Arts Creative Practice - Unit 3 and 4

VCE Arts Creative Practice can be an engaging and personal experience to each one of us. The development of the planner is designed to establish a yearly framework, sequencing and to scaffolding learning to the VCE Arts Creative Practice, units 3&4.

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Considered under the Victorian Curriculum and Assessment Authority [VCAA] (2024) and the High Impact Teaching Strategies [HITS] (2020) documents, the planner and website are designed for strategic and purposeful teaching, provide tools, and to guide students to gain successful outcomes.

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The planner is to help teachers to develop a positive pedagogical approaches in accordance with the VCE Arts and Creative Practice design study skills, the Australian Professional Standards for Teachers [APST] (2024) and HITS (2020) to include planning and sequencing, inquiry, provide clear directions, provide appropriate feedback in the authentication process and research-based and reflective approach and developing/building knowledge using creative techniques and processes. My portfolio is also designed to link specific learning activities and worked examples to the learning goals (HITS, 2020)

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 I have planned my portfolio into the following areas:

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Term Planner

The term planner is strategically broken down to set goals, sequence the learning in a structured (HITS, 2024) week by week process. The planner allows the students to effectively utilise time to undertake the key knowledge and key skills from the VCE Arts Creative Practice study design skills (VCAA, 2024), to develop visual language and terminology and to ensure valuable preparation for the SAC, SATs and exams required by the VCAA (2024) are covered by knowing the content through inquiry (APST, 2024) and research.

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The term planner is design for both teacher resources and for possible CRT to step into the role and understand the key elements of learning for the week, what and how it will be taught.

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The term planner has been carefully sequenced to begin with orientation and to effectively build upon the beginning knowledge of building inspiration through research, which is continued to be carried out in the designed excursion to the local gallery. The multiple interaction with the research for enhancing performance is supporting the pedagogical practices of multiple exposure by HITS (2024) to demonstrate new knowledge and concepts development over a spaced period.

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These multiple exposures (HITS, 2024) have factored in visits to websites such as National Gallery of Victoria and the Heide Gallery to further explore the key skills and key knowledge listed in each unit outcome. These galleries have been carefully considered to apply to the planner as the design of the VCE programs from the galleries are linked with the key curriculum of unit 3 and 4 key skills and knowledge.

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I have also carefully considered the cultural to include a local guest speaker from Ballarat Cultural Heritage from the Djab Wurrung Gunditmara tribe to provide a cultural experience and to understand lens content. Designed to encourage to view a broader range of artworks and to experiment and explore with a wider range of materials techniques and processes (VCAA, 2024).

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I have factored in the use of the Curriculum Textbook of Arts Creative Practice, VCE Units 1-4 by Deryck Greenwood (Greenwood, 2023). Greenwood’s (2023) text embeds the pedagogical practices supported by HITS (2020) of using explicit teaching to use shared learning intentions across the term planner with the relevant content, explored by the excursions and incursions, worked examples for the student to be able to practice independently, which is then demonstrated in providing sufficient time for the students to undertake their practice using metacognitive strategy (HITS, 2020) during term 1, 2 and particularly designed this way in term 3 to ensure a full resolving body of works are completed.

 

During the term planner, feedback to embed the authentication process has been carefully structured in the chosen weeks to ensure the evidence is provided and the learning goals set in the orientation session. This will ensure that I am able to further guide the student through the form of inquiry and questioning techniques and provide relevant feedback to realign the students with clear outcome that leads to achieve a learning goal (HITS, 2020), including SAC and exam preparation.

 

Professional Engagement Plan

I have undertaken an audit and reflective process of my own professional knowledge of key areas. By auditing, I can identify the areas in which further professional development will be undertaken to develop the gaps in my knowledge and skills. Based on this audit, I have developed an engagement plan to further build my professional practice and understand the relevant and appropriate sources of professional learning (APST, 2024). As a future educator, I am dependent to undertake a wider variety of teacher areas such as communication and VCD and Art Making and Exhibiting.

 

Mapping

The Mapping is designed in accordance with the VCAA, VCE Arts Creative Practice design study skills (2024) document. The breakdown of the document is color coded to understand the difference between unit 3 requirements, unit 4 requirements, the total percentage provided for the SATs, the requirements for the SACs and percentage across the year and the exam percentage.

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I can use this as concept mapping (HITS, 2020) to demonstrate a clear pathway to percentages required for each element and the total at the end of the year for the student to succeed.

 

Student Resources

The student resources are designed to help students with critical thinking and analysis. The orientation documents are designed to ensure the students are provided explicit instructions on the requirements and levels of achievements required for the full year, covering both units 3 and 4.

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There are other resources to download required for the evidence and resources to create inspiration. The annotation resource is designed for worked examples as part of the visual diary to record and document art making and respond in VCE Art Creative Practice (VCAA, 2024) using the specific art terminology.

 

Teacher Resources

The teacher resources are designed for teachers, or me to have tools to engage or empower students (HITS, 2024) to succeed. They are directional only to guide students to help with differentiated teaching. I can download the authentication form (VCAA, 2024) to ensure the evidence is viewed and the Performance Descriptors to ensure the unit outcomes are met with the range to ensure successful assessing.

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The artist and gallery lists are additional documents to provide students with further research and inquiry, and can provide an opportunity to add these to the planner as extra resources.