VCE The Arts Electives
Unit 1 Introducing performance styles
This unit focuses the study of three or more performance styles. It focuses on creating, presenting and analysing devised ensemble or solo performance. This unit also involves analysis of a work by professional drama performers.
Unit 2 Australian Identity
Students study aspects of Australian identity evident in contemporary drama practice. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or icon from a contemporary or historical Australian context.
Unit 3 Devised Ensemble Performance
Student work collaboratively to devise, develop and present an ensemble performance. Students also analyse and evaluate a professional drama performance selected from the prescribed playlist by VCAA.
Unit 4 Devised Solo Performance
This unit focuses on the development and the presentation of a devised solo performance using the prescribed structures, published by VCAA
Actor, Film and TV Producer, Announcer, Film or Theatre Critic, Audio Visual Technician, Film, Stage and TV Director, Arts, Administrator, Program Director, Casting Director, Set Designer, Choreographer, Sound Technician, Costume Maker, Scriptwriter or Playwright, Dancer, Stagehand, Director of Photography, Stunt Performer, Entertainer, Wardrobe Supervisor, Film and TV Editor, Lighting Operator
Unit 1: Media forms, representations and Australian stories
Students study how the relationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common language with media producers and construct meanings from the representations within a media product. In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products.
Unit 2: Narrative across media forms
In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.
In this unit students study media narratives, they analyse the use of media codes and conventions to structure meaning, and how narratives are influenced by the social, cultural, ideological and institutional contexts of production the production period. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Students use the pre-production stage of the media production process to design a media product for a specified audience. They investigate, explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product.
Unit 4 In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.
Actor, Journalist, Arts Administrator, Make-up Artist, Audio Visual Technician, Multimedia Developer, Camera Operator, Projectionist, Copywriter, Scriptwriter, Desktop Publisher, Set Designer, Film and TV Editor, Sound Mixer, Film and TV Lighting Operator, Sound Technician, Film and TV Producer, Stage Manager, Film Critic, Web Designer/Developer, Graphic Designer, Media Teacher
VCE STUDIO ARTS
Studio Arts provide students with an understanding of materials, techniques and studio processes through a practical and theoretical approach.Throughout their folio students generate, explore, develop and refine ideas through specific art forms and develop specialised skills in a range of media and techniques. The theoretical component of the study informs students’ practice and teaches them about the working practices of artists and the considerations involved in exhibition curation.
Students may choose to present their work in the medium of painting, sculpture or photography
Unit 1: Studio Inspiration and Techniques
In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore and develop artworks. Students will explore their individual ideas in a folio including sources of inspiration, materials and techniques related to specific art forms. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas.
Unit 2: Studio Exploration and Concepts
In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore and develop artworks. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of their work in a folio. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. In Unit 2 students also learn about exhibition spaces and reflect on the different environments examining how artworks are presented to an audience.
Unit 3: Studio Practices and Processes
Within this unit, students will write an exploration proposal that supports the direction for their studio process. They will then produce a folio which records trialling, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. In Unit 3 students will also visit a variety of exhibitions and they will reflect on the different environments where artworks are exhibited.
Unit 4: Studio Practice and Art Industry Contexts
Within this unit, students will create at least two final artworks based on their ideas and development in Unit 3. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions that the student has visited in the current year of study. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in the exhibitions in at least two different galleries or exhibitions.
Animator, Interior Designer, Art Gallery Director, Illustrator, Arts Administrator, Jewellery Designer, Art Teacher, Patternmaker, Cartoonist, Conservator, Sculptor, Ceramic Artist, Tattooist, Craftsperson, Graphic Designer, Film Maker, Fashion Designer.
Unit 1 and 2
These units enable students to explore the potential of the body as an instrument of expression. Concentrating on safe dance practices, students will develop the physical skills and body actions required in Dance. Students will explore and perform dance works originating from different dance making processes and discuss influences on the movements and ideas communicated in their own and other’s dance works. Students will also expand their dance vocabulary by exploring various genres of dance.
Unit 3 and 4
These units allow students to develop compositional skills by exploring ways in which the intention of the choreographer can be expressed through movement with the use of phrasing, spatial organisation, elements of movement and group structures. Solo and group dance works from 1900 to present day are analysed, concentrating on the influences and compositional techniques used. The students will also focus on the technical complexities, accuracy, performance skills and composition in the performance and interpretation of a learnt group dance and the composition and performance of their own solo dance works.
“It is recommended that students have three to four years dance and/or movement experience prior to the commencement of VCE Dance. This experience might focus on a specific dance style or could involve development of a personal movement vocabulary.”
Students are expected to: have their own foot undies, attend “Top Acts” excursion and perform at the End of Semester Performance Evening (practical exam) and one of the workshops offered throughout the year.
Choreographer, Fitness Instructor, Dance Teacher, Musical Theatre, Events Co-ordinator, Professional Dancer
VCE MUSIC PERFORMANCE
This study develops intellectual, aesthetic and cultural understanding of the value and importance of music in solo and group settings. As soloists and members of groups, students develop skills in preparing programs of music works, and apply musicianship as they create music and interpret and analyse solo and ensemble works in a range of styles.
Unit 1 and 2:
Music Performance Units 1/2 focuses on building performance, musicianship and composition skills. Students present performances of selected group and solo music works on their chosen instrument/s and are given opportunities to perform in various venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances. Students are also required to write a composition for their chosen instrument/s and provide an analysis of their individual composition.
Unit 3 and 4:
Music Performance Units 3/4 focuses on building and refining performance and musicianship skills. Students select to perform either a group or solo performance that they will present in the end of year examination. Through analysis of other performers’ interpretations and feedback on their own performances, students refine their interpretations and optimise their approach to performance. They continue to address challenges relevant to works they are preparing for performance and to strengthen their listening, aural, theoretical and analytical musicianship skills.
In order to undertake this subject, it is compulsory for students to have prior/current experience playing an instrument
VCE VISUAL COMMUNICATION
Visual Communication Design assists students in the understanding, use and interpretation of a range of visual communications. It involves a study of the vocabulary and grammar of visual communication, which includes an understanding and application of, drawing and drawing conventions, design elements, principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life.
Unit 1: Introduction to Visual Communication Design
In this unit, students focus on using visual language to communicate messages, ideas and concepts. Students practice their ability to draw what they observe and will use visualisation drawing methods to explore their own ideas and concepts. Through experimentation and exploration of the design elements and principles, students develop an understanding of how they affect visual messages.
Unit 2: Applications of visual communication within design fields
In this unit, students focus on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental and industrial fields of design. They also investigate how typography and imagery are used in these fields as well as communication design.
Unit 3: Visual communication design practices
In this unit, students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Students use their research and analysis of the process of visual communication designers to support the development of their own designs.
Unit 4: Visual communication design development, evaluation and presentation
In Unit 4, students prepare a design brief, and follow the design process to produce two final presentations that satisfy their client brief. They utilise a range of digital and manual two and three dimensional methods, media and materials. Please note, a folio of work is required to satisfactorily complete Unit 4.
Advertising, Animation, Architectural Drafting, Architecture, Cartography, Cartooning, Construction, Costume Design, Desktop Publishing, Education, Fashion Design, Film Making, Fine Arts, Furniture Design, Graphic Design, Illustration, Industrial Design, Interior Decoration, Interior Design, Landscape Architecture, Multimedia Development, Offset Printing, Photography, Production Design, Set and Theatre Design, Signwriting, Textile Design, Visual Merchandising, Web Design.