools for
Creative thinking

Covers the VCE Studio

Art Unit 3, SAT 1,
Outcome 2.
SAT 1 Criterion 2, 3, 4,
5+6
Covers all the key
knowledge and skills of

http://www.ngv.vic.gov.au/ex
hibition/start-up/

VCE Studio Arts Anna

Dewar

Lesson Focus/Aim:
Synectic Trigger Mechanisms: Tools for Creative thinking.
Students will undertake a task that will assist them in the
development of a range of creative potential directions.
This task will give them methods of exploring and developing
creative ideas outlined in their EP, and methods for
conceptual and aesthetic development of subject matter in

Key knowledge
ways of responding creatively to sources of inspiration and ideas in the exploration
proposal.
methods of exploring and developing ideas in the exploration proposal to support
the development of the individual design process.
methods for conceptual and aesthetic development of subject matter including
experimental and exploratory work.
properties of materials and techniques appropriate to the selected artmaking and
art form/s.

their exploratory work.

Student Activity:
Read through the Synectic Trigger Mechanisms: Tools for
Creative thinking worksheet and complete the table
provided to push your potential directions.
Remember you dont need to pursue all of the ideas you
generate. This task is designed for you to push your existing
ideas creatively.

Key skills
interpret and respond to the sources of inspiration and ideas in the exploration
proposal.
develop subject matter and ideas conceptually and aesthetically,
develop a range of creative potential directions throughout the design process,
documented in the exploration proposal, that communicate concepts and ideas.

worksheet has a table to

be completed attached
to the worksheet.

Area of Study 2
(Outcome 2).

Key knowledge
ways of presenting objectives of the folio focus;
materials and techniques appropriate to particular art form/s;
the depiction of subject matter in artworks;
the resolution of aesthetic qualities in artworks;
methods for the realisation and communication of ideas in artworks;
techniques for the production and presentation of artworks appropriate to the
students ideas and the selected art form/s;
ways to create relationships between artworks to present a cohesive folio.
Key skills
articulate the focus of the folio;
use selected potential directions to support the production of artworks;
apply materials and techniques appropriate to particular art form/s and utilise
their inherent characteristics;
depict subject matter;
resolve aesthetic qualities;
realise and communicate ideas in artworks;
create relationships between artworks.

Paper and pen for the

scribe.
Students just need
notes prepared under
the subheadings of
things to be included at
the Focus stage.

Covers the VCE Studio

Art Unit 4, SAT 2,
Outcome 1.
SAT 2 Criterion 1, 2, 3,
4, 5 + 6
Covers all the key
knowledge and skills of
Area of Study 1
(Outcome 1).

Key knowledge
ways of presenting objectives of the folio focus;
materials and techniques appropriate to particular art form/s;
the depiction of subject matter in artworks;
the resolution of aesthetic qualities in artworks;
methods for the realisation and communication of ideas in artworks;

Paper and pen for the

scribe.
Students just need
notes prepared under

Covers the VCE Studio

Art Unit 4, SAT 2,
Outcome 1.
SAT 2 Criterion 1, 2, 3,

Unit 4 Outcome 1 Folio of Artworks

5

Lesson Focus/Aim:
Presentation of unit 3 focus moving forward (informal)
Student Activity:
Students will be allocated time to present an informal
presentation during their 100 minute double lesson. Students will
get the opportunity to discuss their ideas moving forward to create
their finished artworks, one student will scribe the discussion in dot
point form to help the student form their written response later on.
The following list outlines the key parts of the focus statement.
The student will discuss the following in their presentation:
1. identify and describe the refined focus and subject matter
of the folio;
2. identify, explain and provide visual evidence the selected
potential directions;
3. explain how materials and techniques will be used to
create the finished artworks;
4. explain how aesthetic qualities will be used to create the
two finished artworks;
5. explain how the finished artworks will communicate your
ideas;
6. discuss, at this stage, what are the parts of your artworks
that will make the folio cohesive.

6 Lesson Focus/Aim:

Presentation on reflection of finished Artworks (informal)

Student Activity:

 Students will be allocated time during their 100 minute

double lesson to present an informal presentation where
students will get the opportunity to discuss their reflection of their
finished artworks, one student will scribe the discussion in dot point
form to help the student form their written response later on.
The following list of questions outlines the key parts of the
reflection. The student will discuss the following in their
presentation:
1. reflect on how effectively you communicated the aims and
ideas in the two finished artworks;
2. discuss how you established relationships between the
two finished artworks;
3. explain how you used materials and techniques to create
two finished artworks;
4. explain how you resolved and used the aesthetic qualities
in the two finished artworks;
5. discuss the presentation of the two finished artworks and
how they achieved a cohesive folio.

techniques for the production and presentation of artworks appropriate to the

students ideas and the selected art form/s;
ways to create relationships between artworks to present a cohesive folio.
Key skills
articulate the focus of the folio;
use selected potential directions to support the production of artworks;
apply materials and techniques appropriate to particular art form/s and utilise
their inherent characteristics;
depict subject matter;
resolve aesthetic qualities;
realise and communicate ideas in artworks;
create relationships between artworks.

the subheadings of
things to be included at
the Reflection stage.

4, 5 + 6
Covers all the key
knowledge and skills of
Area of Study 1
(Outcome 1).

Unit 4 SAT 2,
Outcome 2: Task
worksheet and
assessment rubric.

Covers the VCE Studio

Art Unit 4, SAT 2,
Outcome 2.
SAT 2 Criterion 1, 4 + 6
Covers all the key
knowledge and skills of
Area of Study 2
(Outcome 2).

Unit 4 Outcome 2 FRED Statement

7 Lesson Focus/Aim:

Focus, Reflection and Evaluation Document (FRED

Statement),
What is a FRED Statement? Whats included? Examples of
good FRED Statements.
Focusing on Criterion 1, 4 and 6 of SAT 2.
Student Activity:
1. Introduction to the purpose of a FRED Statement.
2. FRED Statement structure and inclusions. Read
Artisan textbook.
3. Read Top Arts examples tips and write notes.

Key knowledge
appropriate art language and terminology;
objective of folio focus;
appropriate methods for reflection and evaluation;
ways in which potential directions contribute to the production of finished
artworks;
ways in which the finished artworks relate to each other;
methods of applying materials and techniques;
aesthetic qualities of finished artworks;
ways in which ideas are communicated in finished artworks;
methods relevant to the presentation of a cohesive folio;
types of evidence to support the use of potential directions in the finished
artworks including visual and written documentation.
Key skills
use appropriate art language and terminology;
identify and describe the focus and subject matter of the folio;
explain the ways in which potential directions contributed to the production of
finished artworks;
provide visual evidence of selected potential directions used to produce the
finished folio of artworks;
explain any further refinement to the possible directions in order to produce
artworks;
reflect on the effectiveness of finished artworks to communicate ideas and aims;
analyse how the finished artworks realise the communication of ideas;
discuss how relationships are established between finished artworks;

(Attached to website).

What a FRED
Statement includes
(Artisan textbook PDF
on website)
TOP ARTS examples
(links):
Focusing on Criterion 1,
4 and 6:
VCE Studio Arts - Claire
Ellison Jakes
http://www.ngv.vic.gov.au/ex
hibition/start-up/

VCE Studio Arts Anna

Dewar

8 Lesson Focus/Aim:

Focus, Reflection and Evaluation Document (FRED

Statement)
Student Activity:
Worksheet with subheadings. Using the information
collected from the tasks from Outcome 2: FRED Statement.
Students can start to put information in dot point form under
each heading of what needs to be included in the FRED
statement.

explain how materials and techniques were applied in the finished artworks;
explain how aesthetic qualities were resolved in the finished artworks;
discuss the presentation of the cohesive folio.
Key knowledge
appropriate art language and terminology;
objective of folio focus;
appropriate methods for reflection and evaluation;
ways in which potential directions contribute to the production of finished
artworks;
ways in which the finished artworks relate to each other;
methods of applying materials and techniques;
aesthetic qualities of finished artworks;
ways in which ideas are communicated in finished artworks;
methods relevant to the presentation of a cohesive folio;
types of evidence to support the use of potential directions in the finished
artworks including visual and written documentation.
Key skills
use appropriate art language and terminology;
identify and describe the focus and subject matter of the folio;
explain the ways in which potential directions contributed to the production of
finished artworks;
provide visual evidence of selected potential directions used to produce the
finished folio of artworks;
explain any further refinement to the possible directions in order to produce
artworks;
reflect on the effectiveness of finished artworks to communicate ideas and aims;
analyse how the finished artworks realise the communication of ideas;
discuss how relationships are established between finished artworks;
explain how materials and techniques were applied in the finished artworks;
explain how aesthetic qualities were resolved in the finished artworks;
discuss the presentation of the cohesive folio.

http://www.ngv.vic.gov.au/ex
hibition/start-up/

Worksheet with
subheadings.

Covers the VCE Studio

Art Unit 4, SAT 2,
Outcome 2.
SAT 2 Criterion 1, 4 + 6
Covers all the key
knowledge and skills of
Area of Study 2
(Outcome 2).