- Creating and Making        
Exploring and Responding
an electronic resource for teachers in many areas of
Design Education throughout Australia and New Zealand
managed and created by
E D U C A T I O N    G R A P H I C S
Discipline-based Learning
The Arts
includes the discipline of
Visual Communication
In 2007, schools will be required to report in relation to the standards in: English;
mathematics; health and physical education; personal learning; civics and citizenship; the
humanities; economics; geography; history; communication and information and
communications technology.

2008, schools are expected to report against all of the standards. Additional standards
to be reported against are: interpersonal development;
the arts; languages other than
English (LOTE); science; design, creativity and technology and thinking processes.
The Arts
Level 5
Learning focus      STANDARDS          PROGRESSION POINTS

As students work towards the achievement of Level 5
standards in the Arts (VISUAL COMMUNICATION), they -

c use a range of starting points including observation,
experience and research to represent, generate, develop
and communicate real, imaginary and abstract ideas

c explore different contemporary and traditional arts forms
and styles to develop understanding of the concept of

c apply their arts knowledge and, with guidance, an
understanding of style when experimenting with, selecting
and using a range of contemporary and traditional media,
materials, equipment and technologies to explore and
expand their understanding and use of a range of skills,
techniques and processes in Visual Communication

c work both independently and collaboratively to develop
creative and effective ways of combining and manipulating
Visual Communication elements, principles and/or
conventions when designing, making and presenting arts
works for particular purposes and audiences

c use processes of rehearsal, reflection and evaluation to
develop skills in refining and shaping their works to
effectively communicate their intended aims, and
experiment with imaginative ways of creating solutions to
set tasks

c maintain a record of their exploration and development
of ideas and problem solving processes

c explore and respond to arts works from a range of
styles, forms, times, traditions and cultures. They use
research to inform their concept of style and apply their
observation skills when describing, comparing and
analysing arts works

c Students use appropriate Visual Communication
language when discussing their own and other artists’
intentions and expressive use of Visual Communication
forms, elements, principles and/or conventions and when
describing, analysing and interpreting the content and
meaning of arts works

c develop skills in analysing, interpreting and evaluating
specific expressive, technical and aesthetic qualities of
their own and others’ works.

c develop their ability to listen to, reflect on and
acknowledge others’ perspectives when discussing
their own and others’ responses to arts works



VELS: DOMAIN - Physical, Personal and Social Learning
VELS: DOMAIN - Interdisciplinary Learning
At Level 5, learning in
the Arts draws on the
disciplines of
   Art: 2D and 3D
individually and in

Learning and teaching
programs allow students
to develop skills,
knowledge and
understanding relevant
to specific arts forms
and disciplines in an
increasingly competent

In programs associated
with Level 5, students
should have continuous
experience in at least
two arts disciplines.