One thing my team and I decided to do for the new Visual Arts in Practice syllabus was to contain all of the work into one booklet.
We did this for a couple of reasons. Firstly, even though the booklist stated that students needed an art journal, we consistently struggled with students bringing one to class. On top of that, we noticed that most of the activities we were running didn’t actually require the use of a journal. As a result, we decided this was one element we could remove from the program entirely.
Secondly, we wanted something that was easy to mark and track in terms of student progress. We usually run two classes of this subject, so the booklets allowed each teacher to take a class with a full set of activities and assessment already laid out and ready to go. Each booklet covers an entire semester (aligned with the Australian Senior Syllabus – QCAA), just as each unit does.
Thirdly, we found that students were more accountable when using the booklet. They knew what was ahead of them, what the expectations were, and exactly what they needed to complete for that semester.
Lastly, if a teacher is absent, the booklet works as a perfect substitute lesson. It contains not only syllabus-aligned work, but also additional Visual Arts worksheets that can be used when needed. This avoids the stress of our team having to write extensive supervision notes, reduces the risk of practical lessons being taught by teachers who may feel less comfortable, and provides something familiar for students. While they may not love having a supply teacher, having familiar content within their routine is a great way to keep them on task.
In creating these booklets, we spent a solid year editing them as we worked through them with our classes. This allowed us to identify what worked and what didn’t. Student feedback was particularly valuable here, as it helped us pinpoint tasks that students across both classes struggled with or disengaged from. Throughout this process, we followed the QCAA syllabus closely to ensure all requirements were being met.
Part of the General Visual Arts syllabus involves students learning and being guided through the four contexts in art: formal, personal, cultural, and contemporary. To better prepare students for this, we’ve implemented the four contexts across our program from Year 8 through to Visual Arts in Practice.
- Year 8 – Formal context
- Year 9 – Cultural context
- Year 10 – Personal and contemporary contexts
- Year 11/12 Visual Arts in Practice – all four contexts across four semesters
This approach has brought stronger alignment to the language we use in our classrooms and exposes students to this vocabulary early, giving them familiarity if they choose to continue into Senior Visual Arts. For students who may not have previously studied Visual Arts or who have missed a year, all classes complete a very simple refresher activity via the website Education Perfect. This revisits the Elements and Principles of Design as well as the four contexts, and it also works extremely well as a revision tool for examination preparation.
I’ve attached our booklets below. If your own course structure is different, you can convert the PDF into a Word document and make amendments as needed.
Cultivating Creativity: Best Practices for the Art Classroom 