Curriculum
Conceptual Framework
This is a great tool for teachers and students when trying to make connections between different aspects of a piece of artwork. The aspects of the conceptual framework are Audience, Artist, Artwork and Subject Matter. These can all be looked at as separate fields that are also interrelated.
The conceptual framework can be applied to the activities on art appreciation and practice on this website. Connections can be made between the artist and his subject matter of his paintings. Ben Quilty had a troubled youth and therefore the majority of his paintings are centred on those years and reflect what was happening during that time. Having the conceptual framework to refer to makes it simpler for students. Instead of saying “I want you to interpret this painting” teachers could say “I want you to explore what you think this artist might be
trying to tell us with his painting of the skull.” This now includes the subject matter, the skull, and the artist and what he may have been thinking.
The conceptual framework can be applied to the activities on art appreciation and practice on this website. Connections can be made between the artist and his subject matter of his paintings. Ben Quilty had a troubled youth and therefore the majority of his paintings are centred on those years and reflect what was happening during that time. Having the conceptual framework to refer to makes it simpler for students. Instead of saying “I want you to interpret this painting” teachers could say “I want you to explore what you think this artist might be
trying to tell us with his painting of the skull.” This now includes the subject matter, the skull, and the artist and what he may have been thinking.
New South Wales Curriculum and Assessment Authority
The New South Wales Curriculum and Assessment Authority recognises all the different dimensions of art all have equal importance and each need to be addressed accordingly. The document also recognises that each is a separate field but they are also all interlinked. The document also makes reference to the Conceptual Framework. The document places great emphasis on the role the conceptual framework plays in responding to pieces of artwork in terms of making pieces that are informed by their investigations of the world, consider audiences for their work and recognising the role of the artist. The two areas of Making and Appreciating allow for creativity and begin to appreciate the role of visual arts in their own lives. This is very important for students to do and all the reference to the conceptual framework in this document makes it extremely applicable to be
used in school curriculum.
For more information visit http://www.boardofstudies.nsw.edu.au/
Victorian Essential Learning Standards (VELS)
In the VELS document the arts domain is broken down into two dimensions, Creating and Making and Exploring and Responding. These two dimensions are extremely important to students learning as they allow students to freely create artworks that reflect their experiences of the world. It also encourages students to create artworks that communicate ideas, knowledge, skills and personal experiences they may have. A drawback to the VELS curriculum is that the Exploring and Responding dimension doesn’t come into play until students are in level 3 (grades 3 & 4). This restricts student’s ability to respond to theirs, and others artworks in a way that develops their critical and creative thinking.
For more information visit http://vels.vcaa.vic.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA)
When looking at the curriculum document for visual arts ACARA sets out to make sure students are exploring artwork in terms of meaning, forms, societies, cultures, histories, critical theories and evaluations. In years F – 2 students will already be beginning to respond to visual arts. They will communicate their ideas, feelings and observations about others and their own pieces of art. They will talk about what they see and begin to use the language of visual arts. This is such an important part of ACARA as even from a young age students can start developing the ability to interpret and understand art. This is different to VELS where students only begin this type of appreciation from level 3 onwards.
For more information visit http://www.acara.edu.au/default.asp