Nazareth College is a Catholic Co-educational Regional Secondary College
“And He returned to Nazareth, and became strong, filled with wisdom; and the favour of God was upon Him.”
Luke 2:40
Nazareth College is a learning community centred on the person of Jesus Christ.
Through learning and teaching in the Catholic tradition we foster a culture of faith, wisdom and knowledge.
Media plays an enormous role in our lives today. Students observe, use and produce media on a daily basis and as such need to develop a critical eye and technical skills to enhance their media consumption. In Media students will develop an understanding of the relationship between the audience and genre when planning a media product. They will refine production techniques relevant to the selected media form to convey meaning and evaluate their own productions to achieve their intention more effectively.
Explore
• Investigate the ways that media artists across cultures, times, places and other contexts use media arts concepts to construct representations in media arts works to communicate and challenge ideas, perspectives and meaning.
• Investigate the ways media artists, including Aboriginal and Torres Strait Islander Peoples, celebrate and challenge multiple perspectives of Australian identity through creation and production of media arts works.
Developing Practices
• Experiment with media processes and skills, media language and media technologies throughout the production process to construct representations that reflect ideas, perspectives and meaning.
• Reflect on, analyse, evaluate and document their own or others’ media arts works and/or practices to refine and inform choices they make throughout the production process.
Creating
• Design and structure media arts works that communicate ideas, perspectives and meaning.
• Select and apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and meaning to an intended audience.
Presenting
• Critique and evaluate the presentation of media arts works in different contexts, genres and styles for specific audiences to inform the presentation of their own media arts works.
Assessment
A range of assessment procedures will be used, including:
• Planning and production of a variety of photographic and video tasks.
• Analysis and interpretation of media products such as TV shows, films, games, photographs.
• End-of-Semester examination
Art: Making and Exhibiting includes the fields of art, craft and design. Students create visual artworks that communicate, challenge and express their own and others’ ideas. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world, and other worlds. They learn about the role of the artist, craftsperson and designer and their contribution to society, and the significance of the creative industries including the roles of critics, curators and commentators. Students learn about the relationships between the viewer and artworks and how artworks can be displayed to enhance meaning for the viewer.
Through this subject students make and respond using visual arts knowledge, understanding and skills to express meanings associated with personal views, intrinsic and extrinsic worlds. Art: Making and exhibiting engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language, utilising visual techniques, technologies, practices and processes.
Learning in the Arts leads students to become increasingly confident and proficient in achieving their personal visual aesthetic, appreciating and valuing that of others.
Explore
• Investigate the ways that artists across cultures, times, places and other contexts develop personal expression in their visual arts practice to communicate and/or challenge ideas, perspectives and meaning.
• nvestigate the ways that Australian artists, including Aboriginal and Torres Strait Islander Peoples, celebrate and challenge multiple perspectives of Australian identity through their artworks and visual arts practice.
Developing Practices
• Experiment with visual conventions, visual arts processes and materials to develop and refine skills and personal expression to create artworks that communicate ideas, perspectives and meaning.
• Reflect on, analyse, evaluate and document the ways they and other visual artists respond to artworks and influences to inform and refine their own visual arts practice.
Creating
• Plan, develop and resolve artworks that communicate ideas, perspectives and meaning.
• Select and apply visual conventions, visual arts processes and materials to create artworks that reflect personal expression, and communicate and/ or challenge ideas, perspectives and meaning.
Presenting
• Critique and evaluate art exhibits in a range of contexts to inform the curation and exhibition of their own and/or others’ artworks and/or visual arts practice.
Assessment
A range of assessment procedures is used, including:
• Documented Folio of creative making techniques
• Written art responding tasks
• End-of-Semester examination
In Year 10 Visual Communication Design students build on their awareness of how designers work with a client ‘Design Brief’ to communicate ideas, for a specific purpose, to a targeted audience using different visual communication design practices. They will use visual thinking strategies to simulate ideas to produce a range of two- and three-dimensional drawing using the conventions specified by the VCAA. Students will examine the contribution of designers in a historical and cultural design context.
Year 10 Visual Communication Design may lead into VCE Visual Communication Design, Media, Art, or Design Technology course options.
Explore
• Investigate the ways that designers from a range of cultures, times and places use visual communication practices to communicate ideas and information in different cultures, times, places and other contexts.
• Investigate the ways that Australian designers, including Aboriginal and Torres Strait Islander Peoples, use visual communication design to celebrate and present multiple perspectives of Australian identity across fields of design practice.
Developing Practices
• Experiment with visual language, methods, media and materials to generate and develop design ideas and concepts and refine visual communication designs across fields of design practice.
• Reflect on, analyse, evaluate and document their own and others’ design ideas, concepts and solutions to inform decisions they make throughout the visual communication design process.
Creating
• Generate, develop, resolve and refine design ideas, concepts and solutions in a range of contexts for specific audiences and/or users using the visual communication design process.
• Select and apply visual language, methods, media and materials to generate design ideas, refine concepts and present visual communication designs for a communication need, target audiences and users.
Presenting
• Critique and evaluate the presentation of design ideas, concepts and solutions across different fields of design practice to present their own visual communication designs.
Assessment
A range of assessment procedures is used, including:
• Practical design activities
• Assignments
• End-of-Semester examination
In Concept Art and Digital Rendering (CAnDR) at Year 10, students will discover and be taught the processes and skills that digital creatives, such as concept artists for movies, TV shows, games and fashion lines as well as designers such as Architects and Industrial Designers, use as part of their digital workflows. Through the physical and digital folios, students will become more familiar with many of the tools and features in Adobe Photoshop, whilst also utilising Wacom graphics tablets to explore and visualise their ideas that were drawn on paper.
Explore
• Investigate the ways that artists across cultures, times, places and other contexts develop personal expression in their visual arts practice to communicate and/or challenge ideas, perspectives and meaning (Art).
• Investigate the ways that designers from a range of cultures, times and places use visual communication practices to communicate ideas and information in different cultures, times, places and other contexts. (VCD)
Developing Practices
• Experiment with visual conventions, visual arts processes and materials to develop and refine skills and personal expression to create artworks that communicate ideas, perspectives and meaning. (Art)
• Reflect on, analyse, evaluate and document the ways they and other visual artists respond to artworks and influences to inform and refine their own visual arts practice. (Art)
• Experiment with visual language, methods, media and materials to generate and develop design ideas and concepts and refine visual communication designs across fields of design practice. (VCD)
• Reflect on, analyse, evaluate and document their own and others’ design ideas, concepts and solutions to inform decisions they make throughout the visual communication design process. (VCD)
Students will also study about the careers of digital creatives and designers and the rise of AI. They will learn about how to breakdown and analyse artworks and design solutions through the lenses of Art: Making and Exhibiting and Visual Communication Design as a pathway to prepare them for either, or both, of these VCE subject in Year 11.
• Plan, develop and resolve artworks that communicate ideas, perspectives and meaning. (Art)
• Select and apply visual conventions, visual arts processes and materials to create artworks that reflect personal expression, and communicate and/ or challenge ideas, perspectives and meaning. (Art)
• Select and apply visual language, methods, media and materials to generate design ideas, refine concepts and present visual communication designs for a communication need, target audiences and users. (VCD)
Presenting
• Critique and evaluate art exhibits in a range of contexts to inform the curation and exhibition of their own and/or others’ artworks and/or visual arts practice. (Art)
• Critique and evaluate the presentation of design ideas, concepts and solutions across different fields of design practice to present their own visual communication designs. (VCD)
Assessment
A range of assessment procedures will be used, including:
• A digital folio documenting their planning and production of a Concept Art and Digital Rendering pieces
• Investigation and analysis of a Concept Artist and their work and a Contemporary Designer and their work
• End-of-Semester examination