VISUAL ART Rationale The Visual Arts play a significant role in recording, shaping and reflecting the culture and context of any given society at a given time. Study of the Visual Arts promotes innovation and creative and critical thinking skills, vital for young people in the 21st Century. Tasmanians value and support creative and cultural industries which contribute significantly to the economy and Tasmanian cultural identity. Visual Art Level 2 has been developed for learners seeking to engage with art practice in a particular studio area. The course may also support those learners preparing for further study in Art at level 3. In Visual Art Level 2 learners develop a body of work in a single art studio – developing their technical skills and aesthetic understanding. Methods and processes specific to their studio of choice are introduced and explored. Learners also develop initial skills in the research, analysis and criticism of art. Visual Art Level 2 belongs to a suite of courses in art and specifically provides opportunities for learners to express and identify meaning in artwork, developing their communication and visual literacy skills in a single art studio. Aims Visual Art 2 is designed to allow learners to experience artmaking in a single studio, encouraging skill development and a growing understanding of studio specific techniques and processes. The course aims to develop the learner’s aesthetic understanding and capacity to translate their visual thinking skills into the creation of a body of work. ART215117 Level 2 / Size Value = 15 Contents Rationale 1 Aims 1 Learning Outcomes 2 Access 2 Pathways 2 Resources 2 Course Size and Complexity 2 Course Description 2 Course Requirements 3 Course Content 3 Course Delivery 3 Course Details 4 Summary of Minimum Work Assessment 8 Quality Assurance Processes 8 Criteria 8 Standards 9 Qualifications Available 17 Award Requirements 17 Course Evaluation 17 Course Developer 17 Expectations Defined by National Standards 18 Accreditation 18 Version History 18 Version Control 18 Appendices 19
3: RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: selects and uses a limited number of technologies and techniques (from a given range) to develop ideas and designs selects and uses a range of technologies and techniques (from a given range) to develop ideas and designs selects and successfully uses a range of technologies and techniques (from a given range) to develop ideas and designs demonstrates basic artistic techniques (in limited aspects identified for attention) through the use of selected technologies extends artistic techniques (in some aspects identified for attention) through the use of selected technologies refines artistic techniques (in all aspects identified for attention) through the use of selected technologies applies a limited number of appropriate technologies and techniques to own chosen studio applies a range of appropriate technologies and techniques to own chosen studio applies a range of appropriate technologies and techniques to own chosen studio to achieve stated outcomes discusses technical problems and possible solutions identifies technical problems and outcomes of potential solutions resolves technical problems using appropriate solutions uses and maintains technologies in accordance with established safety procedures. uses and maintains technologies in accordance with established safety procedures. uses and maintains technologies in accordance with established safety procedures. 4: RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: selects and uses (from a range) a limited number of styles to communicate ideas, emotions and information selects and uses (from a range) a specified number of methods and styles to communicate ideas, emotions and information selects and uses (from a given range) a number of methods and styles to communicate ideas, emotions and information adjusts styles to respond to ideas adjusts methods and styles to respond to feedback adjusts methods and styles to respond to feedback and changes in artistic intent uses artistic principles (from a given range) to convey simple artistic intentions uses artistic principles (from a given range) to convey artistic intentions conveys artistic intention through a combination of appropriate artistic principles states and explores an artistic intention. states, explores and resolves an artistic intention. states, explores and resolves with clarity and cohesion, a stated artistic intention.
cites art information to support an opinion. cites art information as opposing or supporting an opinion. cites and clarifies art information as opposing or supporting an opinion. Qualifications Available Visual Art Level 2 (with the award of): EXCEPTIONAL ACHIEVEMENT HIGH ACHIEVEMENT COMMENDABLE ACHIEVEMENT SATISFACTORY ACHIEVEMENT PRELIMINARY ACHIEVEMENT Award Requirements The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings. The minimum requirements for an award in Visual Art Level 2 are as follows: EXCEPTIONAL ACHIEVEMENT (EA) 7 ‘A’ ratings, 1 ‘B’ rating HIGH ACHIEVEMENT (HA) 3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating COMMENDABLE ACHIEVEMENT (CA) 4 ‘B’ ratings, 3 ‘C’ ratings SATISFACTORY ACHIEVEMENT (SA) 6 ‘C’ ratings PRELIMINARY ACHIEVEMENT (PA) 3 ‘C’ ratings A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘Z’ notation) will be issued with a PA (Preliminary Achievement) award. Course Evaluation The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment. In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course. Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration. Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners,