The Arts

Interpreting Artworks and Developing the Creative Practice - 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.

Students explore the collaborative practices of artists and use the Creative Practice to make and present artworks. They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have influenced the artworks and the practices of the artists they investigate, as well as their own art practice.

Artworks can acknowledge specific ideas or beliefs, or commemorate people, institutions, social movements and events. They can reinforce the intentions and purpose of a social, cultural or community group, or they can challenge social or cultural attitudes and assumptions. Throughout Unit 2, students examine the importance of the social and cultural contexts of artworks and analyse the varying social functions that art can serve. They also investigate how artworks can be created as forms of expression for specific social and cultural contexts. Students research historical and contemporary artworks and explore diverse and alternative approaches to making and presenting artworks.

While the focus of this unit is on the Cultural Lens, students should continue to apply aspects of the Structural and Personal Lenses where relevant in the analysis and interpretation of artworks and in the documentation of their art practice.

Areas of study

The Artist, Society and Culture

In this area of study students focus on the ways in which art reflects and communicates the values, beliefs and traditions of the societies in which it was created. They will apply the Cultural Lens to study the practices of at least three artists from different cultures and times.

The Collaborative Creative Practice

In this area of study students continue to develop their art practice as they explore collaborative practices to make and present artworks. Collaborative practice can include working with other students to create a collective artwork, working with practicing artists and outside specialists, or creating artworks that involve or collaborate with the audience through interaction and participation.

Documentation of Collaboration using the Creative Practice

In this area of study students build on their knowledge and skills and continue to document their art practice. They develop and evaluate their use of visual language. Before finishing their artwork, students present a critique of their use of the Creative Practice. They respond to the feedback they receive from the critique to resolve their artwork.

Outcomes

On completion of this unit the student should be able to use the Cultural Lens, and the other Interpretive Lenses as appropriate, to analyse and compare the practices of artists and artworks from different cultures and times. Suitable tasks may include:

• an extended written response
• short-answer responses supported by visual references
• an annotated visual report
• a digital presentation such as an online or interactive presentation
• an oral presentation

• On completion of this unit the student should be able to use the Creative Practice to explore social and cultural ideas or issues to make and present at least one finished artwork using collaborative approaches. Suitable tasks may include:
  • visual responses that demonstrate the use of the Creative Practice, collaboration and the exploration of personal ideas related to social and cultural contexts
  • presentation of at least one finished artwork that realises the intentions of the student and demonstrates the refinement of materials, techniques and processes

On completion of this unit the student should be able to critically reflect on, evaluate and document their use of the Creative Practice to develop and make collaborative visual responses. Suitable tasks may include:

• documentation of the Creative Practice, in the form of critical annotations, that presents explorations in selected art forms, and demonstrates the development of the student’s collaborative practice
• a critique of the development of personal ideas, directions, explorations, visual language, technical skills, processes and artworks. The critique can be presented orally and should be accompanied by written and visual documentation
• evaluation of the Creative Practice and the presentation of finished artworks
• evaluation of visual responses that effectively communicate social and cultural meaning

Link to VCAA Study Design: https://www.vcaa.vic.edu.au/Documents/vce/art/2023ArtCreativePracticeSD.docx

Investigation, Ideas, Artworks and the Creative Practice - 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.

Areas of study

Investigation and Presentation

Research and Exploration

In this area of study students use Project-based learning as they begin to develop a Body of Work. Students research one artwork by a selected contemporary or historical artist as inspiration for their own art practice.

Resolution, Presentation and Critique

Students refine their skills and visual language in the resolution and presentation of at least one finished artwork. They will demonstrate how the idea they have chosen to explore relates and responds to their research. Students evaluate, reflect and talk about their use of the Creative Practice in a critique, which includes the presentation of at least one finished artwork. Students reflect on the feedback they receive from the critique and consider how they can expand upon their ideas as they continue to develop their Body of Work in Area of Study 2.

Personal Investigation using the Creative Practice

In this area of study students continue to develop a Body of Work through Inquiry learning. They use the Creative Practice to develop their own visual responses inspired by ideas and experiences. Students document, critically analyse and evaluate their responses and art making throughout the Creative Practice, using art terminology. Students select and apply the appropriate Interpretive Lenses to annotate their art making throughout the Creative Practice.

Outcomes

On completion of this unit the student should be able to develop personal ideas using research that examines one artwork and the practice of an artist, and produce at least one finished artwork using the Creative Practice. Suitable tasks include:

• A presentation of the research conducted by the student, using any one or a combination of the following:
  • a written report of 300–500 words with documented visual evidence
  • an annotated visual report
  • a critique presented in a digital format, such as an online presentation or interactive website
  • an oral critique with documented visual and written evidence.
• And at least one finished artwork that responds to the ideas explored using the Creative Practice

On completion of this unit the student should be able to apply and explore ideas and an area of personal interest using the Creative Practice.

• A documented Body of Work that presents explorations and the development of personal ideas within selected art forms, using the Creative Practice and including reflective annotations.

Link to VCAA Study Design: https://www.vcaa.vic.edu.au/Documents/vce/art/2023ArtCreativePracticeSD.docx

Interpreting, Resolving and Presenting Artworks in the Creative Practice - 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.

Students continue to build upon the ideas begun in Unit 3 and present a critique of their use of the Creative Practice. They reflect on the feedback from their critique to further refine and resolve a Body of Work that demonstrates their use of the Creative Practice and the realisation of their personal ideas. The students present their Body of Work to an audience accompanied by documentation of their use of the Creative Practice.

Areas of study

Documentation and Critique of the Creative Practice

In this area of study students continue to use the Creative Practice to develop, refine and resolve the ideas they developed in Unit 3. After beginning Unit 4 students present a critique to evaluate and reflect upon their use of the Creative Practice.

Using art terminology, students critically analyse and evaluate their use of the Creative Practice. Through the documentation of their use of the Creative Practice, they reflect on personal ideas as they progressively develop, refine, resolve and present their Body of Work.

Resolution and Presentation of a Body of Work

In this area of study students continue to use Inquiry and Project-based learning as the basis for their use of the Creative Practice. They further develop and refine the Body of Work commenced in Unit 3, and continue their ongoing exploration and experimentation of personal responses. Using the feedback received from their critique, students progressively refine and resolve their ideas and visual language in their artworks. Students also consider the presentation and context of their Body of Work, and how ideas and meaning are communicated to a viewer or audience.

Comparison of Artists, their Practice and their Artworks

In this area of study students undertake research of artists, their practices and their artworks. They critically analyse and interpret the meanings and messages of artworks and use evidence and the appropriate Interpretive Lenses to support their interpretation and point of view. Using appropriate terminology, they compare the meanings and messages of historical and contemporary artworks.

Outcomes

On completion of this unit the student should be able to document their use of Creative Practice and present a critique to inform the refinement and resolution of a Body of Work.

• A critique of the development, refinement and resolution of personal concepts, ideas, directions, explorations and the use of visual language in artworks.
• And a documented Body of Work that presents ongoing explorations and development of personal concepts within selected art forms, using the Creative Practice and including reflective annotations.

On completion of this unit the student should be able to use the Creative Practice to resolve and present a Body of Work.A Body of Work that resolves personal concepts, ideas and explorations using the Creative Practice, including the presentation of one or more finished artworks that resolve the student’s intentions.

• A Body of Work that resolves personal concepts, ideas and explorations using the Creative Practice, including the presentation of one or more finished artworks that resolve the student’s intentions.On completion of this unit the student should be able to compare the practices of historical and contemporary artists, and use the Interpretive Lenses to analyse and interpret the meanings and messages of selected artworks. Suitable tasks include:

On completion of this unit the student should be able to compare the practices of historical and contemporary artists, and use the Interpretive Lenses to analyse and interpret the meanings and messages of selected artworks. Suitable tasks include any one or a combination of the following tasks:

• a written report
• an extended response
• short-answer response
• structured questions
• an annotated visual report
• a response presented in a digital format, such as an online presentation or interactive website
• an oral presentation with documented evidence.

Link to VCAA Study Design: https://www.vcaa.vic.edu.au/Documents/vce/art/2023ArtCreativePracticeSD.docx

Design Contexts and Connections

This unit builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety. Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience (UX). Methods, media, and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs.

Areas of study

• Design, place and time

• Cultural ownership and design

• Designing interactive experiences

Outcomes

• Present an environmental design solution that draws inspiration from its context and a chosen design style

• Apply culturally appropriate design practices and an understanding of the designer’s ethical and legal responsibilities when designing personal iconography

• Apply the VCD design process to design an interface for a digital product, environment, or service

Design Thinking and Practice - Unit 3

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. Through practical investigation and analysis of existing visual communications students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of visual communication designers to support the development of their own work. They establish a brief and apply design thinking skills through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need. Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas.

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. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Students use their research and analysis of the process of visual communication designers to support the development of their own designs. They establish a brief for a client and apply design thinking through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.

Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and research underpin the developmental and refinement work undertaken in Unit 4.

Areas of study

• Analysis and practice in context

• Design industry practice

• Developing a brief and generating ideas

Outcomes

• Create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications.

• Describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

• Apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

Design Development and Presentation - Unit 4

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two-and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience. As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused. Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communication and devise a pitch to communicate their design thinking and decision making to the client.

The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs.

Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.

As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused.

Areas of study

• Development, refinement and evaluation

• Final presentations

Outcomes

• Develop distinctly different design concepts for each need, select and refine for each need a concept that satisfies each of the requirements of the brief.

• Produce final visual communication presentations that satisfy the requirements of the brief.

Narrative Across Media Forms - Unit 2

This unit explores the concept of narrative in media products and forms in different contexts. Students analyse the influence of developments in media technologies on individuals and society. Students also undertake production activities to design and create media narratives in different media forms.

Areas of study

• Narrative style and genre

• Narratives in production

• Media and change

Outcomes

• Analyse the intentions of media creators and producers and the influences of narratives on the audience in different media forms.

• Apply the media production process to create, develop and construct narratives.

• Discuss the influence of new media technologies on society, audiences, the individual, media industries and institutions.

Media Narratives and Pre-Production - Unit 3

This unit explore stories that circulate in society through media narratives. 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 the production of a media product for a specified audience. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress.

Areas of study

• Narrative and ideology

• Media production and development

• Media production design

Outcomes

• Analyse how narratives are constructed and distributed, and how they engage, are consumed and are read by the intended audience and present day audiences.

• Research aspects of a media form and experiment with media technologies and media production processes to inform and document the design of a media production.

• Develop and document a media production design in a selected media form for a specified audience.

Media Production and Issues in the Media - 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. Students also explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry and the role of the Australian government in regulating the media.

Areas of study

• Media production

• Agency and control in and out of the media

Outcomes

• Produce, refine and resolve a media product designed in Unit 3.

• Discuss issues of agency and control in the relationship between the media and its audience.

Modern Theatre Styles and Conventions - Unit 2

Students creatively and imaginatively interpret scripts as actors, directors and designers. They focus on three different theatre styles and their impact on the audience. Students gain the necessary knowledge and skills to plan, develop and produce live theatre performances. Students also attend several live performances which develops their understanding of the many ways world theatre is presented.

Areas of study

• Exploring modern (post 1920) theatre styles and conventions – Students study innovations in theatre production, contexts, cultural origins, production roles and performance possibilities. Students gain knowledge through practical workshops of how these styles shaped and contributed to the world of theatre.

• Interpreting scripts – Students work creatively and imaginatively with scripts as actors, directors or designers and consider how their work is informed by the different styles and contexts.

• Analysing and evaluating a theatre production – Students attend performances and analyse audience perspective, acting skills, directorial skills, design skills, theatre technologies and theatre composition.

Outcomes

• The student should be able to identify and describe distinguishing features of theatre styles and scripts from the modern era.

• The student should be able to work creatively and imaginatively in production roles to interpret scripts from the modern era.

• The student should be able to analyse and evaluate a theatre production.

Producing Theatre - Unit 3

Students plan, develop and present a live performance for an audience. They choose two roles to specialise in and work collaboratively, creatively and imaginatively with their peers. This knowledge is used to analyse and evaluate the ways that actors, directors and designers interpret scripts for an audience.

Areas of study

• Staging Theatre – As a member of the production team, students work collaboratively, creatively and imaginatively to create a production for an audience. They use elements of theatre composition as they undertake their production roles.

• Interpreting a script – Students explore their creativity by interpreting script excerpts and stimulus material. They discuss how an actor, director or designer might approach the script creatively.

• Analysing and evaluating theatre – Students analyse and evaluate the acting, direction and design of a VCAA selected professional production. They discuss the application of acting, direction and design, use of theatre technologies and elements of theatre composition to affect their audience.

Outcomes

• The student should be able to interpret a script across the stages of the production process through creative, imaginative and collaborative work undertaken in two production roles.

• The student should be able to outline concepts and ideas for a creative interpretation of excerpts from a script and explain how these could be realised in a theatre production.

• The student should be able to analyse and evaluate the creative and imaginative interpretation of a written script in production to an audience.

Presenting an Interpretation - Unit 4

Students prepare a monologue for their VCE performance exam by interpreting a script as either an actor/director or a designer. They attend a professional performance which they analyse focusing on the effectiveness of the acting, direction and design including the use of theatre technologies e.g. multimedia, film etc.

Areas of study

• Researching and presenting theatrical possibilities – Students document their imaginative interpretation of a scene and the monologue within it. They discuss its possibilities for interpretation by an actor, designer or director.

• Interpreting a monologue – Students focus on the interpretation of a monologue as either an actor/director or as a designer. Their creative interpretation is informed by the complete script.

• Analysing and evaluating a performance – Students attend a VCAA selected professional production. They analyse and evaluate how actors, directors and designers have interpreted the script for an audience. Students demonstrate their understanding of elements of theatre composition, verbal and non-verbal language and the actor–audience relationship.

Outcomes

• The student should be able to describe and justify a creative and imaginative interpretation of a monologue and its prescribed scene.

• The student should be able to interpret and present a monologue and orally justify and explain their interpretive decisions.

• The student should be able to analyse and evaluate acting, direction and design in a production.

Dance - Unit 2

In this unit students extend their personal movement vocabulary and skill in using a choreographic process by exploring elements of movement (time, space and energy), the manipulation of movement through choreographic devices and the types of form used by choreographers. Students use the choreographic process to develop and link movement phrases to create a dance work. They apply their understanding of the processes used to realise a solo and a group dance work: choreographing/learning, rehearsing, preparing for performance and performing. Students are introduced to a range of dance traditions, styles and works. Students describe the movement vocabulary in their own and others’ dances by identifying the use of movement categories and ways the elements of movement have been manipulated through the use of choreographic devices. Students make links between the theoretical and practical aspects of dance across the areas of study through analysis and discussion of the way their own and other choreographers’ intentions are communicated, and through the ways movement has been manipulated and structured.

Areas of study

• Dance perspectives

• Choreography and Performance

• Dance Technique and Performance

Outcomes

• Analyse use of the movement categories and elements of movement in selected dance traditions, styles and/or works.

• Complete structured improvisations and choreograph and perform a solo dance work.

• Safely and securely perform a learnt group dance work with artistry, and report on the realisation of the dance work.

Dance - Unit 3

In this unit students choreograph, rehearse and perform a solo dance work that allows them to execute a diverse range of physical skills and actions drawn from all movement categories. Students continue regular and systematic dance training and learn and perform a group dance work created by another choreographer. They continue to develop their ability to safely execute movement vocabulary and perform with artistry. Students analyse the realisation of their solo and the learnt group dance work, focusing on the processes of choreographing or learning, rehearsing, preparing for performance and performing. This analysis connects each student’s work as a choreographer to the work of professional choreographers. Students further develop their understanding of the choreographic process through analysis of two dance works by choreographers of the twentieth and/or twenty-first centuries. Students analyse how the intentions chosen by choreographers are developed through the use of choreographic devices and arrangement of phrases and sections. They analyse the dance design and use of movement vocabulary in the selected works and consider influences on the choreographers’ choices of intention, movement vocabulary and production aspects of the dance works. Students consider the influence these choreographers and/or the selected dance works have had on the arts, artists and/or society.

Areas of study

• Dance perspectives

• Choreography, Performance and Analysis of a skills-based solo dance work

• Dance Technique, Performance and Analysis of a learnt dance work

Outcomes

• Analyse two selected dance works.

• Choreograph, rehearse and perform a skills-based solo dance work and analyse the processes used to realise the solo dance work.

• Learn, rehearse and prepare for performance, and perform a group dance work by another choreographer and analyse the processes used.

Dance - Unit 4

In this unit students choreograph, rehearse and perform a solo dance work with a cohesive structure. When rehearsing and performing this dance work students focus on communicating the intention with accurate execution of choreographic variations of spatial organisation. They explore how they can demonstrate artistry in performance. Students document and analyse the realisation of the solo dance work across the processes of choreographing, rehearsing, preparing to perform and performing the dance work. Students continue to develop their understanding of the choreographic process through analysis of a group dance work by a twentieth or twenty-first century choreographer. This analysis focuses on ways in which the intention is expressed through the manipulation of spatial relationships. Students analyse the use of group structures (canon, contrast, unison, and asymmetrical and symmetrical groupings and relationships) and spatial organisation (direction, level, focus and dimension) and investigate the influences on choices made by choreographers in these works.

Areas of study

• Dance perspectives

• Choreography, performance and dance-making analysis

Outcomes

• Analyse a selected group dance work.

• Choreograph, rehearse, perform and analyse their realisation of a solo dance work.

Music Performance - Unit 2

This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Areas of study

• Performance

• Preparing for Performance

• Music Language

Outcomes

• Prepare and perform a program of group and solo works.

• Demonstrate and discuss techniques relevant to performance of selected works.

• Re-create, extend and notate music language components and short phrases, and describe ways elements of music may be interpreted.

Assessment Tasks

• Performances of at least three works, including at least one group work and one solo work with accompaniment as appropriate; the duration of the performances will vary depending on the works selected.

• A demonstration of material chosen to address challenges in performance of works prepared for Outcome 1, for example an assessment task that includes a test or other performance context.

• An explanation of how selected material supports the student’s development as an instrumentalist and their preparation of works performed for Outcome 1.

• Aural, written and practical tasks.

Music Performance - Unit 3

This unit focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Areas of study

• Performance

• Preparing for Performance

• Music Language

Outcomes

• Prepare and perform a program of group and solo works, and demonstrate a diverse range of techniques and expressive qualities and an understanding of a wide range of music styles and performance conventions.

• Demonstrate and discuss techniques relevant to performance of selected works.

• Identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works.

Assessment Tasks

• A demonstration of material selected to assist with development of general instrumental technique and preparation of works selected for Outcome 1 including exercise/s created by the student. A discussion of how the selected material is supporting the student’s development as an instrumentalist and their preparation of works for Outcome 1.

• A test that includes aural, theory, written and practical components.

Music Performance - Unit 4

This unit focuses on further development and refinement of performance and musicianship skills. Students focus on either group or solo performance and continue preparation of a performance program they will present in the end-of-year examination. All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. Through analyses 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.

Areas of study

• Performance

• Preparing for Performance

• Music Language

Outcomes

• Prepare and perform informed interpretations in a program of group and solo works, and demonstrate a diverse range of techniques, expressive qualities and understanding of a wide range of music styles and performance conventions.

• Demonstrate and discuss techniques relevant to refining the performance of selected works.

• Identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works.

Assessment Tasks

• A demonstration of material selected to assist with development of general instrumental technique and preparation and presentation of works selected for Outcome 1, including exercise/s created by the student. A discussion of how the selected material is supporting the student’s development as an instrumentalist and their preparation of works for Outcome 1.

• The level of achievement for Units 3 and 4 is also assessed by an end-of-year performance examination that contributes 50 per cent, and an end-of-year aural and written examination that contributes 20 per cent.

Music Investigation - Unit 4

In this unit students refine the direction and scope of their end-of-year performance program. They also compose, improvise or arrange and perform a work that is characteristic of the music style, tradition or genre they are investigating and continue developing their understanding of relevant performance practices. Students continue to listen to the work of other performers and develop their ability to execute technical and expressive demands and apply performance conventions to realise their intended interpretations of each work.

Areas of study

• Preparing a Performer’s Statement

• Composition/arrangement/improvisation

• Performance

Outcomes

• Explain and justify their interpretative approach to performance of a program of works.
• Compose/improvise/arrange and perform an original music work and explain how it is characteristic of a music style, tradition and/or genre relevant to the Investigation Topic.

• Demonstrate artistic intent and understanding in a cohesive and engaging performance of music works.

Assessment Tasks

• Compose, improvise or arrange, document and perform an original music work that demonstrates understanding of a music style, tradition and/or genre.

• Explain how the work is representative of the music style, tradition and/or genre. The explanation may be in an oral or multimedia formats.

• The level of achievement for Units 3 and 4 is also assessed by an end-of-year performance examination. For the end-of-year performance examination the student will present a live performance of at least four contrasting works that are representative and characteristic of the music style, tradition and/or genre investigated across Units 3 and 4. They will also submit to the assessors a Performer’s Statement that describes their interpretative approach to the works.