A Guide To Starting Visual Study
GUIDE TO STARTING A VISUAL STUDY
This guide has been prepared as a resource for teachers. It is not a prescribed approach, and should be adapted to suit the situation/cohort.
Prepare a booklet for each student that could highlight:
What the Visual Study is in relation to visual arts in context and the assessment requirements as described in the subject outline.
The processes involved in relation to research, organisation, practical exploration and the final presentation.
Resources
Direct students to the following information; it may be necessary for you to ‘unpack’ the information for your class:
SACE Website
Subject Outline
Teacher FAQ’s
Suggested Topics
Resources List
Student Exemplars
Subject Operational Information
Chief Assessors Report
Books, magazines, internet sites
Libraries
Topic Selection
Work with students, either as a full class discussion or individually.
Each student will need to: consider personal interests, brainstorm ideas using lists, mind maps or spider charts clarify a focus establish a question or statement in order to have a direction to follow start collecting information and visual examples.
Research Material
Students will need to collect all research material first in order to distil relevant information.
From the initial research they can pull out the relevant material related to their topic/question to plan and start to work on their own conceptualisation.
Planning
Students should plan the 20 pages, how they will present the materials and keep to the 2,000 word limit remembering to annotate with reference to critical analysis and synthesis, personal responses and evaluations.
Students need to clearly indicate personal practical applications and relevance to study.
Students will need to demonstrate their learning, which can be achieved throughout the collated study and/or in a conclusion.
A few suggested topics
1. Linked Artists by style, subject matter, media, technique
2. Social issue: interpretation
This guide has been prepared as a resource for teachers. It is not a prescribed approach, and should be adapted to suit the situation/cohort.
Prepare a booklet for each student that could highlight:
What the Visual Study is in relation to visual arts in context and the assessment requirements as described in the subject outline.
The processes involved in relation to research, organisation, practical exploration and the final presentation.
Resources
Direct students to the following information; it may be necessary for you to ‘unpack’ the information for your class:
SACE Website
Subject Outline
Teacher FAQ’s
Suggested Topics
Resources List
Student Exemplars
Subject Operational Information
Chief Assessors Report
Books, magazines, internet sites
Libraries
Topic Selection
Work with students, either as a full class discussion or individually.
Each student will need to: consider personal interests, brainstorm ideas using lists, mind maps or spider charts clarify a focus establish a question or statement in order to have a direction to follow start collecting information and visual examples.
Research Material
Students will need to collect all research material first in order to distil relevant information.
From the initial research they can pull out the relevant material related to their topic/question to plan and start to work on their own conceptualisation.
Planning
Students should plan the 20 pages, how they will present the materials and keep to the 2,000 word limit remembering to annotate with reference to critical analysis and synthesis, personal responses and evaluations.
Students need to clearly indicate personal practical applications and relevance to study.
Students will need to demonstrate their learning, which can be achieved throughout the collated study and/or in a conclusion.
A few suggested topics
1. Linked Artists by style, subject matter, media, technique
2. Social issue: interpretation
Bibliography: must indicate all sources. The more extensive and broader your access to resources the more in-depth and personal your investigation can be. The indicators for the development of a personal aesthetic will be tracked through your sensitive analysis in the form of annotations in relation to artist’s art practice as well as your practical explorations and resolutions. All accompanying annotations should indicate your insights and learning. Throughout your study it is vital that you make personal comments which are concise and address the specific features of the assessment design criteria. Ensure all responses are linked to the focus statement of your study.