In this study, students view artworks and investigate the working practices of artists from different cultures and periods of time. Students are challenged to articulate their understanding of the meanings and messages contained within artworks and to examine the effects of artworks upon the viewers or audiences who experience them. Students learn to pose and solve problems, and work independently and collaboratively, to create and convey meaning through art making.

• Unit 1: Interpreting artworks and exploring the creative practice
• Unit 2: Interpreting artworks and developing the creative practice
• Unit 3: Investigation, ideas, artworks and the creative practice
• Unit 4: Interpreting, resolving and presenting artworks and the creative practice

Unit 1: In Unit 1 students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and influence viewer or audience perspectives.

Unit 2: In Unit 2 students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and the other Interpretive Lenses as appropriate, to examine artworks from different periods of time and cultures, and to explore the different ways that artists interpret and communicate social and personal ideas in artworks.


Unit 3: In this unit students use Inquiry and Project-based learning as starting points to develop a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation. Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. Unit 3 commences with students researching the practice of a selected artist as the starting point to develop a finished artwork. The finished artwork will contribute to the Body of Work developed over Units 3 and 4.

Unit 4: In Unit 4 students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice. They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students also apply the Interpretive Lenses throughout the Creative Practice to resolve and refine their Body of Work.


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.

Unit 3

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.

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.

Career Options

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


Unit 1: Finding, reframing and resolving design problems

This unit teaches students about human-centered design, research, and effective communication of design ideas. It emphasises the role of design in promoting sustainability and circular practices, and how design decisions are influenced by various factors. Students will collaborate to identify design problems and create a plan to solve them, while also participating in critiques to receive feedback. The unit aims to help students integrate divergent and convergent thinking in their design projects and develop their understanding of good design across specialist fields.

Unit 2: Design contexts and connections

Unit 2 builds on prior knowledge of visual communication and human-centered research methods. Students apply the VCD design process to design environments and interactive experiences, using materials from architecture, landscape architecture, interior design, and UX design. They learn about historical and cultural influences on design, emotive potential of interactive design, and culturally appropriate design practices, including Indigenous knowledge and intellectual property. Design critiques help them refine their feedback skills.


In this subject, students learn how designers visually communicate concepts when designing messages, objects, environments and interactive experiences, and address design problems for services, systems, spaces, and places. They use drawings, mock-ups, models, and prototypes to develop design ideas and solutions. Visual Communication Design is more than just appearance and function but considers sustainable and strategic solutions for larger systems and services.

Unit 3: Visual communication in design practice

Unit 3 introduces the work and processes of designers across various fields of design practice. Students analyse contemporary designers to gain insights into how they create messages, objects, environments, and interactive experiences. They learn about the contexts, relationships, and responsibilities of designers and how they respond to design problems and good design. Students then apply this knowledge to explore the Discover, Define, and Develop phases of the VCD process to address a design problem, using research methods to prepare a brief and generate, test, and evaluate design ideas that are refined in Unit 4.

Unit 4: Delivering design solutions

In this unit, students focus on resolving design concepts for two communication needs and presenting their solutions. They evaluate, select, and refine their ideas, exploring both manual and digital methods, media, and materials. Students also test their concepts using models, mock-ups, or low-fidelity prototypes. They create a pitch to justify their design decisions and respond to feedback through final refinements. Finally, they choose the appropriate materials, methods, and media to present their final design solutions in a distinct format that addresses the design criteria specified in the brief.


VCE Music Contemporary Performance

This study offers pathways for students whose performance practice includes a focus on contemporary music performance. Students study the work of other performers and identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers in contemporary styles. They also study music language concepts such as scales, harmony and rhythmic materials that relate to contemporary music.

Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specified effect and demonstrate this in performance.
They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.
As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.


Unit 1
In this unit students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation.
They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation.
They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.
They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.

Unit 2
In this unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding.


Students prepare a program for assessment in a live performance. They may be assessed as primarily a member of a group or as a solo performer. Across Units 3 and 4 all students select works of their own choice for performance that allow them to meet examination requirements and conditions as described in the performance examination specifications.

Unit 3

In this unit students begin developing the program they will present in Unit 4. They use music analysis skills to refine strategies for developing their performances.

Students analyse interpretations in a wide range of recorded music, responding to and analysing music elements, concepts, compositional devices and music language. Students also learn how to recognise and recreate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to contemporary music.

Unit 4

Students continue to work towards building a performance program they will present at their end-of-year examination in line with their Statement of Intent. The program will contain at least one performance that is a reimagined version of an existing work and an original work created by an Australian artist since 1990.

Students continue to study the work of other performers and their approaches to interpretation and personal voice in performing music works. They refine selected strategies to optimise their own approach to performance.

Students further develop strategies to address the technical, expressive and stylistic challenges relevant to works they are preparing for performance.

Students listen and respond to a further range of recorded music by a variety of performers in contemporary styles. They continue to study music language concepts that relate to contemporary music.

**In order to undertake this subject, it is compulsory for students to have prior/current experience playing an instrument and have instrumental music lessons**


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 expand their personal movement vocabulary and develop the physical skills and movement categories required in dance. Students will undertake the dance making processes to create and perform both solo and groups dance works. Students will examine dance works and discuss influences on the movements and ideas communicated in their own and other’s dance works. Additionally, students learn about the relevant physiology and approaches to maintaining health and wellbeing for a dancer.

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 strongly 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.


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

Career Options

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