Students transition away from working in their VAPDs, towards more considered preliminary artmaking as they further develop and refine their ideas and concepts, use of materials, and begin to make artworks that may form the basis of their body of work submission.
The VAPD is used by students to:
- continually document their progress, ideas, intentions, choices and actions
- keep records of their self-reflection and evaluation of preliminary artmaking
- document teacher feedback and communication
- conduct additional artist research.
Teachers regularly engage students in goal setting and feedback sessions to guide the development of ideas, give advice that enables students to strengthen their material and conceptual practice, and suggest additional artist references relevant to student practice. These sessions might be organised as scheduled check-ins with the teacher rotating through the class, or initiated by the teacher or students as needed.
Structured peer feedback sessions may also be developed, with students giving updates and responses in pairs, small groups, or as a whole-class activity.
Teachers continue to lead demonstrations of artmaking practice in relevant expressive forms with students in individual and small group workshops.
April, or late Term 1, represents the halfway point of time allowed for the body of work, and teachers might use this milestone to engage students in a structured reflection of their progress so far, and review their goals for the completion of the body of work.