Wolfendenedar 517 Finalsubmission

ADVICE
FOR TEACHERS

Area of study 1: Artworks and meaning

Research the work of at least three artists who have explored the theme of Journey.
Analyse and interpret at least one artwork by each artist, by applying the Personal
Framework and the Structural Framework. Include both historic artists (pre 1990s)
and contemporary artists (post 1990s) in your research.
Area of study 2: Art making and personal meaning

Create a series of artworks to reflect your own interpretation of the theme Personal
Journey.

Research a variety of artists, who have explored the theme of Journey in
their work.
Brainstorm the theme from a variety of perspectives and consider how the concept
relates to your own life experiences.
Create a folio of work, which addresses this theme and clearly demonstrates the
use of a variety of techniques, materials and processes.
Annotate and evaluate your ideas in a visual diary, using the Structural and
Personal framework.
Area of study 1: Artworks and meaning

Detailed Example.

Research the work of at least three artists, who have explored the theme of
Journey,
Journey can refer to an actual physical journey travelling from one place to
another; wandering around a particular urban or landscape location in order to
explore it; or enforced migration such as the journeys made by slaves or refugees.
However journeys dont always have to involve physical travel. The term journey
is often used to describe the journeys we make in life: such as personal
experiences that involve an element of self-discovery or more generally the
journey through life growing up or getting old. Journey might also be used in
relation to formal processes in art making, for example in the work of artists
whose process dictates the end result of the work. (Tate Gallery, 2016)
A number of artists have addressed the theme of Journey in their work. Choose
three artists from the list below. Include a mix of both historic artists (pre 1990s)
and contemporary artists (post 1990s) in your research.
Suggested Historic Artists include: Charles Blackman, Escher, Frida Kahlo, Jacob
Lawrence, Paul Gauguin and Tommy Mc Rae.

Suggested Contemporary Artists include: Bill Viola, Tracey Emin, Ben Langlands and
Nikki Bell, Papunya Tula Artists, Ed Fairburn, Simon Lewty, Annie Leibovitz, Steve
McCurry, Ellie Davies, Daniel Crooks, Mark Wallinger, Hamish Fulton, Edward Ruscha,
Patrick Keiller, Willie Doherty, Francis Als, Ellen Gallagher, Lubaina Himid, Tania
Bruguera, Donald Rodney, Simon Starling and Ruth Ewan.

Select at least one artwork by each artist and analyse, interpret and respond the
work using the Structural Framework and Personal Framework. For example,
analyse, interpret and respond to Charles Blackmans Feet beneath my table (1956)
using the Structural and Personal Framework. (See Framework questions in attached
Appendix)

Structural Framework
Example: Blackmans Feet beneath my table (1956)

Blackman has created bold, colorful imagery inspired by Lewis Carrolls Alices
Adventures in Wonderland, in which Alice falls down a rabbit hole and takes a
journey through an extraordinary and bizarre imaginary world. Blackman has created
an eccentric, quirky composition, in which objects are somewhat out of proportion
to one another. The result is rather disconcerting, yet amusing and whimsical at the
same time. Two large teacups and a teapot seem to levitate in the air and strange
assemblages of single feet and pairs of feet reside underneath the table.

Blackmans materials of tempera, oil and enamel paint on Swedish hardboard
provide him the freedom to work with a particular intensity. Blackman explains that,
the medium had a lot to do with the immediacy of the paintings. Tempera acts as a
catalyst with enamel and as they dry at varying speeds they might flow into each
other. Explosions might erupt. The discovery of this medium allowed me to work
with spontaneity and seize the evocative power of the image as it opened. (Charles
Blackman, quoted in N. Amadio, Charles Blackman: The Lost Domains, Sydney, 1983,
p.26.) The unpredictability of Blackmans chosen medium reflects the notion that
Alice is thrown into an unpredictable and rapidly changing world, in which anything
can happen.

Personal Framework
Example: Blackmans Feet beneath my table (1956)

Charles Blackman played Lewis Carrolls Alices Adventures in Wonderland to his
wife, in the form of a talking book. Blackmans wife, Barbara was suffering from
progressive blindness at the time. Alice, the main character in the book, was a young
girl moving through a series of irrational situations, constantly frustrated by various
events. This paralleled Barbaras own confusing and disconcerting journey towards
blindness. Blackman was inspired by this extraordinary and bizarre tale and painted
the pictures for Barbara, in an attempt to give sight to the story. Blackmans choice
of subject matter was directly influenced by his daily life. The Tea time theme
reflected the fact that Blackman worked at a Melbourne caf during the evenings.
He was the only chef and was often required to cook and serve a number of
customers their meals each night.
Area of study 2: Art making and personal meaning

Detailed Example.

Explore the theme Personal Journey.
RESEARCH
Investigate the meaning of the term journey. Consider its meaning from a number
of different perspectives.
Brainstorm the topic. Create a mind map or mood board based on the theme.
Research various artists that have explored the theme of Personal Journey. Include
examples of the work you find most inspiring in your visual diary. Annotate each of
these examples using the Structural Framework and Personal Framework.
INVESTIGATION OF MATERIALS, TECHNIQUES AND PROCESSES
Experiment with a variety of materials, techniques and processes to support the
development of creative visual responses to the Journey theme. Create sketches or
take photographs as a starting point for exploration. Trial different materials which
appeal to you personally, this may include: painting, drawing, photography,
printmaking, sculpture, ceramics, mixed media, installation art, textiles, fibre art,
light and sound etc.
Suggestions include:
Take a series of photographs, which represents your journey from home to school or
another journey you often take in daily life.
Using Aboriginal Art as your inspiration, create a map depicting a journey through a
landscape or environment you are very familiar with. Devise a series of unique
symbols to represent the main features within the landscape.
Collect and photocopy a variety of historic or contemporary maps. Experiment with
collaging techniques to create an interesting background for your artwork.
SELECT AND EXPLORE
Reflect on your experimental trials and consider which directions have the most
potential. Develop a range of compositions and enhance your artwork through
manipulation of the art elements and principles.

REFINE IDEAS AND SKILLS
Explore various ways to improve the image. Can the image be more dynamic in any
way? Could the artwork benefit from being cropped? Have you adequately
addressed the theme of Personal Journey? Could the artwork be improved by
amending the composition?

REALISE VISUAL RESPONSES- RESOLUTION

Students are required to resolve their ideas and create visual responses that
demonstrate their personal interests and ideas. This may take the form of a series of
paintings, drawings, prints and photographs etc. Students may choose to combine a
mixture of art forms, which reflect the Personal Journey theme.

REFLECTION

Evaluate their visual responses using the Structural Framework and Personal
Framework. Consider what you learnt from the process and what you would
consider doing differently next time.

VCE UNIT OUTLINE

VCE Study: ART
Unit One- Artworks experience and meaning
Area of Study 01- Artworks and meaning
Area of Study 02- Art making and personal meaning
Title: A personal journey.

Area of Study 01 & 02 - Outline
Research the work of at least three artists who have explored the theme of Journey, Analyse and interpret at least one artwork by each artist, by
applying the Personal Framework and the Structural Framework. Include both historic artists (pre 1990s) and contemporary artists (post 1990s) in
your research. Submit a written analysis of two artists work and present a 5-7minute presentation, which explores the work of a third artist.
Area of Study 02- Art making and personal meaning
Create a series of artworks to reflect your own interpretation of the theme Personal Journey. Research a variety of artists, who have explored the
theme of Journey in their work. Brainstorm the theme from a variety of perspectives and consider how the concept relates to your own life
experiences. Create a folio of work, which addresses this theme and clearly demonstrates the use of a variety of techniques, materials and
processes. Annotate and evaluate your ideas in a visual diary, using the Structural and Personal framework.
Week 1
Period
1&2
(50minx2)
Key Knowledge & Key Skills

The characteristics of styles and symbols to create
meaning in artwork.
Learning Experiences
Introduce students to the Art making
and personal meaning Assessment
Task. Show students images related
to the Journey theme to introduce
them to the topic and spark their
curiosity.
Resources
Assessment Task Sheet 02/Rubric

PowerPoint presentation of visual
imagery related to the Personal
Journey theme.
How to create Mind Maps sheet

meaning in artwork.
Period 3
(50min)

meaning in artwork.
Students will investigate the meaning

of the term Journey. Students will
brainstorm the topic in pairs and
create a mind map in their visual
diary.

Source visual images related to the
Journey theme and create a mood
board based on the theme.

Period 4
(50min)

The relevant aspects of the Structural and Personal
framework to analyse and interpret artworks.

Use appropriate terminology to discuss artwork.

Introduce the students to Area of
Study 1- Artworks and meaning
Assessment Task.
Explain the nature of the task and run
through the two assessment
components.
Introduce the students to the
Structural and Personal framework.
Students are to begin researching
from the list of artists provided.
During class time students are to
choose one artist, print off examples
of their work and create a page in

Visual examples of Mood boards and
their purpose.

Structural and Personal Framework
question sheet.

Provide students with online links to a
number of Artists, who have explored
the Journey theme.


Week 2
Key Knowledge & Skills
Period
1&2
(50minx2)
Explore materials, techniques, processes and art forms

and investigate how these can be used to create
artworks.
Investigate the practices of artists and apply these
practices to your own work.
their visual diary. They are to

annotate using the Structural and
Personal Framework question sheet
as a guide.
Teaching and Learning

Strategies

Students are to experiment with a
variety of materials, techniques and
processes to support the
development of creative visual
responses to the Journey theme.
Students are to create sketches or
take photographs as a starting point
for personal exploration.

Research artists and artworks who
have explored the theme of Personal
Journey. Include examples of the
work you find most inspiring in your
visual diary. Annotate each of these
examples using the Structural
Framework and Personal Framework.
Resources
A variety of art materials (based on

the student individual needs and
interests)
Visual Diaries
Cameras
Laptops
the Journey theme.

Period 3
(50min)

artworks.
Students are to continue creating

sketches or taking photographs as a
starting point for personal
exploration. Continue researching
artists and artworks.

interests)
Visual Diaries
Cameras
Laptops

the Journey theme.

question sheet.
PowerPoint presentation- Brief
introduction about Charles Blackman
as a person and artist. Then show an
image of Charles Blackmans painting
Feet beneath my table.

Period 4
(50min)



Ways in which artists express social and personal
interests, experiences, ideas and intentions.
Introduce the work of Australian artist

Charles Blackman. Explain to students
that they will be going to Heide
Gallery in week 5 to see his work.
Engage in a class discussion around
Charles Blackmans Feet beneath my
table. The teacher is to pose a
number of questions to the class,
using the Structural and Personal
Framework. The teacher is to
encourage students to analyse and
evaluate the artwork as a group, with
the intention that students develop
the skills needed to apply the
framework when analysing artworks
on their own.
Begin researching an artist they would
like to focus on for their class
presentation.
Week 3
Period
1&2
(50minx2)
Period 3
(50min)
Key Knowledge and skills

artworks.

artworks.


Experiences
Trial different materials, techniques
and processes which appeal to you
personally, this may include: painting,
drawing, photography, printmaking,
sculpture, ceramics, mixed media,
installation art, textiles, fibre art, light
and sound etc.
Continue investigation with materials,

techniques and processes. Collect and
document the work of other artists as
inspiration.

Resources

Period 4
(50min)

The teacher is to specify exactly what

is required for the Oral presentation
using digital technologies and run
through the Assessment criteria.
Students continue researching an
artist they would like to focus on for
their class presentation. Each student
will need to choose a different artist.

interests)
Visual Diaries
Cameras
Laptops
the Journey theme.
interests)
Visual Diaries
Cameras
Laptops
the Journey theme.
question sheet.
Assessment Task
Assessment criteria sheet
The teacher will ensure there are no

double ups.
Week 4
Period
1&2
(50minx2)
Period 3
(50min)

artworks.

Communicate personal ideas and concepts.
Use observation and imagination to develop creative
responses.

Experiences

Reflect on your experimental trials

and consider which directions have
the most potential. Develop a range
of compositions and enhance your
artwork through manipulation of the
art elements and principles.
Use a range of styles and symbols to produce responses

that realise personal interests.

artworks.

responses.
Continue to enhance your artwork

through manipulation of the art
elements and principles.


Resources

interests)
Visual Diaries
Cameras
Laptops
the Journey theme.

interests)
Visual Diaries
Cameras
Laptops
the Journey theme.

Period 4
(50min)



Students are required to finish putting

together their PowerPoint document
to prepare for their 5-7 min Oral
presentation. Each student will be
given a presentation date. (these will
be staggered throughout the
semester)

question sheet.
Assessment Task

Week 5

Experiences
Period 1
Period 2
Period 3
Period 4


Formulate and substantiate personal opinions with
reference to artworks and related references.

The students are to complete the

Charles Blackman worksheet.
EXCURSION
Year 11 excursion to Heide Gallery to
see the Charles Blackman Exhibition.

Resources

Charles Blackman Worksheet.
(Analyse artwork using Structural and
Personal Framework)

Packed snack and lunch.

Drink bottle

School Bag

Pencil case

Clip board
Week 6
Period
1&2
(50minx2)

artworks.


responses.

Experiences
Resources

interests)
Visual Diaries
Cameras
Laptops
Reflect on your experimental trials

and consider which directions have
the most potential. Develop a range
of compositions and enhance your
artwork through manipulation of the
art elements and principles.


the Journey theme.

interests)
Visual Diaries
Cameras
Laptops
Period 3
(50min)

artworks.


responses.

Continue to enhance your artwork
through manipulation of the art
elements and principles. Experiment
with a range of styles and symbols.
Use observation and your imagination
to develop are range of creative
solutions.


the Journey theme.

Period 4
(50min)

Two students are to present their

Oral presentation using digital
technologies to the rest of the class.
Introduce students to the written
analysis component of the
Assessment Task. Analyse the work of
these two artists using the Personal
and Structural framework.

question sheet.

Assessment Task (Area of Study 1-
Artworks and meaning)

The students begin researching the

two artists.
Week 7
Period
1&2
(50minx2)

responses.



Experiences
Resources

interests)
Visual Diaries
Cameras
Laptops
The students are to share their

experimental trials and potential
directions with 4-5 other students.
The group are to suggest constructive
ways in which each student could
improve their work, by considering
the art elements and principles.
Students are to take the feedback on
board and begin to refine their ideas
and skills.


the Journey theme.
Period 3
(50min)

Use visual language to document artistic practice in a
visual diary.

Apply the Structural and the Personal Framework in
reflective annotation as they apply their own art making.

Students are to continue refining their
ideas and skills. They are to explore
ways to improve the work.

interests)
Visual Diaries
Cameras
Laptops
Students are to record their thinking

process in their visual diary, using
appropriate visual language.

the Journey theme.

question sheet.



Period 4
(50min)



They will then continue researching
two artists in preparation for the
written component of the assessment
task.
Week 8

Experiences
Period
1&2
(50minx2)


visual diary.

ideas and skills. They are to explore
ways to improve the images.
Document artistic practice in visual
diary.
Resources

interests)
Visual Diaries
Cameras
Laptops
Period 3
(50min)
Period 4
(50min)



artworks.



personal ideas and concepts. They are
to evaluate their work and explore
various materials, techniques and
processes to further enhance their
artwork.

task.
Week 9

Experiences
Period 1
Period 2

Period 3
(50min)


WATCH DVD
Watch DVD Art and Soul, a personal
journey into the world of Aboriginal
art. By Hetti Perkins. Class discussion
about Aboriginal Art in relation to the
Journey theme.

interests)
Visual Diaries
Cameras
Laptops
question sheet.


Resources
Video Recording
Art and Soul, a personal journey into the
world of Aboriginal art, Hetti Perkins, 2010.
Madman Entertainment
Students are to continue refining their A variety of art materials (based on the
student individual needs and interests)
personal ideas and concepts.

Period 4
(50min)
Week 10
Period
1&2
(50minx2)

artworks.



They are to evaluate their work and
explore various materials, techniques
and processes to further enhance
their artwork.

task.

Experiences



visual diary.
Explore various ways to improve the

image. Can the image be more
dynamic? Could the artwork benefit
from being cropped? Could the
artwork be improved by amending
the composition?

Visual Diaries
Cameras
Laptops

question sheet.


Resources

interests)
Visual Diaries
Cameras
Laptops
Period 3
(50min)
Period 4
(50min)
Week 11
Period
1&2
(50minx2)




Experiences

visual diary.



interests)
Have you adequately addressed the
Visual Diaries
theme of Personal Journey? Can
Cameras
your visual communication be
Laptops
strengthened in any way?

Structural and Personal Framework question
sheet.


task.
Evaluate your artwork.
Evaluate your visual diary. Ensure you

have clearly documented your
process and have applied the
Structural and Personal Framework in
your annotations.

Resources

interests)
Visual Diaries
Cameras
Laptops

Period 3
(50min)
Period 4
(50min)
Week 12
Period
1&2
(50minx2)
Period 3
(50min)

visual diary.





Experiences
Resources

visual diary.


visual diary.


Visual Diaries

Visual Diaries

Structural
and Personal Framework question
sheet.



task.

Strengthen the content of your visual

diary. Ensure you are using
Evaluate your visual diary. Ensure you

have clearly documented your use of
materials and techniques. Apply the
Structural and Personal Framework in
your annotations.

Strengthen the content of your visual
diary. Ensure you are using

Visual Diaries

Period 4
(50min)
Week 13
Period
1&2
(50minx2)




Experiences
Resources



REALISE VISUAL RESPONSES-
RESOLUTION
Students are required to resolve their
ideas and create visual responses that
demonstrate their personal interests
and ideas.

RESOLUTION

interests)
Visual Diaries
Cameras
Laptops
Period 3
(50min)


Structural and Personal Framework question
sheet.



task.

interests)
Visual Diaries
Cameras
Laptops
Period 4
(50min)
Week 14
Period
1&2
(50minx2)
Period 3
(50min)


Final two students are to present their

They will complete a rough draft of
the written component of the
assessment task. They will be
submitting the final document in 2
weeks.


question sheet.



Experiences
Resources


visual diary.

RESOLUTION

REFLECTION
Evaluate their visual responses using
the Structural Framework and
Personal Framework. Consider what
you learnt from the process and what
you would consider doing differently
next time.

interests)
Visual Diaries
Cameras
Laptops

interests)
Visual Diaries
Cameras
Laptops
Period 4
(50min)
Week 15
Period
1&2
(50minx2)
Period 3
(50min)





visual diary.

question sheet.


Resources

Visual Diaries
Final artwork
Visual Diaries
Final artwork

Finalise the written component of the
assessment task. Prepare for
submission during next weeks class.

Experiences

REFLECTION
Evaluate their visual responses using
the Structural Framework and
Personal Framework. Consider what
they have learnt from the process and
what they would consider doing
differently next time.

Complete reflection.
SUBMIT ARTWORK AND VISUAL

DIARY.

Period 4
(50min)



SUBMIT WRITTEN TASK
SUBMIT POWERPOINT
PRESENTATION
Complete and submit written

component of the assessment task.
Last opportunity to submit
PowerPoint presentation. (If not
already submitted)
Conduct self -assessment using
Assessment Criteria sheet.

Final Assessment Task (Area of Study

1- Artworks and meaning)

Assessment task
STUDENT NAME:
Year/level
Unit 1- Artworks, experience and meaning.

Year 11
Teacher
Heidi Wolfenden
Date given to students
2 September 2016
Due date
16 October 2016
Unit name

Aim: Research the work THREE artists who have explored the theme of Journey, Analyse and interpret their
work by applying the Personal Framework and the Structural Framework.

Time to complete the task: 6 weeks
Assessment Task 1- 30% of total grade for unit
Main Inquiry Question: How have your THREE chosen artists conveyed the concept of Journey in their
work?
Sub-questions:
Refer to the Personal and Structural Framework questions.
What social, cultural and historical factors influence the viewers response to artworks?
How have the Artists expressed social and personal interests, experiences, ideas and intentions?
What is your personal view of the artwork? Explain and substantiate how and why you have formed this
opinion.
Have you used appropriate visual language to discuss the artworks?
Learning Objectives: The students will be able to:
Analyse and interpret a variety of artworks using the Structural and Personal framework.
Discuss the main social, cultural and historical factors that influence the viewers response to artworks.
Research and discuss how art reflects social and personal interests, experiences, ideas and intentions.
Form and substantiate personal opinions with reference to artworks and related references.
Instructions:
Part A: Oral Presentation using digital technologies
Create and deliver a 5-7 minute presentation on ONE artist who has explored the theme of Journey. Apply
the Personal and Structural framework. Analyse and interpret at least one of their artworks in detail. (Choose
a pre or post 1990 Artist from the list provided and inform the teacher of your choice before proceeding)
Grade: 15/30

Part B: An extended written response
Choose TWO other artists who have explored the theme of Journey in their work (See list provided) Provide a
written analysis of the work of these two artists using the Personal and Structural framework. (Ensure one
artist is a pre 1990s artist and the other is a post 1990 artist) Note the similarities and differences between
the two artists you have chosen. Grade:15/30

Submission requirements:
Part A:
Create a PowerPoint presentation comprising of both text and images. Deliver an engaging and interesting
presentation to the class (on the date agreed upon with your teacher)
Submit the PowerPoint presentation on or prior to the 16 October 2016.
Part B:
Submit Part B in the form of a written analysis. Please include an introduction, body and conclusion.
Submit a PDF file or hardcopy by the 16 October 2016.

Assessment task
STUDENT NAME:
Year/level
Unit 1- Artworks, experience and meaning.

Area of Study 2- Art making and meaning
Year 11
Teacher
Heidi Wolfenden
Date given to students
2 September 2016
Due date
30 October 2016
Unit name

Aim: Create a series of artworks to reflect your own interpretation of the theme Personal Journey.

Time to complete the task: 8 weeks
Assessment Task 1- 70% of total grade for unit
Main Inquiry Question: How can you express the theme of Personal Journey through a series of artworks?
Sub-questions:
How can you use your observational skills and imagination to develop a unique creative response to the
theme?
How have the practices of other artists influenced your ideas and artwork?
How have you expressed social and personal interests, experiences, ideas and intentions?
Have you successfully communicated personal ideas and concepts?
Have you explored materials, techniques, processes and art forms?
Have you used appropriate visual language in your visual diary?
Have you applied the Structural Framework and Personal Framework, when annotating in your visual diary?
Learning Objectives: The students will be able to:
Use observation and imagination to develop creative responses.
Investigate the practices of artists and apply these practices to their own work
Communicate personal ideas and concepts
Explore materials, techniques, processes and art forms and investigate how these can be used to create
artworks.
Use visual language to document artistic practice in a visual diary.
Apply the Structural Framework and the Personal Framework in reflective annotation as they apply to their
own art making.
Instructions:
Research a variety of artists, who have explored the theme of Journey in their work. (see Resources)
Brainstorm the theme from a variety of perspectives and consider how the concept relates to your own life
experiences.
Create a folio of work, which addresses this theme and clearly demonstrates the use of a variety of
techniques, materials and processes.
Annotate and evaluate your ideas in a visual diary, using the Structural and Personal framework.
Submission Requirements:
1. Visual Diary
2. A series of artworks which explore the theme of Personal Journey. This may take the form of
paintings, drawings, prints, art installations, sculpture, mixed media, ceramics, photography, sound,
light etc. Students may choose to combine a mixture of different art forms.

ASSESSMENT CRITERIA: OUTCOME 1

Unit 1: Artworks, experience and meaning
Area of Study 1: Artworks and meaning
Year Level: 11
Assessment Task: Part B /Extended written response
Name: _________________________________________________________________
Outcome 1: Analyse and interpret artworks using the

Structural and Personal Frameworks.
Criteria for the award of
Very High Med Low Very
Not Marks
grades
high
low shown allocated
The extent to which the
work demonstrates:
Criterion 1
/5
Applied the Structural and Personal

Framework to analyse and interpret the
artworks.
Criterion 2
/5
Discussed the main social, cultural and

historical factors that influence the
viewers response to artworks.
Criterion 3
/5
Researched and discussed how art

reflects social and personal interests,
experiences, ideas and intentions.
Criterion 4
/5
Formed and substantiated a personal

opinion with reference to artworks and
related references.
Criterion 5
/5
Used appropriate art language and

terminology.
Cambridge University Press
Hendy-Ekers, Chamberlin and Greenwood 2010
ASSESSMENT CRITERIA: OUTCOME 2

Unit 1: Artworks, experience and meaning
Area of Study 2: Artworks and Meaning
Year Level: 11
Assessment Task: Art Folio, including visual diary and a series of artworks.
Name: _________________________________________________________________
Outcome 2: Explore the theme Personal Journey. Use the art process to create
visual responses which demonstrate your personal interests and ideas.
Criteria for the award of
Very High Med Low Very
Not Marks
grades
high
low shown allocated
The extent to which the
work demonstrates:
Criterion 1
/5
Used observation and imagination to

develop creative responses.
Criterion 2
/5
Investigated the practices of artists and

applied these practices to their own
work
Criterion 3
/5
Communicated personal ideas and

concepts.
Criterion 4
/5
Explored materials, techniques,

processes and art forms and
investigated how they can be used to
create artworks.
Criterion 5
/5
Used visual language to document

artistic practice in a visual diary.
Criterion 6
/5
Applied the Structural Framework and

the Personal Framework in reflective
annotation as they apply to their own art
making.
Cambridge University Press
Hendy-Ekers, Chamberlin and Greenwood 2010
APPENDIX

STUDENT RESOURCES

Artists & the Journey Theme.

Tate Gallery explores the theme of Journey and features the work of numerous
artists.
http://www.tate.org.uk/learn/online-resources/exam-help/themes/journeys

Annie Leibovitz Photographer Pilgrimage exhibition.
https://www.youtube.com/watch?v=kZsDcVJCccE

Ed Fairburn- Uses maps as background in his artwork.

http://www.thisiscolossal.com/2014/01/new-portraits-drawn-on-maps-by-ed-
fairburn/

Ben Langlands and Nikki Bell map air routes of a plane.
https://www.ngv.vic.gov.au/explore/collection/artist/11456/
http://www.langlandsandbell.com/portfolio-item/air-routes-of-the-world-2001/

Simon Lewty- Uses maps as a background in his artwork.
http://www.artfirst.co.uk/simon_lewty/

Charles Blackman- Alice in Wonderland Series (Heide Gallery)
Blackman explores the idea of a journey into a fantasy world.
https://www.heide.com.au/exhibitions/making-history-charles-blackman
http://www.theage.com.au/news/arts/blackman-pulls-a-rabbit-out-of-his-
hat/2006/09/01/1156817043248.html
http://www.ngv.vic.gov.au/essay/charles-blackmans-feet-beneath-the-table-2/

Ellie Davies creates installations. Journey/ forest pathways
http://www.mymodernmet.com/profiles/blogs/ellie-davies-constructed-pathways

Google Arts and Culture- Sacred Maps
https://www.google.com/culturalinstitute/beta/exhibit/1wLSzO0BWWZ3Jw

ACMI- Daniel Crooks- Video relating to the theme of journey and travel.
http://splash.abc.net.au/home#!/media/2241457/take-a-train-ride-through-many-
worlds

Escher explores the idea of journey through his endless staircase imagery.
http://www.mcescher.com/

Steve McCurry-Photojournalist
Steve travels the world and journeys to many remote parts of the world to
document the lives of people from all walks of life.
https://www.youtube.com/watch?v=252Efb9GF58
https://www.youtube.com/watch?v=7ZVyNjKSr0M

Frida Kahlo- Fridas artwork documents her own personal journey and
struggle with illness.
http://www.frida-kahlo-foundation.org/

MOMA- Jacob Lawrences Migration Series
http://www.moma.org/calendar/exhibitions/1495
Paul Gauguin- Journey to Tahiti
http://www.metmuseum.org/toah/hd/gaug/hd_gaug.htm

Indigenous Artists

Journeys of dreamtime- Aboriginal culture
http://news.aboriginalartdirectory.com/2006/09/journeys-of-the-dreamtime-an-
exhibition-of-australian-aboriginal-art-from-the-ce.php

Papunya Tula Artists
http://papunyatula.com.au/

Tommy Mc Rae
http://nga.gov.au/McRae/Index.cfm

TEACHER RESOURCES

Video Recording
Art + soul a personal journey into the world of Aboriginal art.
Directed and written by Hetti Perkins
Uniform title: art + soul (Television program)
Variant title: Art and soul [video recording]
Imprint: Collingwood, Vic: Madman Entertainment distributor
Date: c2010

Textbook- VCE Art Units 1-4 Resources

Art-iculate : art for VCE units 1-4 / Kathryn Hendy-Ekers, Lou Chamberlin, Deryck
Greenwood.

Author: Kathryn. Hendy-Ekers

Variant title: Articulate
Imprint: Port Melbourne, Vic : Cambridge University Press
Date: 2010

Journey Theme- Thought starters

An act or instance of traveling from one place to another

The journey from youth to maturity
A journey through time
A long and often difficult process of personal change
A spiritual journey
Inner journey
Lifes journey
Imaginative journey- dreams, journey of the mind
Migration
Pilgrimage
Adventure
Expedition
Passage of time
Travelling
Movement in space and time
Voyage
Journey into the unknown
Journey into a fantasy world
Time travel- a journey into the future
Map your journey
http://www.merriam-webster.com/dictionary/journey
http://www.thefreedictionary.com/journey
Structural Framework

The Structural Framework is used to analyse the style, symbolism and structural
elements of an artwork and how they contribute to the meanings and messages
conveyed. Students need to consider the following questions:

How has the artist applied and to what effect the art elements of line, colour, tone,
texture, shape, form, sound, light and time and the art principles of emphasis (focal
point), balance, movement, unity, variety, contrast, rhythm, repetition (pattern),
scale, proportion and space? How do the art elements and art principles contribute
to the meanings and messages of the work?
What materials, techniques and processes have been used? How is the
interpretation of the artwork shaped by the materials and the technical skills or
processes used by the artist? Is this due to inherent qualities of the materials or to
their application by the artist?
What is the distinctive style of the artwork and how does it contribute to the
meaning/s of the artwork? How does the work relate to other works in a similar style
or from the same philosophical, historical or cultural context?
What physical aspects or presentation of the artwork contain symbolic meaning?
This may include the use of art elements and art principles, the compositional
arrangement of subject matter, and the media, technique and processes used by the
artist. (VCE Art Study Design, 2017-2021)

Personal Framework

The Personal Framework is used to interpret how an artists experiences, feelings,
thinking and personal philosophy can be reflected in an artwork. It can also be used
to gain awareness of the effect of the viewers cultural background and experience
on the interpretation of the artwork. Students must consider the following
questions:

What relationship does the artwork have to the artists life and experiences? What
visual evidence supports this reading? Has the artist used a specific practice in
creating the artwork that may reflect their personal philosophy and ideas?

How might the artwork be linked to people, places and experiences of personal
significance to the artist such as the artists personal feelings, thinking, aspirations,
beliefs, desires or preoccupations, or to memories, dreams or a personal world of
fantasy? How are these represented in artworks?

How does the experience and background of the viewer affect the interpretation
of the artwork?

What are the symbols or metaphors explored or utilized in the artwork that
contribute to the meanings and messages?
(VCE Art Study Design, 2017-2021)

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ADVICE

Area of study 1: Artworks and meaning

Area of study 2: Art making and personal meaning

Area of study 1: Artworks and meaning

Example: Blackmans Feet beneath my table (1956)

Example: Blackmans Feet beneath my table (1956)

Area of study 2: Art making and personal meaning

VCE UNIT OUTLINE

Title: A personal journey.

Key Knowledge & Key Skills

Assessment Task Sheet 02/Rubric

Students will investigate the meaning

Key Knowledge & Skills

Explore materials, techniques, processes and art forms

their visual diary. They are to

Teaching and Learning

A variety of art materials (based on

Explore materials, techniques, processes and art forms

Students are to continue creating

A variety of art materials (based on

Provide students with online links to a

Structural and Personal Framework

The relevant aspects of the Structural and Personal

Introduce the work of Australian artist

Key Knowledge and skills

Teaching and Learning

Continue investigation with materials,

The relevant aspects of the Structural and Personal

The teacher is to specify exactly what

The teacher will ensure there are no

Key Knowledge and skills

Explore materials, techniques, processes and art forms

Teaching and Learning

Reflect on your experimental trials

Use a range of styles and symbols to produce responses

Explore materials, techniques, processes and art forms

Continue to enhance your artwork

Use a range of styles and symbols to produce responses

A variety of art materials (based on

Students are required to finish putting

Key Knowledge and skills

Teaching and Learning

The students are to complete the

Key Knowledge and skills

Explore materials, techniques, processes and art forms

Teaching and Learning

Reflect on your experimental trials

Provide students with online links to a

A variety of art materials (based on

Explore materials, techniques, processes and art forms

Provide students with online links to a

The relevant aspects of the Structural and Personal

Two students are to present their

Structural and Personal Framework

The students begin researching the

Key Knowledge and skills

Communicate personal ideas and concepts.

Teaching and Learning

The students are to share their

Provide students with online links to a

Students are to record their thinking

Provide students with online links to a

Structural and Personal Framework