Dimensions and objectives The dimensions are the salient properties or characteristics of distinctive learning for this subject. The objectives describe what students should know and be able to do by the end of the course of study. Progress in a particular dimension may depend on the knowledge, understanding and skills developed in other dimensions. Learning through each of the dimensions increases in complexity to allow for greater independence for learners over a four-semester course of study. The standards have a direct relationship with the objectives, and are described in the same dimensions as the objectives. Schools assess how well students have achieved all of the objectives using the standards. The dimensions for a course of study in this subject are: Dimension 1: Dimension 2: Dimension 3: . Dimension 1: Knowing and understanding refers to demonstrating knowledge of visual art concepts and by retrieving relevant knowledge from long-term memory. It involves constructing meaning from oral, written and visual texts, including artworks, through recognising, interpreting, explaining and demonstrating art-making processes and literacies. Objectives By the conclusion of the course of students should: recall terminology and explain art-making processes interpret information about concepts and ideas for a purpose demonstrate art-making processes required for visual artworks. When students recall, they retrieve relevant knowledge from long-term memory. When students explain, they provide examples or further detail to help clarify and exemplify the meaning of processes. Art-making processes are all of the considerations and procedures that a student must undertake to make art, including planning, knowledge of mediums, technical requirements and workplace health and safety practices. When students interpret, they make the meaning clear by converting information about visual art concepts and ideas from one form to another. This may include the interpretation of aesthetic codes and symbolic languages. This is achieved working towards a particular purpose within a visual art area of study, e.g. 2D or 3D. The purpose for producing the artwork influences the production and realisation of the artwork. When students demonstrate, they show their understanding of art-making processes by reproducing learnt practical skills and techniques. These art-making processes are necessary for the area of study and options the student is undertaking to produce a visual artwork for a particular purpose.
Dimension 2: Applying and analysing refers to the application, investigation and analysis of art-making processes, concepts and ideas. Applying involves carrying out or using a procedure in a given situation for a familiar or unfamiliar task, and may include executing and implementing. Analysing involves breaking down information into its constituent parts and determining how the parts relate to each other and to an overall structure or purpose. This may include differentiating, organising and attributing. Objectives By the conclusion of the course of study, students should: apply art-making processes, concepts and ideas analyse visual art-making processes for particular purposes use language conventions and features to achieve particular purposes. When students apply art-making processes, concepts and ideas, they enact a set of cognitive and creative procedures or steps in order to make artworks. The cognitive and creative procedures are based on the knowledge and understanding developed in Knowing and understanding. When students analyse visual art-making processes, they dissect information about the purpose for artworks. This may include the analysis of visual media, techniques and contexts, visual literacies and the realisation of artworks. Students establish relationships or connections between these elements. This may include establishing the importance of particular relationships and will guide the art-making processes for particular purposes. When students use language conventions and features, they use correct grammar, spelling, punctuation, vocabulary (including visual art terminology), text types and structures in written, oral and visual modes to achieve a particular purpose. Dimension 3: Creating and evaluating refers to the generation and communication of arts ideas. Creating involves putting elements together to form a coherent or functional whole, or reorganising elements in a new way. This may include generating, planning and producing. Evaluating involves making judgments based on evidence, criteria and standards. This may include checking and critiquing. Objectives By the conclusion of the course of study, students should: generate plans and ideas and make decisions create communications that convey meaning to audiences evaluate art-making processes, concepts and When students generate ideas, they come up with alternative hypotheses based on criteria. When students plan, they devise procedures for accomplishing tasks. When students make decisions they weigh the benefits of possible choices and decide on the best solution or course of action.
Standards matrix Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: comprehensive recollection of terminology and comprehensive explanation of art-making processes thorough recollection of terminology and effective explanation of art-making processes recollection of appropriate terminology and explanation of art-making processes variable recollection of terminology and variable explanation of art-making processes inconsistent recollection of terminology and inconsistent and superficial explanation of art-making processes perceptive interpretation of information about concepts and ideas for a purpose thoughtful interpretation of information concepts and ideas for a purpose interpretation of information about concepts and ideas for a purpose partial interpretation of information about concepts and ideas for a purpose superficial interpretation of information proficient demonstration of art-making processes required for visual artworks. effective demonstration of art-making processes required for visual artworks. demonstration of processes required for visual artworks. partial demonstration of art-making processes required for visual artworks. minimal demonstration of art-making processes. The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: purposeful and skilful application of art-making processes, concepts and ideas effective application of processes, concepts and ideas application of art-making processes, concepts and ideas partial application of art making-processes, concepts and ideas inconsistent and minimal application of art-making processes discerning analysis of visual art-making processes for particular purposes effective analysis of visual art-making processes for particular purposes analysis of visual processes for particular purposes partial analysis of visual art-making processes for particular purposes superficial analysis of visual art-making processes discerning use of language conventions and features to achieve particular purposes. effective use of language conventions and features to achieve particular purposes. use of language conventions and features to achieve particular purposes. variable use of language conventions and features to achieve purposes. inconsistent use of language conventions and features.