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Unit 3: Commentaries

11 dot points, in syllabus order. Each dot point has a focused answer, with exam-style questions and worked answers where available.

How do artists use research into other practitioners to inform and deepen their own commentary on contemporary society?

Research, analysis and interpretation of artists, artworks and art forms that comment on social and cultural concerns, using analytical frameworks to inform personal art making

How WACE ATAR Visual Arts students research, analyse and interpret artists and artworks that comment on society, applying analytical frameworks so that the research genuinely shapes their own Unit 3 Commentaries body of work rather than sitting as decoration.

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How do the elements and principles of art, symbols and conventions work as a visual language to carry social commentary?

Use of visual language, including the elements and principles of art, symbols and conventions, to communicate ideas in a body of work

How WACE ATAR Visual Arts Unit 3 students deploy the elements and principles of art, plus symbols and conventions, as a deliberate visual language that communicates meaning in a body of work commenting on society.

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How do exploration, experimentation and risk-taking move an inquiry from first ideas toward innovative resolved artwork?

Use of the creative process through exploration, experimentation and risk-taking to develop innovative approaches to art making

How WACE ATAR Visual Arts Unit 3 students use the creative process of exploration, experimentation and considered risk-taking to develop innovative approaches and avoid settling on a first, obvious idea.

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How do students compare artworks from different times and places to make informed judgements about meaning and purpose?

Comparison of artworks representative of a range of art forms from various times and places, taking account of formal concerns and contextual factors

How WACE ATAR Visual Arts students compare artworks from different art forms, times and places, weighing formal qualities against contextual factors to make informed interpretive judgements in the written examination.

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How do students document their thinking and working practices so that markers can see the development behind a body of work?

Documentation of thinking and working practices, recording the progressive resolution of ideas in a visual diary or design folio

How WACE ATAR Visual Arts Unit 3 students keep a visual diary or design folio that records the progressive resolution of ideas, so markers can read the genuine development behind a resolved body of work.

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How does knowing the art movement or style behind a work help a viewer interpret its meaning and purpose?

Use of knowledge of art movements, styles and contemporary practice as context for interpreting the meaning and purpose of artworks

How WACE ATAR Visual Arts students use knowledge of art movements, styles and contemporary practice as context to interpret the meaning and purpose of artworks, without reducing a work to a movement label.

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How do the different roles artists play in society shape the commentary their artwork makes?

Consideration of the roles of artists in different societies, such as hero, outsider, commentator and social critic, and how these shape meaning

How WACE ATAR Visual Arts Unit 3 students examine the roles artists play, such as hero, outsider, commentator and social critic, and how those roles shape the meaning and reception of art that comments on society.

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How do deliberate choices of media, technique and process strengthen the social commentary in a resolved body of work?

Manipulation and refinement of media, materials, techniques, technologies and processes to communicate intended meaning in a resolved body of work

How WACE ATAR Visual Arts students choose, manipulate and refine media, techniques and processes so that material decisions actively carry the social commentary of a Unit 3 body of work, rather than treating technique as separate from concept.

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How do analytical frameworks let students interpret the social and cultural meaning of artworks in the written examination?

Application of art language and analytical frameworks to analyse and interpret meaning, context and audience response in artworks for the written examination

How WACE ATAR Visual Arts students apply art language and analytical frameworks to analyse, interpret and write about artworks under examination conditions, building responses that move from visual evidence to argued meaning and audience response.

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How do students generate, test and refine an inquiry question that can carry a whole body of social commentary?

Generation and refinement of a focused inquiry question or concept about contemporary society that can sustain a unique and cohesive body of work

How WACE ATAR Visual Arts students in Unit 3 Commentaries find an observation about contemporary society, sharpen it into a workable inquiry question, and test that question so it can sustain a cohesive body of work.

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How do artists transform initial inquiry into a unique and cohesive body of work that comments on contemporary society?

Conceptualisation and documentation of experiences within contemporary society to develop a unique and cohesive body of work through inquiry

Unit 3 Commentaries art-making requirement, showing how WACE ATAR Visual Arts students move from broad inquiry and documentation of contemporary experience to a unique, cohesive and resolved body of work that communicates social commentary.

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