Planning

Accreditation period for Units 1-4: 2023-2027

Approach to planning the study

The VCE Art Making and Exhibiting Study Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the outcomes for each unit. Teachers should use the study design and this support material to develop a program that includes appropriate learning activities to enable students to develop the knowledge and skills identified in each unit. The areas of study describe the knowledge and skills required to demonstrate a specific outcome.

Developing a program of study

Teachers are required to develop a program that meets the requirements of the study design, including areas of study, outcome statements, key knowledge and skills, and assessment tasks. Teachers should consider developing a weekly course outline for each unit. When planning the program, teachers should allow equal time for each outcome in each unit, document the assessment tasks for each outcome, and plan a scope and sequence of learning activities for each outcome. They should ensure that this program outline incorporates coverage of the key knowledge and development of the key skills that will be assessed at the end of each outcome. When developing a program, teachers are advised to ensure all units in VCE Art Making and Exhibiting are constructed on the basis of 50 hours of class contact time.

When developing teaching and learning activities, the focus should be on the outcomes, key knowledge and key skills.

The following offers general advice to teachers on developing a program.

Selecting artists and exhibitions for study

The context will determine how schools, teachers and students will select artists, artworks and exhibitions to study. Factors that will determine the specific selection will depend upon the:

school culture, their values and beliefs
student cohort, their needs and priorities for learning
teacher, their experiences and knowledge.

The teacher needs to consider:

Equity. Patterns emerge in the choices schools and teachers make regarding the selection of artists and artworks. Diversity is an important consideration in our society and this might be reflected through the decisions schools make in the study of art. Diversity can be increased in schools when decisions are made that enable a range of voices from minority groups, people of colour and gender identities to be introduced into learning spaces. Students from different cultural contexts should also have the opportunity to study and understand historical and contemporary perspectives that may be different from and similar to their own.
Access. The accessibility of resources and ideas should enable students to access the information required to address the key knowledge and key skills and to complete the outcomes. Teachers should consider whether students have access to technology and resources in their school that enable them to research the artists, artworks and exhibitions.
Context. Teachers should consider whether students can identify with ideas, views and values that are discussed and whether these contexts align with the key knowledge and key skills in each area of study.

For further information when selecting artists for study, teachers are advised to engage in discussions with their VCE Coordinator, Head of Department, staff at their school and Visual Arts teachers from similar school settings.

Each of the four units of VCE Art Making and Exhibiting focuses on specific inquiry learning strategies to assist students to develop their art practice. Each area of study across the four units has a focus and a learning inquiry question. The key terms of the art-making and exhibiting are listed below.

Explore
Expand
Investigate
Understand
Develop
Resolve
Collect
Extend
Connect
Consolidate
Present
Conserve

The diagram below identifies the key concepts in the art-making process that these strategies cover.

Overview of Units 1–4

The overview of the four units and the key concepts are explained in the diagram on page 11 of the VCE Art Making and Exhibiting Study Design under the heading ‘Study specifications.’ The diagram can be used to explain to students the foundations of their art making.

	Area of Study 1 Outcome 1	Area of Study 2 Outcome 2	Area of Study 3 Outcome 3
Unit 1: Explore, expand and investigate	Explore – materials, techniques and art forms Key question ‘How do artists use materials and techniques in their art making?’ Focus Materials, techniques, processes, art forms Assessment Visual Arts journal that contains exploration of art forms	Expand – make, present and reflect Key question ‘How do artists use materials and techniques to represent ideas and achieve a style in their artworks?’ Focus Making finished artworks, presenting artworks, reflection on art making Assessment At least one finished artwork in a specific art form and documentation in the Visual Arts journal	Investigate – research and present Key question ‘What role do artworks and their presentation play in society?’ Focus Materials, techniques and processes, contexts, presentation and exhibition of artworks Assessment Presentation of information on an art exhibition and documentation in the Visual Arts journal
Unit 2: Understand, develop and resolve	Understand – ideas, artworks and exhibition Key question ‘How are thematic exhibitions planned and designed?’ Focus Ideas, intentions and subject matter, presentation and exhibition of artworks, contexts Assessment Curate and present a thematic exhibition of six works with documentation in the Visual Arts journal	Develop – theme, aesthetic qualities and style Key question ‘How does an artist develop aesthetic qualities and style in artworks?’ Focus Themes, art elements and art principles, aesthetic qualities, style Assessment Experimental artworks and Visual Arts journal that contains exploration and development in an art form	Resolve – ideas, subject matter and style Key question ‘How does an artist develop ideas and a personal style in artworks?’ Focus Ideas, subject matter, Art elements and principles, style Assessment At least one finished artwork in a specific art form with documentation in the Visual Arts journal
Unit 3: Collect, extend and connect	Collect – inspirations, influences and images Key question ‘How do artists use selected art forms and ideas to create visual language?’ Focus Art forms, materials, techniques and processes, ideas, subject matter, visual language, aesthetic qualities School-assessed Task Visual Arts journal that contains three artistic influences and exploration of art making	Extend – make, critique and reflect Key question ‘How are ideas, reflection and feedback used in art making to develop artworks?’ Focus Art forms materials, techniques and processes, ideas, visual language, making artworks, critique School-assessed Task At least two finished artworks in a specific art form and present a critique; and relevant documentation in the Visual Arts journal	Connect – curate, design and propose Key question ‘How are artworks selected and presented for exhibition?’ Focus Exhibitions and exhibition spaces, curation, artists, artworks, themes School-assessed Coursework Research and plan an exhibition of the artworks of the three artists selected in Area of Study 1; and supporting documentation in the Visual Arts journal
Unit 4: Consolidate, present and conserve	Consolidate – refine and resolve Key question ‘How do artists refine and resolve artworks?’ Focus Ideas, subject matter, materials, techniques and processes, making finished artworks School-assessed Task At least one finished artwork in a specific art form - documentation in the Visual Arts journal	Present – plan and critique Key question ‘How are ideas presented in finished artworks on exhibition?’ Focus Display and critique of artworks, subject matter, ideas, evaluation School-assessed Task Plan and display the presentation of at least one artwork and present a critique: with relevant documentation in the Visual Arts journal	Conserve – present and care Key question ‘What role does conservation and care have in the presentation of artworks?’ Focus Preservation, conservation and care, presentation School-assessed Coursework A case study outlining the conservation and care of an artwork viewed in an exhibition space and their own artwork when on display with supporting documentation in the Visual Arts journal

Area of Study 1
Outcome 1

Area of Study 2
Outcome 2

Area of Study 3
Outcome 3

Unit 1: Explore, expand and investigate

Explore – materials, techniques and art forms

Key question
‘How do artists use materials and techniques in their art making?’

Focus
Materials, techniques, processes, art forms

Assessment
Visual Arts journal that contains exploration of art forms

Expand – make, present and reflect

Key question
‘How do artists use materials and techniques to represent ideas and achieve a style in their artworks?’

Focus
Making finished artworks, presenting artworks, reflection on art making

Assessment
At least one finished artwork in a specific art form and documentation in the Visual Arts journal

Investigate – research and present

Key question
‘What role do artworks and their presentation play in society?’

Focus
Materials, techniques and processes, contexts, presentation and exhibition of artworks

Assessment
Presentation of information on an art exhibition and documentation in the Visual Arts journal

Unit 2: Understand, develop and resolve

Understand – ideas, artworks and exhibition

Key question
‘How are thematic exhibitions planned and designed?’

Focus
Ideas, intentions and subject matter, presentation and exhibition of artworks, contexts

Assessment
Curate and present a thematic exhibition of six works with documentation in the Visual Arts journal

Develop – theme, aesthetic qualities and style

Key question
‘How does an artist develop aesthetic qualities and style in artworks?’

Focus
Themes, art elements and art principles, aesthetic qualities, style

Assessment
Experimental artworks and Visual Arts journal that contains exploration and development in an art form

Resolve – ideas, subject matter and style

Key question
‘How does an artist develop ideas and a personal style in artworks?’

Focus
Ideas, subject matter, Art elements and principles, style

Assessment
At least one finished artwork in a specific art form with documentation in the Visual Arts journal

Unit 3: Collect, extend and connect

Collect – inspirations, influences and images

Key question
‘How do artists use selected art forms and ideas to create visual language?’

Focus
Art forms, materials, techniques and processes, ideas, subject matter, visual language, aesthetic qualities

School-assessed Task
Visual Arts journal that contains three artistic influences and exploration of art making

Extend – make, critique and reflect

Key question
‘How are ideas, reflection and feedback used in art making to develop artworks?’

Focus
Art forms materials, techniques and processes, ideas, visual language, making artworks, critique

School-assessed Task
At least two finished artworks in a specific art form and present a critique; and relevant documentation in the Visual Arts journal

Connect – curate, design and propose

Key question
‘How are artworks selected and presented for exhibition?’

Focus
Exhibitions and exhibition spaces, curation, artists, artworks, themes

School-assessed Coursework
Research and plan an exhibition of the artworks of the three artists selected in Area of Study 1; and supporting documentation in the Visual Arts journal

Unit 4: Consolidate, present and conserve

Consolidate – refine and resolve

Key question
‘How do artists refine and resolve artworks?’

Focus
Ideas, subject matter, materials, techniques and processes, making finished artworks

School-assessed Task
At least one finished artwork in a specific art form - documentation in the Visual Arts journal

Present – plan and critique

Key question
‘How are ideas presented in finished artworks on exhibition?’

Focus
Display and critique of artworks, subject matter, ideas, evaluation

School-assessed Task
Plan and display the presentation of at least one artwork and present a critique: with relevant documentation in the Visual Arts journal

Conserve – present and care

Key question
‘What role does conservation and care have in the presentation of artworks?’

Focus
Preservation, conservation and care, presentation

School-assessed Coursework
A case study outlining the conservation and care of an artwork viewed in an exhibition space and their own artwork when on display with supporting documentation in the Visual Arts journal

Suggested timeline for teaching Units 1–4

When designing a timeline, teachers should take into consideration the frequency and length of classes, their cohort, access to teaching spaces and materials, and excursions to exhibition spaces. The recommended time allocation for the delivery of each unit of study is 50 hours. Teachers may choose to deliver outcomes within each unit sequentially or in parallel where possible depending on the school calendar. Below is a suggested approach to delivering the outcomes; however, this needs to be considered alongside the individual school calendar and the administrative dates supplied annually by the VCAA. Refer to the VCAA Administrative Handbook for further information or speak to your school’s VCE VASS coordinator.

UNIT 1: Explore, expand and investigate
Outcome	1	2	3
Week	‘How do artists use materials and techniques in their art making?’	‘How do artists use materials and techniques to represent ideas and achieve a style in their artworks?’	‘What role do artworks and their presentation play in society?’
1	Introduce and explore the relevant terminology of the study, including the characteristics of art making, through group activities and familiarisation games. Prepare the Visual Arts journal by discussing and providing organisational strategies. Discuss the nature of habitual documentation and relevant annotation. Explore health and safety in regard to the art forms to be investigated in Unit 1.	Advise students that Outcome 2 requires them to: produce at least one finished artwork present and evaluate a finished artwork document their art making in the Visual Arts journal.	Make a booking to see one or two exhibitions. Refer to the VCAA website and select exhibitions to visit from the suggestions made in the ‘VCE Art Making and Exhibiting Exhibitions’ list.
2	Introduce and begin investigating an art form (1). Present artworks in this art form and the associated techniques and processes from a variety of contexts. Instruct and model approaches to specific techniques and allow students time to undertake skill building exercises Introduce students to annotation.		Introduce the context of Outcome 3 and the requirement that students will need to select three artists (including one Aboriginal and Torres Strait Islander artist) and at least one artwork by each artist for this outcome. Students are encouraged to view artworks in a range of presentations in exhibitions in the current year of study.
3	Guide students through an inquiry into the characteristics and properties of the materials and relevant techniques of the art form (1). Following a teacher-guided demonstration, students apply and manipulate techniques. Guide students through annotation techniques focusing on the identification, description and analysis of inherent characteristics, properties and techniques within this art form.		Explore catalogues, websites, publications and texts from exhibition spaces. Investigate strategies used by exhibition spaces to present artwork in preparation for visiting a space. Undertake ‘Before the Visit’ tasks.
4	Introduce and begin investigating an art form (2). Research how this art form and the associated techniques and processes, from a variety of contexts, have changed over time. Extend on technical skills in a range of specific techniques relevant to the art form (2). Continue to guide students through annotation techniques focusing on visual language and expression.		Visit one or two exhibitions Undertake ‘During the Visit’ tasks.
5	Continue to instruct and model approaches to specific techniques and allow students time to undertake skill-building exercises. Extend students by making connections between the trials and potential connections to a broader context.		Through discussions with the teacher, students begin to consider the selection of three Australian artists, including at least one Aboriginal and Torres Strait Islander artist.
6	Look at artworks in the selected art form and analyse how the materials and techniques create expression in the artworks. Experiment with some teacher-directed constraints with a range of processes in this art form (2).		Investigate the exhibition formats from the exhibition visited. Discuss research methods. Select three artists.
7	Introduce and begin investigating an art form (3). Present artworks in this art form and the associated techniques and processes from a variety of contexts. Experiment with techniques relevant to the material.		Conduct further research about the selected artists. Explore the context of the proposed exhibition space.
8	Analyse artworks that manipulate the material to express and represent ideas. Write structured analysis responses on how artists use materials and techniques in their art making across various art forms. Experiment and trial a range of processes to innovate and make creative choices.		Broaden the research to new sources of information. Conduct further research about the three selected artworks in the Visual Arts journal. Decide on the three artworks.
9	Apply techniques to change the characteristics of the material in an art from (3). Document the manipulation of characteristics and the changes that were evident. Use reflective analysis to evaluate the materials and techniques explored across a variety of art forms and how visual language has been created.		Decide on the proposed exhibition space. Continue research into the artists and their artworks.
10		Select a theme and one art form trialled in Outcome 1. Research and investigate ideas based on the theme. Reflect on and consolidate and connect your ideas and subject matter to the materials explored. Using specific techniques and processes of one art form explored in Outcome 1, begin the creation of at least one artwork that responds to the set theme.	Continue to research the artists, their artworks and the proposed exhibition space. Investigate and document possible presentation methods.
Term one break		Homework: Document any further work related to the production of at least one artwork.	Homework: Continue planning and researching.
11		Refine technical skills. Continue making at least one artwork. Explore existing artist statements to expand on relevant terminology and how artists express ideas. Submit Visual Arts journal for formative feedback. Begin writing an artist statement	Decide on a chosen format for the presentation through discussion with the teacher. Consolidate research.
12		Refine materials, techniques and processes in the making of at least one finished artwork. Begin writing a reflection statement in the Visual Arts journal.	Begin work on the selected presentation format.
13		Continue making and creating at least one artwork. Complete writing the reflection statement.	Continue to work on the selected presentation format.
14		Present at least one artwork. Submit an artist statement. Submit the Visual Arts journal that includes a reflection of the art making that has occurred.	Refine work on the selected presentation format.
15			Submit the presentation.
UNIT 2: Understand, develop and resolve
Outcome	1	2	3
Week	‘How are thematic exhibitions planned and designed?’	‘How does an artist develop aesthetic qualities and style in artworks?’	‘How does an artist develop ideas and a personal style in artworks?’
1	Make a booking to see a thematic exhibition. Refer to the VCAA website and select exhibitions to visit from the suggestions made in the ‘VCE Art Making and Exhibiting Exhibitions’ list.. Introduce the context of Outcome 1 and the requirement that students will need to select three artworks from an exhibition visited. They will then select three more to complement the three selected for a proposed exhibition. All research is documented in the Visual Arts journal. Students are encouraged to view artworks in a range of presentations in exhibitions in the current year of study	Advise students that Outcome 2 requires them to: produce at least one experimental artwork document their art making in the Visual Arts journal generate as a class a theme to be explored across Areas of Study 2 and 3.	Advise students that Outcome 3 requires them to: produce at least one finished artwork document their art making in the Visual Arts journal.
2	Discuss and unpack the nature of a curated and thematic exhibition. Explore the different ways in which specialists in the industry work when preparing and presenting artworks for display. Research the connections between the artworks in the exhibition in preparation for visiting the space. Undertake ‘Before the Visit’ tasks	Using the class-generated theme (or a teacher-selected theme), begin an investigation into relevant sources of inspiration and artistic influences. Investigate and document in the Visual Arts journal how artists use art elements and art principles to develop aesthetic qualities and style.
3	Visit one or two exhibitions. Undertake ‘During the Visit’ tasks. Investigate the theme of the exhibition, how it was selected and how each of the artworks relate to the theme, background information, relationship / connections, presentation and intentions of the artist.	Investigate annotation techniques and organisational strategies for the Visual Arts journal. Explore materials and techniques. Focus on experimentation with applying and manipulating art elements and art principles. Document and reflect on the experimentation.
4	Begin writing and synthesising information about the background of each of the three artworks and artists from an exhibition. Include the scale / dimensions of the artworks, the materials and art form they are made from, the context(s) in which each of the works were made, ideas and meanings within the artworks, and the intentions of artists).	Investigate and document research into how artists use aesthetic qualities to represent ideas in artworks. Explore materials and techniques. Focus experimentation on the creation of aesthetic qualities. Reflect, evaluate and record all investigations in the Visual Arts journal.
5	Select three more artworks to complement the three selected last week. Begin writing background information. Include the scale / dimensions of the artworks, the materials and art form they are made from, the context(s) in which each of the works was made, ideas and meanings within the artworks, and the intentions of artists. Draft a written justification of the selection of each of the six artworks and how it relates to the theme of the proposed exhibition. Meet with the teacher to discuss your design and curation for a proposed thematic exhibition. Use formative feedback from the teacher.	Develop the use of specific materials, techniques and processes appropriate to the selected art form. Develop an understanding of how elements and principles can be applied and manipulated to create aesthetic qualities. Make connections between the ideas and use of aesthetic qualities to create an experimental artwork (1). Submit the Visual Arts journal for formative feedback.
6	Write a detailed explanation of the connections between the six artworks (for example: thematic, material, aesthetic and conceptual relationships). Write a description of the chosen venue for the proposed exhibition and an annotated plan of the proposed exhibition space showing the design and placement of artworks in relation to one another.	Develop the use of specific materials, techniques and processes appropriate to the selected art form. Develop subject matter and ideas related to the set theme. Make connections between the ideas and the use of subject matter to create an experimental artwork (2).
7	Write an explanation of the proposed methods to display each of the six artworks (with reference to practical, aesthetic and ethical considerations for each artwork). Meet with teacher for feedback.	Develop the use of specific materials, techniques and processes appropriate to the selected art form. Further develop style by reflecting on the previous two experimental artworks. Use this to inform the final experimental artwork (3). Make connections between the ideas and style to create an experimental artwork (3).
8	Self-assess through a teacher-created checklist / rubric to ensure all key skills and key knowledge have been addressed. Make amendments where necessary.	Use appropriate art terminology to reflect on and evaluate the exploration and development of each experimental artwork in the Visual Arts journal.
9	Submit your presentation, which could be presented to peers.		Select experiments (at least one) with materials, techniques and processes explored in Area of Study 2, to expand upon in Outcome 3. Document how the experiments may lead to further development and refinement. Develop a range of subject matter and ideas based on Area of Study 2 and expand on these in the Visual Arts journal
10			Further develop and refine visual language to communicate ideas through documentation in the Visual Arts journal. Further develop and refine the use of art elements and art principles to create aesthetic qualities and to achieve a desired style based on research and experimentation in Area of Study 2.
Term break			Homework: Document any work related to the resolution of (at least one) artworks.
11			Begin making artworks (at least one).
12			Continue making and creating artworks.
13			Continue making and creating artworks.
14			Continue making and creating artworks. In the Visual Arts journal, begin to use written and visual documentation to evaluate how artworks are informed by stylistic influences. Discuss and evaluate the development and refinement of ideas in the finished artworks (at least one).
15			Complete and submit finished artworks (at least one). Complete and submit the Visual Arts journal.

Approaches to teaching Units 3 and 4

Unit 3 Outcome 2 requires students to create at least two artworks and present a critique that evaluates the artworks and art making. Students should begin art making in the early stages of term one (at least by week 5).

Two artworks

There are a number of approaches to supporting students to make two artworks during Unit 3. These approaches include:

Setting internal due dates for each artwork prior to final submission date
Suggesting to students that they should work on one artwork at home and one at school
Helping students to plan key milestones in making two artworks
Developing a planner where students can see the deadlines they need to meet to complete the two artworks
Making an exhibition of one artwork by each student to see and discuss their progress prior to starting artwork two.

The critique

In order for students to be prepared for the critique, they should plan to present the progress of both artworks. A suggested approach is that in the early stages of Term 2 (weeks 2–3) artwork one should be finished while artwork two might still be in development. This will provide fair and equitable time for the presentation of critiques and for students to reflect on their art making.

UNIT 3: Collect, extend and connect
Outcome	1	2	3
Term / Week	How do artists use selected art forms and ideas to create visual language?’	‘How are ideas, reflection and feedback used in art making to develop artworks?’	‘How are artworks selected and presented for exhibition?’
1 / 1	Researching artists, artworks and ideas Discuss: What is a Visual Arts journal? How should the Visual Arts journal be organised? What information is documented and recorded in the Visual Arts journal? How are ideas collected and organised in a Visual Arts journal? What is the difference between an artistic influence and a form of personal inspiration? How can artistic influences and personal inspiration be useful when making artworks? What is visual language? What are aesthetic qualities? Are some art elements and art principles more relevant to certain art forms compared to others? Define and Decide: What art form will the student select? Why? What materials and techniques does the student already know and will explore in the art form selected? What about new and unfamiliar materials and techniques? Which artists does the student find inspiring? Why?	Advise students that Outcome 2 requires them to: produce two artworks present a critique to their class reflect on feedback collected. Share with the class: Authentication record form SAT assessment criteria Timeline for the completion of at least two artworks and presentation of the critique.	Introduce the context of Outcome 3 and the requirement that the three artists and two artworks by each artist selected in Area of Study 1 must be the same as those selected in Area of Study 3. Students need to view two exhibitions in the current year of study. They will visit at least one or two exhibitions prior to the completion of Outcome 3. Visiting exhibitions will also help students to collect inspiration and influences from the artworks they see and how they are displayed in exhibitions.
1 / 2	Properties of art forms and practices of artists Discuss: The properties of art forms What are the traditional and contemporary properties of specific art forms? The practices artists use to make art What are the traditional and contemporary practices used by artists working in specific art forms? Collect a variety of ideas from a range of sources Collect at least two artworks by three different artists related to a universal idea. The artists selected can be working in the same art form. The artists and artworks selected in Outcome 1 will be the same for Unit 3, Outcome 3. Expand understanding of art elements, art principles and aesthetic qualities Place a reproduction of each artwork on separate pages in the Visual Arts journal and respond to the following prompts: Describe the subject matter. Identify the art elements and art principles. Identify the aesthetic qualities. List key terminology that relates to the art element and art principle. Explain the aesthetic quality of the artwork with reference to the art elements and art principles		Make a booking to see one or two exhibitions. Refer to the VCAA website and select exhibitions to visit from the suggestions made in the ‘VCE Art Making and Exhibiting Exhibitions’ list.
1 / 3	Interpret subject matter Identify subject matter connected to a universal idea you would like to explore. Begin to compile images, drawings and sketches that you can use as starting points for art making. How does the subject matter in the three artworks selected relate to your personal experiences? Experiment and explore ideas and technical skills Select a technique used by each artist in the artworks collected in week 2. Identify a subject matter that can be used to explore the technique. Produce three trials that demonstrate the skilful use of the technique. Afterwards, discuss and document the experiment to analyse and evaluate the similarities and differences between each technique and how they could be used in art making. Develop ideas and explore materials and techniques In the three artworks selected, define the ideas that are represented. Are the ideas relevant to your art making? How do the artworks communicate ideas and meaning to the viewer? What does the artist do to help the viewer understand the meaning or intention of the artwork? Reflect on the artists’ personal experiences Research each artist’s background and context. What inspired them to make art? Identify the influences and stories from their personal background that can be seen or inferred from their artworks.	Manipulate materials and apply techniques and processes to develop individual style. Integrate inspirations and influences of other artists.
1 / 4	Submit the Visual Arts journal for formative feedback The research about the three artists is recorded in the Visual Arts journal and it needs to demonstrate the connections between the two artworks each student will produce later in Unit 3. Furthermore, selected and relevant parts of the research will be presented in the Critique. END OF TASK		Visit one or two exhibitions Research questions: What are the characteristics of exhibitions? What are the characteristics of exhibition spaces? What responsibilities are involved in curating an exhibition? How do curators plan exhibitions? How do curators prepare artworks for exhibitions? How do curators work with exhibition designers to plan exhibitions? What thematic connections are there between artworks and artists in exhibitions? How do curators display artworks in thematic exhibitions to communicate ideas and tell stories? What is the curatorial intention of the exhibition? How is the didactic information about the theme, artists and artworks in the exhibition developed? What didactic information is presented in the exhibition spaces?
1 / 5		Commence the process of making two artworks. At this stage, all students should be exploring materials and techniques with the intention to develop a series of trials and experiments that will lead to the making of two artworks. At least one artwork needs to be ready to present in the critique at the start of Term 2, week 3. Expand ideas developed in Outcome 1 that will contribute to the development of two artworks. Develop and use visual language to communicate ideas in art making and artworks
1 / 6		Continue art making.
1 / 7		Continue art making. Conduct individual student meetings to discuss progress. Make a record of the meeting on the Authentication Record Form.	Prepare a formative assessment task for Outcome 3 to be completed in class during week 7 or 8 to prepare students for completing Outcome 3. The task might be a set of structured questions that could include: Discuss the characteristics of thematic group exhibitions. Discuss the characteristics of a public exhibition space and how a specific space you visited was organised for a thematic group exhibition. Describe the responsibilities involved in curating a thematic group exhibition. Identify and discuss the thematic connections between three different artworks you studied this year. Identify and discuss the thematic connections between a further two artworks not discussed in the previous question. The artworks selected must be by different artists.
1 / 8		Continue making two artworks.
1 / 9		Continue making two artworks.	Using the material developed in the formative assessment task completed during week 7 or 8, prepare a Google Slides presentation that uses the six artworks you have collected to address the following components: Characteristics of thematic group exhibitions Characteristics of exhibition spaces for thematic group exhibitions Curatorial responsibilities in thematic group exhibitions Thematic connections between artists and artworks The oral presentation should be no longer than five minutes. The presentation may be recorded prior to the presentation date or delivered in class. The presentation is due in Term 2, week 1. Distribute and explain the assessment criteria and how their performance in this task will be measured.
1 / 10		Continue making two artworks. Provide an overview and set the requirements of the critique task (see Term 2, week 3). The timing of the critique will depend upon the size of the class.
Term break		Homework: Continue art making. The two artworks need to be finished by week 5.
2 / 1		Continue making two artworks. Submit progress of critique presentation for formative feedback.	Thematic group exhibitions oral presentation task The oral presentation should be no longer than five minutes. Submit the Google slides presentation.
2 / 2		Continue making two artworks.
2 / 3		Present a critique to reflect on, explain and evaluate art making Develop a presentation to share with the class that addresses the following: A selection of developmental work from the Visual Arts journal that shows how ideas have been developed. Images of at least two artworks. An explanation of the use of materials, techniques and processes. Sources of inspiration and influence. Development of visual language. Development of style. Submit the critique presentation and record the completion on the Authentication Record Form.
2 / 4		Continue presenting critiques and / or making two artworks. Critical and reflective thinking in art making and reflecting on feedback After the critique, examine the feedback collected and write a short reflection statement that summarises the next steps you need to make to develop the next artwork in Unit 4.
2 / 5
2 / 6		Art-making task By the end of week 6, all students must submit the following: At least two artworks Reflection statement Visual Arts journal. Record the submission of all work on the Authentication Record Form.
2 / 7
Transition from Unit 3 to Unit 4
UNIT 4: Consolidate, present and conserve
Outcome	1	2	3
Term / Week	‘How do artists refine and resolve artworks?’	‘How are ideas presented in finished artworks on exhibition?’	‘What role does conservation and care have in the presentation of artworks?’
2 / 8	Using the feedback collected in Unit 3, commence planning to make one further artwork in a specific art form. All work involved in making one artwork should be presented in the Visual Arts journal. The Visual Arts journal needs to include written and visual information that demonstrates the development of: technical skills subject matter ideas visual language aesthetic qualities style materials techniques processes. Artworks from Unit 3 must show connections to the artwork made during Unit 4 and demonstrate skill development.
2 / 9	Identify materials that students will need to make the artwork and work with students to plan key milestones that the students will need to meet during Term 3; for example, authentication meetings and presentations to the class that explain the progressive development of the artwork. Commence making the artwork.
Term break
3 / l	Continue art making. Document the key stages of the artwork’s development in the Visual Arts journal.
3 / 2	Authentication Meeting: Each student should meet with the teacher to review work completed so far, and to identify strengths and opportunities for improvement and what needs to be done from this point on.
3 / 3	Continue art making.
3 / 4	Continue art making.
3 / 5	Authentication meeting – Visual Arts journal
3 / 6	Continue art making.
3 / 7	Continue art making.	Commence planning the display of one finished artwork. The selection of the space can be one that exists or one that is imagined. What are the characteristics of art spaces? How are artworks displayed to enhance the communication of ideas? How does the subject matter of the artwork relate to the exhibition spaces? Task: Write a short statement that provides an overview of the artwork to be displayed in the space, as a didactic panel.
3 / 8	Finish one artwork for the critique (the artworks can be modified prior to final submission).	Discuss why the space was selected, how it complements the ideas in the artwork and the methods used for display such as: lighting wall colour floor treatment didactic panels vitrines. Use this work to support the delivery of the critique.
3 / 9		Present a critique of one finished artwork that explains: how the artwork will be presented in space how the presentation of the artwork made in Unit 4 compares to Unit 3 the curatorial decisions the student noticed during their visits to other exhibition spaces. how these ideas can be used in the presentation of their own artwork. Task: Organise a presentation that explains how the artwork will be presented in a space and how these decisions were informed by visits to gallery spaces. Images need to be used throughout the presentation to assist the audience to draw comparisons. Make a record of the presentation on the Authentication Record Form.
3 / 10	Submit one finished artwork. Record the submission on the Authentication Record Form.	Submit a reflection that collects feedback from the critique and evaluates the finished artwork. Make a record of the submission on the Authentication Record Form.
Term break

Units 3 and 4 allocation of marks and weightings of outcomes

Unit 3 Outcome 1	Unit 3 Outcome 2	Unit 4 Outcome 1	Unit 4 Outcome 2	Unit 3 Outcome 3	Unit 4 Outcome 3	Exam
Collect information from artists and artworks in specific art forms to develop subject matter and ideas in their own art making.	Make artworks in specific art forms, prepare and present a critique, and reflect on feedback.	Refine and resolve at least one finished artwork in a specific art form and document the materials, techniques and processes used in art making.	Plan and display at least one finished artwork in a specific art form and present a critique.	Research and plan an exhibition of the artworks of three artists.	Understand the presentation, conservation and care of artworks, including the conservation and care of their own artworks.
SAT				SAC 50	SAC 50	External Assessment
(60%)				(5%)	(5%)	(30%)

Creative and Critical Thinking are interrelated processes that underpin art making. Creative and critical thinking processes can be structured through learning approaches governed by three strands: Questions and possibilities, Reasoning and Meta-Cognition. These strands are linked to the Victorian Curriculum Critical and Creative Thinking capability.

Questions and possibilities

Questions and questioning play a role in enabling learning and learning dispositions in inquiry learning. Questions and possibilities develop imaginative as well as intuitive capacity as well as formulating a curious and speculative disposition. Using questioning students respond to artworks, propose new ideas and develop artworks. Questions can prompt, redirect, reinforce and challenge existing knowledge, interpretations, opinions and values. Questions enable students to elaborate and extend on ideas and challenge existing ideas based on reasoning.

Reasoning

Using reasoning, students construct and evaluate ideas, viewpoints and opinions that are new and unfamiliar. Reasoning underpins how students gather, consider and evaluate data, evidence and propositions to form conclusions.

Meta-Cognition

Students identify, describe, understand, practise, develop and manage their own learning processes.

The interrelationship of Creative Thinking and Critical Thinking determines how aspects of one can be used with the other. For example, Critical Thinking is used to establish and apply criteria to critically evaluate artistic practice or art making that is generated in Creative Thinking. Creative Thinking is applied to generate new criteria to evaluate propositions in Critical Thinking in innovative and productive ways.

In Art making, creative and critical thinking can be used to structure the ways in which students engage with artists and artworks. Thinking processes assist students to formulate responses in art making and responding to artworks. Students can connect information when thinking about artists and artworks and how artworks communicate meanings and messages. Creative and critical thinking can be used in art practice when students formulate, select and apply ideas to develop visual language and communicate meaning in artworks.

Creative and critical thinking involves drawing on knowledge and beliefs to reflect and evaluate practical actions, decisions and judgments. Students can use creative and critical thinking when making valued judgments in their artistic practice by deciding what to do and how to represent ideas, issues and opinions. Students engage creative and critical thinking when they reflect on ideas, concepts and visual language to communicate meaning in artworks.

Creative and critical thinking processes can be scaffolded into learning activities using the following characteristics. These characteristics are defined in the Australian Curriculum Critical and Creative Thinking capability.

Inquiring – identifying, exploring and organising information and ideas

Students pose questions and identify and clarify information and ideas. They organise and process information. They use questioning to investigate and analyse ideas and issues, and collect, compare and evaluate information from a range of sources.

Generating – ideas, possibilities and actions

Students create ideas and actions, considering and expanding on known actions and ideas. They imagine possibilities and connect ideas through considering alternatives, seeking solutions and putting ideas into action. They explore situations and generate alternatives to guide actions. They experiment with and assess options and actions when seeking solutions.

Analysing, synthesising and evaluating – reasoning and procedures

Students identify, consider and assess the logic and reasoning behind their choices. They differentiate the components of decisions made and actions taken and assess ideas, methods and outcomes against criteria that they or others develop.

Reflecting – thinking and processes

Students think about thinking (meta-cognition), and reflect on actions and process. They transfer knowledge into new contexts to create alternatives and open up possibilities. They apply knowledge gained in one context to clarify another.

Creative and Critical Thinking in VCE Art Making and Exhibiting

Learning approaches using Creative and Critical Thinking can be applied across Units 1 to 4 in each area of study. The table below recommends learning approaches associated with each form of research-based art practice. Learning activities and guiding questions apply Creative and Critical thinking processes. The table also aligns approaches to Creative and Critical thinking with the components of the Creative Practice.

Art Making	Creative and Critical Thinking
Research and exploration	Inquiring Pose questions to inform the research and investigation Identify and clarify information and ideas Organise and process information to explore and research artistic practices Generating Imagine possibilities and connect ideas through the research of artists and their practice Consider alternatives by investigating the practices of artists Analysing, synthesising and evaluating Apply logic and reasoning in analysis Evaluate practices and processes used by artists
Experimentation and development	Inquiring Pose questions about what the student will explore and experiment with Identify and clarify information and ideas based on personal experiences and investigation Organise and process information to develop artworks Generating Imagine possibilities and connect ideas through experimentation in artistic practice Consider alternatives in artistic practices Seek solutions and put ideas into action through experimenting and developing artworks Analysing, synthesising and evaluating Apply logic and reasoning throughout the experimentation Draw conclusions from the experimentation to develop artworks Evaluate the use of materials, techniques and processes used in experimentation and development of artworks Reflecting on thinking and processes Transfer knowledge into new contexts by applying the knowledge of artistic practice into the student’s own artistic practice Decide on the use of visual language to represent ideas and communicate meaning
Reflection and evaluation	Inquiring Pose questions that guide the student’s reflection of their artistic practice Identify and clarify information and ideas throughout the reflection and evaluation Organise and process information to further develop and refine artistic practice Generating Imagine possibilities and connect ideas to further explore and develop ideas Consider alternative approaches to the student’s investigation and art making Seek solutions through experimentation and development of artworks to further expand, refine and resolve artworks Analysing, synthesising and evaluating Apply logic and reasoning by structuring the reflection and evaluation based on personal interests and experience Draw conclusions throughout art making to develop and refine artworks Reflecting on thinking and processes Reflect on the strategies used in art making and in the analysis and interpretation of the meanings and messages of artworks Reflect on the processes used in responding to and making artworks Transfer knowledge into new contexts by applying knowledge and skills to expand ideas and approaches to art making
Refinement and resolution	Inquiring Pose questions that guide the student to resolve their ideas in their finished artworks and to guide their interpretation, opinions and judgment on the practices of artists Identify and clarify information and ideas in the refinement and resolution of artworks Organise and process information in the resolution and refinement of artworks Generating Imagine possibilities and connect ideas in resolution and refinement Consider alternative approaches to the student’s investigation and art making Seek solutions through experimentation and development of artworks to further expand, refine and resolve artworks Analysing, synthesising and evaluating Apply logic and reasoning to refine and resolve artworks Draw conclusions in the resolution and refinement of artworks Evaluate the use of the Creative Practice to refine and resolve artworks Reflecting on thinking and processes Reflect on the processes used to effectively refine and resolve artworks Reflect upon and present the processes used to create artworks in a critique

The Visual Arts journal underpins every aspect of VCE Art Making and Exhibiting Units 1–4. There is no stipulation on the size and form of the journal as it is created individually by the student to document their art making, and to connect their practical work with their research and theoretical study.

The Visual Arts journal includes documentation of experiments with art forms, the understanding of materials, techniques and processes, the use of art elements, art principles and aesthetic qualities, and the exploration and development of visual language. Artistic influences, research, reflection of personal responses and the development of ideas are also documented in the Visual Arts journal. The Visual Arts journal demonstrates the development of students’ artworks when they:

explore, experiment and trial ideas using materials, techniques and processes in specific art forms
explore and develop their visual language to communicate ideas and meaning
demonstrate the development of an appropriate range of skills in the use of materials techniques and processes in specific art forms
explore and develop ideas and techniques for art making
explore and investigate the practices that artists use to create artworks
respond to artists and their artworks
demonstrate evidence of the exploration of ideas in artworks that reflect cultural and historical contexts
document and record the ways materials, techniques and processes have been used in trialling and in finished artworks in specific art forms
reflect on their ideas and their art making
reflect on their finished artworks
plan and design an exhibition of their own and others’ artworks
evaluate art practices and art-making experiences
critique their own and others’ artwork to gain a critical evaluation or analysis of their artwork and to further develop and evolve their own art making
investigate galleries, museums, collections, online galleries, other exhibition spaces and site-specific spaces through visits and viewing artworks on display.

The Visual Arts journal can be presented in many ways to organise and document art making. The Visual Arts journal can be presented as a book or a digital file.

Some approaches to presenting information and evidence of art making in the Visual Arts journal can include:

annotation
visual material
audio recordings
documentation that is numbered and dated
intermittently scanned or photographed for authentication
a copy of the Authentication Record Form
citation of sources
notes from class interactions and discussions.

Students should research how artists have documented their art making and ask the following questions when planning their own Visual Arts journal:

What format will best suit the art form and approaches to art making?
In what ways do artists collect and organise their ideas?
Which strategies effectively maintain the documentation of art making?
What strategies can be used to organise the Visual Arts journal? For example, using headings, image citation, legibility of handwriting, clarity of presentation while maintaining characteristics of art making.

Ideas to support annotation in the Visual Arts journal

The table below lists some of the key terms that students can identify for annotation in the Visual Arts journal. Some of the terms are listed in the study design (see Terms used in the study, on pages 14–15).

	Guiding statements / questions	Terms defined
Art elements Art principles	Discuss the application of one art element through the use of one art principle. Identify and describe the characteristics of the art element or art principle, using adjectives and evidence from art making (trial, experiment or influence).	Art elements: colour, line, shape, form, tone, texture, sound, time and light. Art principles: emphasis (focal point), movement, rhythm, unity, variety, space, repetition (including pattern), balance, contrast, proportion, space and scale.
Aesthetic qualities	Describe the aesthetic qualities (the way the artwork looks, what the audience experiences) with specific reference to art elements and art principles. Discuss how the artist has used materials and techniques to influence the mood or feeling in the artwork.	Aesthetic qualities are usually explained as the way in which art elements, art principles, materials and techniques work together to influence the mood or emotion of an artwork. The term refers to the visual appeal of an artwork and how aesthetic qualities evoke an emotional impact and reaction within the viewer.
Style	Identify the characteristics employed by an artist that define their style. Discuss the use of subject matter that is commonly used by an artist or groups of artists. Identify a look, mood or feeling that contributes to the stylistic qualities of the artwork.	Style can be influenced by other artists and developed through the use of art elements, art principles, aesthetic qualities and visual language. Style can also be categorised to a group of artists working with a similar subject matter, materials, techniques and processes.
Subject matter	Identify and describe the subject matter. What is recognisable? Discuss how the artist manipulated the subject matter to represent ideas and communicate meaning.	Subject matter can be considered as the content in artworks; for example, the main figures or objects represented or the experience of the viewer in non-representational artworks.
Visual language	Identify and discuss the interpretation of the subject matter to represent ideas that create the artist’s visual language. In your discussion address the art elements and art principles, symbols, context, and use of materials, techniques and processes.	Visual language can be addressed by talking about how different components of an artwork combine to reveal the meaning or the artist’s intentions. Visual language in art is the structure (art elements and art principles), content (subject matter) and the artist’s intention and application of the art form (materials, techniques and processes) that represent contexts (personal, cultural and contemporary), ideas and meaning to audiences.
Materials	Discuss the look and behaviour of the material. How does the material change over time? How can the material be manipulated? Discuss the conventional and unconventional approaches to using the material. How do the environmental conditions change the properties of the material? What are the safety requirements for using this material and how should it be disposed of in an environmentally friendly manner?	Includes the characteristics and properties of materials and how an artist uses the materials. Conservation methods include health and safety requirements.
Techniques	Describe the effect of manipulating the material. What tools are required to manipulate the material? Discuss the traditional and contemporary approaches to using the material.	Techniques are the varying properties of the matter that are manipulated through the use of tools and other devices.
Processes	What are the key stages within the process of using the materials to create the artwork? What materials and techniques are used within specific art forms?	A process could be one part of using a material or technique or it could encompass all components of the art making process.
Influences	Identify and describe an artist or artwork that influences your thinking about art making. Discuss specific features of an artist’s use of material and techniques.	Influences could be considered as artists and artworks. Influences continue to occur and can be used across art making.
Inspiration	Identify and discuss the inspiration and how it can be translated in art making.	Inspirations can be viewed as broader and could include objects, memories and contexts.
Care and conservation	What planning needs to occur to conserve the artwork? What materials have been used and will they deteriorate over time? What is the potential damage of the artwork in different environments and conditions? How can temperature and humidity affect the artwork? Identify and describe the proper handling methods used for this artwork.	Care involves protecting artworks while they are on display. Consider art handling, transport and storage methods for artworks. Consider any condition reporting practices and the stability of different art forms. Consider lighting levels while artworks are on display and in storage and the condition of artworks on display and in storage.
Contexts	Where and when was the artwork created? How does the location and time where the artist made the artwork influence its interpretation? How can the artwork be interpreted differently according to where it was made, presented or viewed? What are the economic, philosophical, social or cultural influences on the practices of the artist and where are these evident in the artwork? How are the artist's intentions, expression of ideas, values and beliefs seen in the artwork? Identify and discuss how the artist’s intentions are reflected in the presentation of their artwork? How might the values, beliefs and interests of the audience provide context for experiencing the artwork?	The interpretation of the meaning of an artwork can evolve from the context in which it is created. The context is the frame of reference that allows the ideas and meaning of artwork to evolve. Historical and cultural contexts include the location and time where an artwork is made, presented or viewed.

The critique is an integral aspect of VCE Art Making and Exhibiting. It provides opportunities for the student to reflect upon and communicate to others their art making through a reciprocal conversation or discussion. The critique can be delivered using different methods at different stages of the art making process when students are actively engaged in exploring, experimenting, developing, refining, resolving or presenting artworks. The critique allows students to reflect upon and evaluate the evolution of their artworks, and to collect and respond to feedback from both the teacher and other students.

The work in the critique should be compared to other works in the student’s practice and it should set the standard that the students can build their practice upon. Critiques are part of the communal process of art making and students should collaborate in critiques to improve their own practice. Students gain ideas and benefit from the critiques of other class members. Often the art making is paused for a critique, so that students and teachers can reflect on their art making. Students focus on both their own work and the work of others in their group. This allows students to observe the ways in which others in their class approach their art practice and to consider possibilities outside their usual habits.

Critiques form part of the communal process of art making since, by comparing their work with others, each student can gain ideas and set a standard on which to build their practice. Pausing during the art making allows students and teachers to reflect, observe and consider possibilities outside usual habits. The critique also provides opportunities to consider historical and cultural contexts, and to consider alternative interpretations for their artworks. Discussion and feedback from the teacher and peers assists in moving forward and building on the learning that has taken place to this point.

The critique also helps students to understand the world of art if their artwork is explained in relation to other artworks from different periods of time and cultures, as well as the artworks of their peers. The critique can model for a student the process of thinking about a work rather than a single interpretation of it. Students think about the meanings and messages communicated by artworks and think about what is successful, what can be improved, and how feedback can be put into practice. The discussion that takes place during the critique aims to guide and support the students to move forward and aims to help them to think about new possibilities. It guides students in building on the learning that has taken place to this point.

There are four ingredients to a critique: engage, explore, express, present and evaluate

Aims of the critique

A key aim of the critique is to make explicit and evaluate the decisions that went into making an artwork (or are being made during the process). The critique allows both the student and teacher to understand the processes involved in making artworks, identify and discuss the effects of decisions, and evaluate the choice of materials and their application of techniques and processes.

Critiques help students to connect their working processes to the final product by making explicit and analysing decisions that go into making a final artwork – how the artwork was made, why it was made that way and what it could look like if it was made differently.

When reflecting on the decisions made behind the work, students:

observe, interpret, explain and evaluate artworks
understand how different parts of a work (tangible and intangible) contribute to the effect of the work
understand how an artwork can communicate meaning and messages
learn how to verbalise what they see in an artwork
learn how to how to evaluate the effectiveness of artworks
describe what an artwork reminds them of or the feelings it evokes
describe what an artwork would look like if a part of it was changed. (For example: What part of the work is the most extraneous? What could be taken away while the central idea of the work remains the same?)

Teachers should take advantage of the critique to teach key concepts of the assessment criteria so that students become familiar with them. While doing so, students should be made aware of how these assessment criteria relate to the key knowledge and key skills of the study design.

The critique guides future work in an implicit or explicit way. From a critique students can identify the characteristics of their work and build upon their strengths. Teachers can also learn about the way students work by listening to what they have to say.

In the discussion, the student should reflect on how the artwork could have been made differently or the outcome of the artwork if it had been made using different materials, techniques and processes.

Before the critique

Consider the personal involvement the student has in the work. Is there a narrative intent? Is the work representational? Do the formal elements come together to inform the narrative? What were the ideas that led the student to make the work?

The critique should have a statement of intent, history of process, interview or similar format surrounding the work. The student should be able to articulate what they did in relation to their intention, and what skills they employed. They should also have an ideological perspective or view with their work. The class can think about the work in relation to the artist’s intent.

During the critique

Students should introduce their work and discuss what was critical in the making of it that contributes to the meaning of the work. They should be able to differentiate between the representation of ideas and communication of meaning in the work.

Student should focus on asking questions to the audience, not just on providing explanations. The group can write notes about the work before the verbal exchange occurs. Participants could be provided with questions to ask or to answer. These could be collated and given to the student who is presenting their artwork.

Questions that could be asked during the critique

I have used x materials but thought of using y materials. What do you think? What would make the work interesting?
Does the location of the work suit it?
My work is related to x artist and I like their work because… Do you think I have reflected this in my work?
What is your immediate response to the work? What do you notice first, what stands out, how does it affect you?
Can you describe the artwork to someone who cannot see it?
Does the work tell a story? What is it? Can you name the work with one word followed by a phrase?
Can you write a letter about the artwork, including a description of the techniques, story and emotions expressed? (The letter could be written to someone who has to make the work, using a series of steps.)
Does the work show progress? What are the essential elements of the art form? Has the student pushed the art form?
Where the work is shown is central to its reading. Consider the size and shape of the artwork. How is it presented on the wall? What is its relationship to other artworks? What is the relationship to the context where the work is presented? Does the narrative create or refute the identify, history and cultural references in its parts?
What techniques have been used? How have the materials been applied to the surface of the work? How does the use of techniques contribute to the use of art elements and principles? Note: when students focus on their use of materials and processes (removed from ideas) they should also remember that technique can create meaning for the work and be valued by audiences.

Feedback from the critique

The student should take advice from the critique in an active way, not a reactive way. Through active critique the student can justify the alternatives available to them.
Feedback from the critique must be supported with evidence. The student can take their own notes or receives notes from the teacher or their peers. Then the student can reflect on the feedback to confirm or reject what they might already know. Students can also identify contradictory comments. Further questions include:

Do they share a similar idea?
Can you articulate what is being questioned? Identify commonalities?
What were the suggestions that were made? Are they achievable?
If you cannot solve the problem, what is the direction you could consider?
How can you contextualise the work given the feedback?
What would happen if the work was made differently?
How will you finish the work and what are the next steps to take?

Compare the differences between this work and other works the student has made, particularly at different times in the year.

Useful links for analysing or critiquing artworks

The Student Art Guide
Stanford University
Art Critiques Made Easy (The Kennedy Center)
Teaching Students to Critique (The Kennedy Center)
How to Critique Art (Art Prof)

Art critique examples:

Presentation, conservation and care of artworks

Visiting exhibitions, whether in person or online, provides students with the opportunity to view artworks on display and to see how they are presented to viewers. Students learn about the physical considerations of conservation and care, and study the methods employed by galleries, museums, collections, online spaces, other exhibition spaces and site-specific spaces to ensure that there are no physical changes or damage to artworks.

The conservation of artworks in an exhibition is the concern of artists and the personnel associated with the exhibition spaces where the artworks are placed. Students should also learn about the complex considerations of conservation and care in relation to artworks, safeguarding them now and for the future.

Definitions of exhibition spaces

Online exhibition

An online exhibition is curated using digital technology in an online venue. Online exhibitions are only available to access via the internet and do not exist in a physical exhibition space. For example, an exhibition created via platforms such as Kunstmatrix or Ikonospaces.

Virtual exhibition

A virtual exhibition is an online digital replica of a physical exhibition. For example, technology such as Matterport stitches together photographic images of an exhibition space to create an interactive three-dimensional model of the physical gallery. Alternatively, virtual exhibition experiences may be available for audiences to access via a live or recorded tour of the exhibition through still and / or moving imagery.

Galleries

A gallery is an arts organisation in which audiences can view works of art on display indoors. For the purposes of this study galleries are distinct from museums as they do not hold a permanent collection and instead present a calendar of changing temporary exhibitions. Galleries may or may not have built in climate control facilities. There are various types of galleries with specific roles within the art industry, such as artist-run-spaces, public galleries and commercial galleries.

Museums

An art museum is an organisation dedicated to both the display and safekeeping of art. Exhibitions on display in the galleries of a museum may include artworks drawn from the museum’s own collection or on loan from artists and / or other lending institutions. Museums typically have climate control infrastructure built into their facilities and back-of-house facilities for storing artworks. There are various types of art museums including public, private, university and house museums.

Collections

A collection is the accumulation of artworks by a public, private or university art museum. Collecting institutions typically have a specific acquisition policy or purpose that guides the development of their collection over time. The collection held by an arts organisation can form the core of their research, exhibition-making and education programs.

Site-specific spaces

Site-specific spaces present artworks that have been made for a particular place. The artist takes into account the context where the art will be shown as they develop the artwork. Site-specific spaces can be indoors or outdoors.

Other exhibition spaces

These can include artworks exhibited in unorthodox locations or venues during events or festivals and also artworks on display in artists’ studios.

Presentation of art works

For the purposes of this study the presentation of artworks includes the following practical and aesthetic considerations:

lighting and the effect of lighting on the appearance of the artworks and atmosphere within the exhibition space
how spatial qualities such as the dimensions of permanent and temporary walls, sight lines and sound bleed can influence the placement of artworks and movement of audiences within an exhibition
how surface treatments on walls and floors of the exhibition space (such as paint colour, wall texts or floor coverings) affect the overall atmosphere and narrative within the exhibition space
how the placement of artworks and the relationships between them can communicate ideas, themes and stories that support the intentions of the artist(s)
overall aesthetic display of artworks to influence the interaction of viewers and their understanding of the ideas behind the artworks on display
student consideration of the aesthetics of the presentation of their own finished artworks in an exhibition space to realise their intentions.

Conservation

For the purposes of this study conservation practices for artworks include:

Environmental considerations

methods of protecting artworks while they are on display, such as exhibition furniture (plinths and vitrines) and invigilation
art handling, transport and storage methods for artworks
condition reporting practices
material stability of different art forms
lighting levels while artworks are on display and in storage
how temperature and humidity can affect the condition of artworks on display and in storage.

Ethical considerations

Cultural protocols and instructions for the display, storage and handling of specific artworks, including works by Aboriginal and Torres Strait Islanders. Art Industry personnel involved with presentation, conservation and care of artworks are sensitive to the intention of the artist(s) who produced the work. They develop appropriate methods of storage, handling and display.
Balancing the intentions of exhibiting artists with the care and conservation of artworks and access for audiences. Artworks that are performative, ephemeral, participatory, conceptual, produced using unstable materials or obsolete technologies can generate complex questions related to their care, conservation and display. Art Industry personnel consider the intention of the artists as they develop singular, appropriate methods to manage these artworks over time.
Site-specific and public art (such as street art) is made and presented outside of galleries, museums, collections and online galleries, in a context that is often temporary and / or ephemeral nature. This leads to questions of what and how these artworks should be collected, preserved or conserved, and by whom.

Considerations for the display of artworks

Practical and aesthetic considerations
Lighting	Fluorescent LED Track Spotlight	What effect does lighting have on the appearance of artworks?
Spatial qualities	Scale Sightlines Flow	What effect does the placement of temporary and permanent walls have on artworks? Consider sightlines, sound bleeding, and movement of the audience through exhibition spaces.
Surface treatments	Wall colour Floor Coverings Text panels Signage Banners	What effect do surface treatments have on the overall atmosphere of the exhibition space and artworks? Consider wall colours, floor coverings, text panels, signage.
Placement of the artworks	Narrative Themes Ideas	How does the placement of artworks and the relationship between them help to communicate ideas, themes and narratives in the exhibition space to support the intentions of the artist and curator?
Exhibition furniture	Plinths Vitrines Cases Chairs / Seating	How does the exhibition furniture such as plinths and vitrines help to protect artworks while they are on display?
Conservation and care considerations
Environmental	Condition reporting	How do condition reporting practices help to care for artworks on display and in storage?
	Lighting and lux levels	What effect does lighting have on artworks on display and in storage?
	Temperature and humidity	How do temperature and humidity affect the condition of artworks on display and in storage?
Ethical considerations	Cultural protocols	What measures are in place to ensure that culturally sensitive artworks are cared for correctly?
	Unstable materials and obsolete technologies	What measures should be considered when caring for and displaying artworks that use unstable materials and obsolete technologies? What can museums do to ensure that artworks that use unstable materials and obsolete technologies can be viewed in the future?

Teachers are encouraged to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design and delivery of teaching and learning programs related to VCE Art Making and Exhibiting. The Study specifications in the study design provide information about Aboriginal and Torres Strait Islander knowledge, cultures and histories (on page 13). Area of Study 1 in both Units 1 and 2 includes content related to Aboriginal and Torres Strait Islander artists and artworks.

Aboriginal and Torres Strait Islander Perspectives in the VCE
On-demand video recordings, presented with the Victorian Aboriginal Education Association Inc. (VAEAI) and the Department of Education (DE) Koorie Outcomes Division, for VCE teachers and leaders as part of the Aboriginal and Torres Strait Islander Perspectives in the VCE webinar program held in 2023.

VAEAI – Victorian Aboriginal Education Association Inc. is the peak Koorie community organisation for education and training in Victoria. VAEAI has produced the Protocols for Koorie Education in Victorian schools to support teachers and students when learning about local, regional, state, national and international Indigenous perspectives. Further resources are published by the Victorian Department of Education and Training and VAEAI also provides Cultural Understanding and Safety Training (CUST) (professional learning and resources for teachers to undertake when considering how they may best include Aboriginal and Torres Strait Islander perspectives in teaching the Arts). The Koorie Heritage Trust Victoria also offers training in Cultural Education for schools and organisations.

Lisa Daly from Cultural Minds Can I teach Aboriginal culture? (culturalminds.com.au) also provides advice when considering how to include Aboriginal and Torres Strait Islander perspectives in VCE Art Creative Practice, in particular noting that:

‘…It is important to understand there is a distinct difference between teaching Aboriginal culture and teaching about Aboriginal culture. It is not appropriate for a non-Aboriginal person to teach Aboriginal culture, that is the traditional or sacred knowledge and systems belonging to Aboriginal people. For these kinds of teaching and learning experiences it is essential to consult and collaborate with members of your local Aboriginal or Torres Strait Islander community. It is appropriate, however, for a non-Aboriginal person to teach about Indigenous Australia, its history and its people in much the same way as a teacher of non-German heritage might teach about Germany, its history and its people … As teachers, the onus is on us to learn about Indigenous Australia, in just the same way we inform ourselves about any other subject we teach…’

A range of suggested activities that incorporate Aboriginal and Torres Strait Islander perspectives have also been provided for Units 1–4 in the Teaching and learning activities.

Other specific resources associated with the Arts that provide additional information and resources on Aboriginal and Torres Strait Islander knowledge, histories and cultures can be found through the following links:

Information and protocols

Victorian Curriculum and Assessment Authority: Koorie Cross-Curricular Protocols for Victorian Government Schools

Arts Council Australia: Protocols for using First Nations Cultural and Intellectual Property in the Arts

Bunjilaka Aboriginal Cultural Centre: Museums Victoria

Culture Victoria Creative Victoria: First Peoples Action Plan for the Creative Industries

Drama Victoria: Advice for Victorian teachers

Australian Broadcasting association: Cultural considerations for delivering ‘back to nature resources’

VAEAI ‘But can they paint dots?’

Art Gallery of South Australia: Incorporate Aboriginal and Torres Strait Islander Art into your classroom in a culturally appropriate way

Teaching resources

Monash University Museum of Art

National Gallery of Victoria

National Gallery of Australia

Museum of Contemporary Art Australia

National Aboriginal and Torres Strait Islander Art Awards

Queensland Art Gallery and Museum of Modern Art (QAGOMA)

The VCE Art Making and Exhibiting study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

The table links those facets that may be understood and applied in a school or non-employment-related setting to the types of assessment commonly undertaken in the VCE study.
Assessment task	Employability skills selected facets
Research, investigate and examine in an extended written response	Communication: Reading independently; speaking clearly and directly: writing to the needs of the audience Planning and organisation: Managing time and priorities setting – timelines, coordinating tasks for self and with others; establishing clear project goals and deliverables: planning the use of resources including time management; collecting, analysing and organising information Learning: Managing own learning
Research, investigate and examine in short answer responses supported by visual references	Communication: Reading independently; speaking clearly and directly: writing to the needs of the audience Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; establishing clear project goals and deliverables: planning the use of resources including time management; collecting, analysing and organising information Learning: Managing own learning
Research, investigate and examine in an annotated visual report	Communication: Reading independently; speaking clearly and directly: writing to the needs of the audience Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; establishing clear project goals and deliverables: planning the use of resources including time management; collecting, analysing and organising information Learning: Managing own learning
Research, investigate and examine in a presentation through models, plans or orally	Communication: Reading independently; speaking clearly and directly: writing to the needs of the audience Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; establishing clear project goals and deliverables: planning the use of resources including time management; collecting, analysing and organising information Learning: Managing own learning
Making and presenting exploratory and finished artworks	Problem solving: Developing creative, innovative solutions; developing practical solutions; showing independence and initiative in identifying problems and solving them; applying a range of strategies to problem solving Learning: Managing own learning; being open to new ideas and techniques; being prepared to invest time and effort in learning new skills Initiative and enterprise: Adapting to new situations; developing a strategic, creative, long-term vision; being creative; identifying opportunities not obvious to others; translating ideas into action; generating a range of options; initiating innovative solutions Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; being resourceful; taking initiative and making decisions; planning the use of resources including time management Self-management: Having a personal vision and goals; evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions; taking responsibility
Documentation of Art making exploring, connecting and developing ideas	Learning: Managing own learning; being open to new ideas and techniques; being prepared to invest time and effort in learning new skills Initiative and enterprise: Adapting to new situations; developing a strategic, creative, long-term vision; being creative; identifying opportunities not obvious to others; translating ideas into action; generating a range of options; initiating innovative solutions Problem solving: Developing creative, innovative solutions; developing practical solutions; showing independence and initiative in identifying problems and solving them; applying a range of strategies to problem solving Self-management: Having a personal vision and goals; evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions; taking responsibility Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; being resourceful; taking initiative and making decisions; planning the use of resources including time management; collecting, analysing and organising information
Critique accompanied by written and visual documentation	Communication: Reading independently; speaking clearly and directly: writing to the needs of the audience Initiative and enterprise: Adapting to new situations; developing a strategic, creative, long-term vision; being creative; identifying opportunities not obvious to others; translating ideas into action; generating a range of options; initiating innovative solutions Self-management: Having a personal vision and goals; evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions; taking responsibility Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; being resourceful; taking initiative and making decisions; planning the use of resources including time management
Evaluation and Reflection of Art making	Problem solving: Developing creative, innovative solutions; developing practical solutions; showing independence and initiative in identifying problems and solving them; applying a range of strategies to problem solving Learning: Managing own learning; being open to new ideas and techniques; being prepared to invest time and effort in learning new skills Self-management: Having a personal vision and goals; evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions; taking responsibility Initiative and enterprise: Adapting to new situations; developing a strategic, creative, long-term vision; being creative; identifying opportunities not obvious to others; translating ideas into action; generating a range of options; initiating innovative solutions Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; being resourceful; taking initiative and making decisions; planning the use of resources including time management Technology: Having a range of basic IT skills
Investigation, research, justification and presentation of ideas	Learning: Managing own learning; being open to new ideas and techniques; being prepared to invest time and effort in learning new skills Problem solving: Developing creative, innovative solutions; developing practical solutions; showing independence and initiative in identifying problems and solving them; applying a range of strategies to problem solving Planning and organisation: Managing time and priorities – setting timelines, coordinating tasks for self and with others; being resourceful; taking initiative and making decisions; planning the use of resources including time management Technology: Having a range of basic IT skills

*The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.

2023 Implementation videos

VCE Visual Arts studies (2023-2027) implementation videos
Online video presentations which provide teachers with information about the new VCE Visual Arts Study Designs for implementation in 2023: VCE Art Making and Exhibiting and VCE Art Creative Practice.

2024 Exhibitions list

VCE Art Making and Exhibiting Exhibitions list 2024 (updated 24 January 2024)
Information about recommended exhibitions, artwork displays and collections in 2024 to support the teaching of content related to the study of exhibitions, artworks and artists in the VCE Art Making and Exhibiting Study Design.