Visual Arts Cycle 3: Key Competencies

Competencies in Visual Arts - Cycle 3

• Focus on skills in visual arts for cycle 3 students
• The cycle is categorised into 4 key skills:
  • Experimenting, producing, and creating
  • Implementing project
  • Expressing themselves, analysing the practice, studying artists + opening to difference
  • Locating themselves in areas related to visual arts + showing sensitivity to issues of art

Experimenting, Producing, Creating (C1)

• Select, organise + uses actions, tools + materials based on effects of those actions
• Express world + imagination through drawing, collage, modelling, sculpting, photography and video
• Search out personal expression by avoiding stereotypes
• Use IT tools for image work + information search in service of practical arts applications
• Relevant domains of base common knowledge, skills + culture (scccc): 1, 2, 4, 5

Implementing a Project (C2)

• Identify main tools + skills needed to complete an artistic project
• Locate steps to produce an individual + collective piece
• Predict any possible difficulties
• Recognise + accept responsibility in a cooperative creative process
• Adapt project based on production constraints + spectator-awareness
• Relevant domains of scccc: 2, 3, 5

Expressing, Analysing, and Relating (C3)

• Describe + question their visuals + art, those of peers + art studied in class using relevant vocab
• Make decisions to account for path from intention to realization
• Formulate fair expression of emotions, based on visuals + art from themselves, others + works of art
• Relevant domains of scccc: 1, 3

Locating and Showing Sensitivity (C4)

• Identify and surpass certain cultural + artistic prejudices + stereotypes
• Identify traits placing a piece of art in a geographical or cultural area in a contemporary, near or distant historical time
• Describe works of art + offer reasoned, individual understanding
• Relevant domains of scccc: 1, 3, 5

Domains of Common Core of Knowledge, Skills + Culture (scccc)

• Encompasses objectives of knowledge, skills, + abilities for mastering base
• Domains include
  • Languages for thinking + communicating
  • Methods + tools for learning
  • Training of person + citizen
  • Natural + technical systems
  • Representations of world + human activity

Considerations in Visual Arts - Cycle 3

• Considers how visuals are viewed in 6 main areas: plastic representation and presentation, object to space, and expression of material
• Plastic representation + presentation covers resemblance, autonomy, categories, narration, and consideration of spectator
• Fabrications + relationship between objects and space covers plastic coherence + innovation
• Matériality of visual covers physicality, effects of gesture + material quality

Competencies in Visual Arts - Cycle 4

• Focus on skills in visual arts for cycle 4 students
• 4 key skills categories:
  • Experimenting, producing + creating
  • Implementing project
  • Expressing themselves, analysing their practice etc
  • Locating themselves in areas related to visuals etc

Experimenting, Producing and Creating (C1)

• Choose + adapt varied, artistic languages/methods based on their effects for artistic intent + stay receptive
• Take on artistic questions, based on artistic + thoughtful practice
• Use digital tools for capture + creation for artistic creation purposes
• Explore all fields of visual practice + their mixes + hybrids, like digital practices
• Consider conditions of reception of production like presentation modes + digital
• Use information + documentation, iconic/otherwise, to help a creative project
• Relevant domains of scccc: 1, 2, 4, 5

Implementing a Project (C2)

• Conceive, create, bring artistic projects to bear, be they individual or collective
• Complete individual production as part of a coordinated project
• Locate steps for producing visual work + anticipate possible difficulties
• Show autonomy, initiative, responsibility, commitment + critical thinking when managing a project
• Weigh intent + accomplishment when managing a project to adapt + re-aim it + ensure its artistic dimension
• Relevant domains of scccc: 2, 3, 4, 5

Expressing, Analysing, and Relating (C3)

• Express what they do, feel, imagine, observe, analyse using appropriate vocab
• Express ideas to support artistic intentions or interpreting a work
• Make connections between their work, works they have come across or approaches observed
• Explain individual /collective practice, listen to + accept diverse + contradictory views
• Show curious, mindful consideration of artistic + cultural environment, near + far, especially w/ diversity of fixed + moving images
• ; analog + digital
• Relevant domains of scccc: 1,3,5

Locating and Showing Sensitivity (C4)

• Recognise + know varied-time art spanning from national + global heritage.
• Grasp its meaning + import
• Identify traits inscribing a work in a geographic or historical area
• Propose + back up analysis + interpretation of a work
• Question + locate works + artistic steps from viewpoint of author + viewer
• Take part in artistic debate prompted by artistic expression
• Relevant domains of scccc: 1, 3, 5

Cycle 4 Common Core Considerations

• Common core aims for cycle 4 involve:
  • Languages for thinking and communicating
  • Methods and Tools for learning
  • Training of person and citizen
  • Natural and technical systems
  • Representations of world and human activity

Cycle 4 Core Questions

• Questions to ask when viewing visuals
• The questions cover the following three key areas:
  • Representation; images, reality and fiction
  • The materiality of artwork; object and the artwork
  • The artwork, the space, the artist, the spectator

Representation, Images, Reality & Fiction

• How can something be both real and an image
• Considers:
  • Resemblance
  • Suggested literal representation device
  • Visual narration
  • Autonomy of the artwork
  • Creation
  • Materiality
  • The digital age

Artwork Materiality: Object & Piece

• The physical object and transformation
• Points considered:
  • Transforming of matter + the materials being used
  • The "materiality" of color
  • The object as a material
  • The artwork object vs the representation and how it is made
  • Digital elements and the artwork

Artwork, Space, Author and Spectator

• The art in its surroundings and what it means
• Points considered:
  • The body’s relationship to the art
  • Physical presence and presentation
  • Sensory experience from the art
  • Interweaving art techniques and methodologies

Visual Arts High School Program Summary

• Outlines program for visual arts in high school
• Focuses on developing artistic skills and understanding the language of art

Study Areas (Aesthetics) (85%)

• Investigation and language
  • Investigation, the use of language, equipment and art in general
• Presentation
  • Presentation of artwork
  • Understanding the relation of the artist and artwork
• Formalisation
  • To create more effective and informed artwork

Domains of Study

• Representation: language, methods, and aesthetics
• Imagery and figuration
• Material, tools, and materiality
• Presentation and reception
• Thinking and creating
• Group creations

Topics of Study per Domain

• Drawing to create, understand, and communicate
• Recreating the world and inventing worlds
• Narrating using artistic means
• Giving, changing, and shaping existing objects and spaces
• Presenting, expressing, and spreading artistic intent
• Project visualizing
• Practicing as a group to share and create

Study Areas (Aesthetics) (85%) - Key Questions

• Questions to consider when viewing images
• Main categories of questions are as follows:
  • The status of the drawing
  • Contemporary concepts
  • Likeness and its codes
  • Representation
  • Body image
  • Figuration and construction
  • Space and time
  • Transformation of materials and its techniques
  • The relationship between the body and artwork
  • How do objects and space interact
  • Experience of space, and its presentation to artist/viewer
  • Project formalization
  • Development as group

Artistic Creation Considerations (Cross-Disciplinary)

• Being an artist and placing yourself as an artist
• To express yourself you must be aware of how it is to create artistically

Key Areas of Study

• Defining yourself as technician, manufacturer, or inventor
• Artistic freedom and how you meet expectations - interpret or follower
• How do you measure up as assistant, artist, or co-creator
• Abiding by norms or creating your own unique ideas
• What impact do other perspectives have on work?

Visual Arts- Full Year Program

• How images are viewed from different perspectives

Study Topics

• Representation: artistic means, use of graphics/equipment
• Imagery and figuration
• Material, equipment, and the artwork
• Presentation and reception
• Thinking and creating
• Group creations

Domains of Study (Full Year)

• Drawing to create, to understand, and to communication
• New media and formats
• Playing with art principles and how to be original
• Combining the elements/aspects of narration
• Creating in real time
• Presenting and involving the view
• Having a vision and implementing it with a group

Key Aims and Questions (Full Year)

• The essence of the piece
• Relationship with reality
• Representation of the body and space
• Figuration and construction
• Properties of space: real and unreal
• Presentation and what it means
• How it is communicated and understood
• Influences on the arts and how they create a view

Artistic Collaboration (Cross Disciplinary)

• Understanding how art is affected by the community

Key Focuses

• How art and design are impacted by environment
• How art is impacted by media, and how it is dispersed
• How to apply artistry to work

Core Questions that Connect Art to Everyday Life

• The power of visual works
• Focuses on the history of artwork but applied to any area of expertise