VCE

Studio Arts Unit 3-4

RATIONALE
Analysis & justification of suggested Teaching program & Assessment Tasks.

An engaging teaching program has been developed that addresses the key knowledge and
key skills and provides students with opportunities to apply creative and critical thinking.
The assessment criteria and expectations are clearly communicated, to ensure that the
whole class understands exactly what is required in order to achieve at a high level.

The structure in Unit 3 and 4 allows students to take pursue a line of inquiry, which
addresses their own personal interests and may reflect their own cultural background.
Helpful and inspiring student resources have been provided to give students the scaffolding
(Vygotsky 1978) they need in order to successfully complete the tasks. The program
addresses the diverse needs of the individual students and takes into account a variety of
learning capabilities and learning styles. For example, visual imagery has been used
extensively throughout Unit 3 and 4, to simulate and inspire the minds of visual learners. A
variety of teaching strategies have been used to cater for students multiple intelligences.
(Gardner, 1983)

The students have been provided with opportunities to engage with ITC. They have been
asked to conduct online research throughout the year and have been required to use online
tools such as Wordle, (Feinberg, 2014) to assist them in brainstorming initial themes and
topics. Students are also encouraged to experiment with various techniques using ITC, that
prove relevant to their individual projects. For example, they may choose to explore the
capabilities of film editing software, ipads, digital cameras or Adobe programs such as
Photoshop or Illustrator.

Two excursions to Art Galleries have been scheduled throughout the year. Students are also
expected to visit a variety of galleries in their own time. Real world experiences are seen as
a vital component of the VCE Curriculum program.

The Responding task for Unit 3 is based around the Human/Animal/Artist Exhibition at
Mc Clelland Gallery. This exhibition focuses on the theme of sustainability and the
environment and also provides students with the opportunity to view and analyse the work
of Indigenous Australian artists. (For example the work of the Wattarru Collaborative and
Greg Mosquito Tjampitjin) This exhibition was specifically chosen, because of its relevance
to the Cross Curriculum priorities stated in the F-10 Victorian Curriculum. (Victorian
Curriculum, 2015)

During Unit 3 and 4, students are required to work on their individual projects, however
they are also provided with opportunities to work closely with their peers, providing one
another with constructive peer feedback throughout the studio process. The VCE students
are encouraged to engage in higher order thinking. (Blooms et al., 1956). The suggested
teaching program has utilized the Constructivist approach to learning, in which the teacher
acts as a facilitator (Bauersfeld, 1995) and uses questioning techniques to encourage
students to engage in critical thinking and become active participants in their own learning.
(Piaget, Glasersfeld, 1989)

REFERENCES:

Feinberg, Jonathan (2014) Wordle. Retrieved 15/11/2016 from: http://www.wordle.net/

Northern Illinois University, Faculty Development and Instructional Design Centre
Retrieved 17/11/2016 from:
http://www.niu.edu/facdev/_pdf/guide/learning/howard_gardner_theory_multiple_intellig
ences.pdf

Piaget, Jean (1896-1980) et al. Constructivism (philosophy of education) Retrieved
10/11/2016 from: https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

Victorian Curriculum and Assessment Authority (2015) Victorian Curriculum Foundation-10.
Retrieved 3/11/2016 from: http://victoriancurriculum.vcaa.vic.edu.au/

Wikipedia (2016) Blooms Taxonomy. Blooms et al., 1956
Retrieved 12/11/2016 from:
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#CITEREFK