The body of work

In the videos below, seven year 12 students discuss the development of their body of work including their use of a visual arts process diary, their inspiration, ideas, use of materials and techniques. They reflect upon their journey, the successful completion of their works and inclusion in ARTEXPRESS.

These videos are derived from a forthcoming professional learning resource titled Visual Arts Stage 6 and the body of work. Participants completing this course will find a correlating set of filmed teacher interviews unpacking the teaching and learning process.

The frames scaffold

As students' progress from Stage 5 to Stage 6 they learn about the frames in increasingly more inter-related ways. Teachers can use this resource as a scaffold (PDF 5.83MB) through which students can investigate and understand the layering of meaning in and beliefs about the visual arts. Students can use the frames to adopt a point of view, or interpretive lens through which they can account for their own artmaking and that of others.

In this resource the word artist can refer to: designer, photographer, film-maker, animator, architect and so on.

The conceptual framework scaffold

The conceptual framework (PDF 145.54MB) provides a model for understanding the artworld agencies of the artist, artwork, audience and world. This document is not definitive but provides a useful scaffold for understanding the network of relationships in the artworld.

Practice in artmaking, art history and art criticism scaffold

Students learn about the nature of practice in the visual arts in artmaking, art criticism and art history. This scaffold (PDF 359.22 KB) can be used to build student understanding of practice and the network of relationships that inform practice. Students learn about the practice in increasingly relational ways as they progress through Stage 6.

Stage 6 case study

The stage 6 HSC case study 'Free snags with tabouli' focuses on Australian visual artists who provide a platform to address multiculturalism, tolerance and equality in Australia.  It references to the Cronulla Riots and artists who reflect on this in their practice. This study links to the NSW Stage 6 Visual Art syllabus by addressing the frames, conceptual framework and practice developing students’ knowledge and understanding of visual arts in their critical and historical accounts.

These documents can be used as one of the five case studies taught in stage 6. The case study contains a HSC visual arts program, case study booklets, yearly assessment schedule, scope and sequence, practical assessment task,  art criticism / history assessment task and stage 6 visual arts life skills modified assessment tasks for both practical and art criticism / history.

Visual arts posters

The visual arts frames, conceptual framework and practice posters are available to print and display in your classroom via the links below.

• Online version (PDF 2.32MB)
• Print version (PDF 2.32MB).

Visual Arts and Design Educators Association contains professional learning and resource materials for all stages.