.
Learning focus      STANDARDS          PROGRESSION POINTS

As students work towards the achievement of Level 6
standards in the Arts (VISUAL COMMUNICATION), they -

c design, make and present arts works
  (creating and making)

In doing so, they -
c develop skills in making decisions about creative ways of
generating and implementing ideas

c reflect on their experiences and observations, consider
what they have learned about
styles and forms and
explore issues and concrete and abstract concepts to
generate ideas

c keep their intended aesthetic qualities in mind when
they experiment with, select, vary combinations of and
manipulate arts elements, principles and/or conventions to
effectively realise their ideas, represent their observations
and communicate their interpretations of issues and
concepts

c consider others’ perspectives when seeking
solutions and contributing to collaborative arts tasks

c begin to develop a personal style and become more
independent in their approach to exploring, developing
and refining arts works

c experiment with imaginative and innovative ways of
using traditional and contemporary skills, techniques and
processes and a variety of media, materials, equipment
and technologies drawn from a range of contexts

c consider the purpose and presentation context when
they prepare and present arts works to different
audiences

c use evaluation and reflection on their arts experiences
to improve the making and presenting of their arts works

c maintain a record of their exploration, development and
refining of ideas, use of elements and principles and/or
conventions and application of techniques and processes
when making and presenting their arts works

When
exploring and responding, students -
c focus on the development of knowledge and
understanding of key concepts, techniques, processes and
practices associated with particular arts forms

c develop aesthetic and critical awareness through
observation, research, discussion and analysis of arts
works from different social, historical and cultural contexts

c compare arts works to consider similarities and
differences in the styles, themes, intentions and aesthetic
qualities of works by particular artists and arts works
made at a particular time within specific cultural contexts

c develop skills in presenting and justifying personal
interpretations of, and opinions about, arts works using
appropriate arts language

c investigate and discuss the contribution of the arts to
society and other disciplines, such as Mathematics and
History, focusing on ways contemporary, and traditional
arts disciplines, forms and works reinforce and challenge
social, cultural, personal and artistic practices and values

                                              
BACK
DIMENSIONS
- Creating and Making        
-
Exploring and Responding
e-DesignEd
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
VELS
VICTORIAN ESSENTIAL LEARNING STANDARDS
STRAND
Discipline-based Learning
DOMAIN
The Arts
includes the discipline of
Visual Communication
The Arts
VISUAL COMMUNICATION
Level 6
NEW PAGES          INDEX          VELS: HOME PAGE

    VELS: CONTENTS          VELS: The Arts - VISUAL COMMUNICATION

VELS: DOMAIN - Physical, Personal and Social Learning
VELS: DOMAIN - Interdisciplinary Learning
At Level 6, learning in
the Arts draws on the
arts disciplines of
 Art
 Dance
 Drama
 Media
 Music
 Visual
 Communication
both individually and in
combination.


At this level, learning
and teaching programs
allow students to

- explore personal
interests and develop
skills, knowledge and
understanding relevant
to specific arts forms
and disciplines in
increasingly
sophisticated ways

- provide opportunities
for students to continue
sequential development
of learning in arts
disciplines they have
undertaken in previous
arts programs.