Visual Arts and Technology delivers a diverse curriculum that provides students with projects that are immersive and spontaneous. Students have a voice to discover self-identity that ensures personal development through creating design solutions, building capacity to deliberate cognitive and emotional creativity.
Through consistent support students have the ability to transcend traditional ways of thinking to develop new and original ideas and methods to generate alternative possibilities, solving problems to create intangible ideas into reality. Students perceive the world completing tasks that provide scope to expand critical processes to transforming concepts. Through consistent practice students are challenged through linking and developing various skills integrating and mastering new techniques to experiment and explore.
College facilities and classroom resources provide students access to a wide range of learning tools that stimulates successful and positive practice. Excursions to various exhibitions allow students to further explore, inspire, experiment and consolidate.
The Annual Art and Technology exhibition presents students work to the wider community showcasing their extraordinary creative talents. The Fashion Parade reveals exceptional textiles talents from years 9 - 12 and Vet Applied Fashion students.
Throughout years 7-12 our dedicated team of teachers provide explicit specialized skills within their subjects, which continues to reflect through outstanding VCE results across the Arts and Technology subjects.
The Visual Arts Curriculum
Students explore various observational techniques and the use of art elements to best communicate form and space in two dimensional drawing. A second unit focuses on acrylic painting; exploring the creative use of colour and tone, as well as, various painting techniques to assist in the communication of space and form. Students also describe, analyse and interpret art of the past and present.
Students undertake a unit focusing on ceramics; exploring form, construction and decorative techniques. A second unit focuses on printmaking techniques exploring elements such as line, pattern and negative and positive shapes. Students also undertake a theoretical component: researching, describing, analysing and interpreting selected artworks.
Students examine the role of self-portraits to communicate identity. They create a graphite artwork, refining their skills and knowledge of tone and form, with a focus on realism. A second unit focuses on abstraction. Students develop techniques of select materials and apply them to create personalised imagery based on natural subject matter. Students also undertake a theoretical component: describing, analysing and interpreting selected artworks from different times and places.
Students explore and examine artworks created by Australian Indigenous artists, analysing the use of symbols and icons to tell a story and communicate meaning in artworks. They develop specific mark making methods and techniques, applying them to depict their own personal story. Students also examine the multiple roles held historically by women in art, and investigate the artwork of women from various historical contexts, with particular focus on Australian artist Elizabeth Gower.
Students examine the role of self-portraits to communicate identity. They create a graphite artwork, refining their skills and knowledge of tone and form, with a focus on realism. A second unit focuses on abstraction. Students develop techniques of select materials and apply them to create personalised imagery based on natural subject matter. Students also undertake a theoretical component: describing, analysing and interpreting selected artworks from different times and places.
Students gain an understanding of the design process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers, and specialists. Through practical investigation of technical drawings 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.
Students are introduced to media forms, genres and codes and conventions that create representations. They study the identification and analysis of these components of media. Students learn the media production process and investigate nonfictional media productions by making a documentary to explore their cultural heritage. They learn how fictional media narratives are created and discuss them in analysis tasks and a written test. They create a print media production and a photo narrative.
Students develop skills in designing in the three fields of communication, industrial and environmental design. They learn and apply the design process and the innovative selection of materials, methods and media in a range of manual and digital drawing and presentation methods. Students learn about the role of design elements and principles in design and demonstrate their understanding in analysis tasks and practical exercises. They develop skills in observational drawing, quick, freehand visualization and also presentation work. They use computer applications for design including Adobe Illustrator, Photoshop and InDesign. Students explore the historical and social context for design and discuss significant designs and the influence they have had on design.
Students analyse how representations; narrative and media codes and conventions contribute to the construction of representations audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. They develop research skills to investigate and analyse selected narratives focusing on the influence of stories, genre and style. Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms.
Students are required to prepare an exploration proposal that underpins the content and parameters of an individual studio process. They progressively present their process, recorded in written and visual form, that produces a range of potential directions, reflecting the concepts and ideas documented in the exploration proposal. Students also examine the practice of a series of artists and artworks, which reference different historical and cultural contexts.
Students also focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. They also investigate aspects of artists鈥� involvement in the art industry, focusing on the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions.
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.
Students explore stories in society through narratives. They consider the use of media codes and conventions to structure meaning, and how this is influenced by the social, cultural, ideological and institutional contexts. Students use the pre-production stage of the media production process to design the production of a media product. They develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes and develop documentation to support the production and post-production of a media product. Students focus on the production stages of the media production process, bringing the media production design created in Unit 3 to its realization. Students explore the relationship between the media and audiences. They consider the nature of communication between the media and audiences and analyze the role of the government in regulating media.
The Technology Curriculum
Students are introduced to a broad range of activities related to designing and producing textiles. This is supported by exposure to a variety of tools and equipment such as the iron and sewing machine. Students are introduced to the concept of 鈥楧esign Briefs鈥� and designing projects to meet specifications. Students will design and produce a product from their own design and fabric selection. Throughout the design process and at the completion of the production process, students evaluate their product against the design requirements reflecting on task activities suggesting areas of improvement.
In Year 8, students continue to work safely in the Textiles room to design and produce a product. They develop a design brief, including limitations and specifications. Students use ICT to research, develop and communicate their ideas as well as undertake research assignments. The design process is recorded and documented. On completion of their product, students are required to reflect on, analyse and evaluate processes used on products made.
The Year 8 Food Technology course is designed to give students an introduction into enjoying, preparing, cooking and eating a variety of foods. It aims to foster an understanding of how different foods and food groups affect growth, energy and health. Food specialisations explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues. Students come to understand the importance of a variety of foods, sound nutrition principles, food preparation skills and food safety. Students are given the opportunity to work with their peers to develop collaborative and team management skills. There are practical and written assessment for this course.
Textiles aims to create high quality designed solutions across a range of technologies contexts. Students research fashion and fibres and the designers that have embraced and influenced fashion. Students plan and manage projects from conception to realisation. Students apply design thinking and processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to create innovative designed solutions.
The Year 9 Food Technology course explores the different flavours, ingredients and cooking methods used in different cuisines from around the world. They start by looking at Australia and how our cuisine has evolved from pre 1800's to today and the causes of those changes. The students will also become familiar with the design process through being responsible for selecting and producing a dish from a cuisine they have learnt about for their final assessment.
Students plan and manage projects from conception to realisation. They apply design thinking and processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate solutions. Students produce designed solutions using production processes involving natural and fabricated materials, components and digital technologies. The types of technologies they use may become progressively more sophisticated. Students work on projects as they investigate needs and opportunities, generate and evaluate ideas, plan, manage, produce and evaluate designed solutions.
This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today鈥檚 urban living and global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world. In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia鈥檚 culinary identity today and reflect on the concept of Australian cuisine. They consider the influence of technology and globalisation on food patterns. Throughout this unit students complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others.
Unit 1 Sustainable product redevelopment, students consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product. Where possible, materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product. In unit 2 students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user/s鈥� needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact these factors have on a design solutions.
In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.
Students are engaged in the design and development of a product that addresses a personal, local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential end-user/s. The product is developed through a design process and is influenced by a range of factors including the purpose, function and context of the product; user-centred design; innovation and creativity; design elements and principles; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology.
In unit 4 students learn that evaluations are made at various points of product design, development and production. In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with an end-user. Comparisons between similar products help to judge the success of a product in relation to a range of Product design factors.
Unit 3 explores the science of food. Students investigate the physiology of eating and appreciating food, and the microbiology of digestion and functional properties of food. They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. They study the influences on food choice and the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. They investigate behavioral principles that assist in the establishment of lifelong, healthy dietary patterns. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.
Unit 4 students examine debates about global and Australian food systems; focusing on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land.. They practice and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging. The practical component of this unit provides students with opportunities to apply their responses to environmental and ethical food issues.
Certificate II - Two Year course
The VCE VET Applied Fashion Design and Technology program is drawn from a national training package and offers a portable qualification which is recognised throughout Australia. This two year qualification provides students with a broad range of knowledge and skills to pursue a career or further training in the fashion industry. It includes skills used in the design and production of garments and millinery, as well as in the development of unique fashion and textile designs used in Indigenous Australian culture.