AN OVERVIEW OF VCE ART AND VCE STUDIO ARTS
STUDY DESIGNS 2010–2014
This paper is a brief overview of VCE Art and Studio Arts study designs 2010–2014.
Further and comprehensive information regarding the studies can be found at
http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx This paper is designed to support educators to
understand the distinction between the educational content of each study in order to guide students when
making choices about enrolment in either or both studies.
The review and redevelopment of VCE Art and Studio Arts was undertaken concurrently to consider their
complementary relationship and to support the distinctive focus of each individual study.
One of the central attributes of a VCE study design is its flexibility as a curriculum, a framework upon
which teachers can build a teaching and learning program specific to the requirements, interests and needs
of their students and respectful of the distinctive culture of the schools in which the study is implemented.
It is this attribute that provides opportunity for the best possible engagement of students when teachers
select the most appropriate content and pedagogy to address the curriculum requirements. In VCE Art and
Studio Arts teachers have the flexibility to select artworks, artists, ideas and themes, techniques and
disciplines, within the parameters of the key knowledge and skills required to meet the outcomes of the
study.
The revised ‘Advice for teachers’ section of both studies is a suggested guide and offers teachers a variety
of examples of possible teaching and learning activities relevant to the outcomes.
Both studies offer advice for teachers when developing an appropriate course of study including
explanations of specific terms used throughout the studies.
VCE Art and Studio Arts share some terminology, including references to visual language. Visual
language is defined as artmaking skills and aesthetic awareness and is demonstrated in the ability to
employ formal elements and principals to communicate meaning. Visual language is the language
required to make art and is distinct from art language, which is the terminology employed to speak about
art.
Students are required to develop and demonstrate literacy in both areas of communication as implied
through the aims of the studies.
In VCE Art students analyse, interpret and respond to the artworks of artists from around the world using
the construct of the Analytical Frameworks, and they extend the use of this tool to examine and reflect
upon their own artmaking. In VCE Studio Arts students develop and apply skills in visual analysis,
including the use of appropriate terminology in relation to their own artwork and artists studied.
Both VCE Art and Studio Arts value the theoretical and practical artmaking components of study. The
studies identify the value of theoretical contexts to inform and complement a context for artmaking. This
approach offers opportunity for depth and provides context to support informed and authentic artmaking.
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Both VCE Art and Studio Arts value the theoretical and practical artmaking
components of study. The studies identify the value of theoretical contexts to
inform and complement a context for artmaking. This approach offers opportunity
for depth and provides context to support informed and authentic artmaking.
What are the distinctive differences between VCE Art and Studio Arts?
Both studies recognise the value of Art in developing students’ knowledge of themselves and their place
in the world. VCE Art recognises art as a potent and dynamic visual language through which we are able
to communicate personal experiences, ideas, cultural values and beliefs. Students can realise the power of
art to inspire through imagination, creativity and change. The study invites the student to be part of the
world of art to examine world societies and cultures and create artworks that communicate their own
interests and ideas.
VCE Studio Arts identifies art as providing the opportunity for personal growth, expression of ideas and a
process for examining identity. Engagement with visual art facilitates creative thinking and the
development of new ideas, it also supports connection and exchange within communities. The study
focuses on the individual as artist.
The differences between VCE Art and Studio Arts exist in the differing focus of each study. VCE Art
examines art and artmaking with a global perspective. Students explore the ideas and meaning of art and
artmaking from a broad philosophical perspective and draw inspiration from this exploration to support
and inform their own artmaking. Students use the construct of the Analytical Frameworks to guide them
through researching, examining, analysing, discussing, debating, reflecting and refining both their writing
about art, ideas and issues and the making of their own art. This study encourages students to explore the
history and context of artmaking as a tool for cultural and social communication and invites them to
participate in the global continuum of artmaking when they explore, experiment, develop, refine and
resolve their own art. In the final unit of study students apply their knowledge of the Analytical
Frameworks in an informed discussion and debate of arts issues and ideas. The language and concepts of
the Analytical Frameworks are also used as a tool to support the reflection and analysis of their own
artwork.
VCE Studio Arts focuses on the student as artmaker and aims to support the student to consider a
sustainable art practice. The perspective is that of the individual, the student as artist. The study requires
students to research, identify, compare, contrast, analyse and evaluate how artists make artworks, in
addition to exploring and analysing meaning in the presentation of artworks. This knowledge is paralleled
with the student’s practical artmaking experiences and supported by a guided process. Students are also
required to research, explore, articulate and develop an artmaking proposal. The proposal and design
process of artmaking in Unit 3 follows through to the production of a cohesive folio of artworks in Unit 4.
Throughout this process students continue to reflect and analyse ideas and production around the
proposal, the design process and the potential directions of this work. The theoretical aspect of the study
is designed to support this undertaking through examining how artists from a variety of historical and
cultural backgrounds have worked through the processes of artmaking to achieve effective art production
and communication. In the final unit of study students are working toward the presentation of a cohesive
folio of artwork. This practical component is accompanied by a focus on the production, presentation,
promotion and marketing of artworks within the art industry.
Both studies offer flexible delivery to ensure that all students can maximise their individual experience
and successfully achieve the outcomes. Teachers are encouraged to use creative approaches to providing
access for the diverse learners in their classrooms. Teaching and learning programs should offer
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flexibility and the opportunity for engagement at the appropriate level of challenge for different types of
learners. The pedagogy adopted to teach the curriculum should offer the appropriate scaffolded learning
and opportunity for extended learning so that all students are appropriately engaged and challenged
throughout their study.
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