Year 10 Electives | The Arts.

 

 
 

Drama 1 | Semester 1 Only

ELECTIVE | THE ARTS | DRAMA 1

This course offers students the opportunity to perform both solo and ensemble drama works. Students will be involved in Avila’s Creative Arts Spectacular via scripting and directing opportunities. This task will involve students developing and rehearsing the Junior Drama Club scene in the Creative Arts Spectacular. Other activities include a Shakespearean monologue performance and a student-devised ensemble performance in the style of Epic Theatre. All students in this course will see a professional theatre performance and analyse it for assessment.

Drama 2 | Semester 2 Only

ELECTIVE | THE ARTS | DRAMA 2

This course examines performance development and involves sophisticated character work. Students write their own scripts, design and implement stagecraft, and undertake directing activities for the production of a play in the Year 10 Drama Festival. Individual student needs are also catered for through the development and presentation of a student-written solo performance. All students in this course will see a professional theatre performance and analyse it for assessment.

VCE Units 1 and 2 Drama are also offered to Year 10 students as acceleration options, subject to acceleration requirements. See electives below.

    A Students Perspective

    My primary school did not offer Drama as a subject and so at first I was apprehensive attending my first Drama class in year 7. But the first class was all it took for me to grow a passion for the subject and dedication to drama studies. Throughout my time at Avila my classes have been a relaxed and light hearted environment that also provides structure by teaching me and the other students the importance of meeting deadlines, collaboration and self directed learning. Looking back at the skills I have taken away from the classroom, I can now see that my acting skills are not the only improvement. My public speaking, confidence, out-of-the-box thinking, time management and enthusiasm have all benefited from my time in Drama. Most importantly I have learnt that what I put in, is what I will get out. If I want to perform well and complete all my work then I must put in the time and effort. Drama has helped me clearly see the importance of this and the outcome of my hard work. The Drama teachers at Avila have really provided a support network that nurtures my progress in Drama. In our classes we exercise deep levels of thinking and continue to push ourselves out of our comfort zone to explore drama and our society further. I would recommend this drama as a course to anyone who is willing to put in the time and effort and see the results from their hard work. To someone who is not afraid of trying new things and taking on different perspectives in their work. Drama improves so many life skills and is a course that everyone should consider.

    career pathways

       
       

       
       

      The Arts | Drama *Units 1 & 2

      ELECTIVE | THE ARTS | Drama (*UNITS 1 & 2) *VCE

      Choosing a VCE Unit 1 & 2 combination counts as two electives in Year 10

      VCE Drama is primarily concerned with improvised and student-written drama works. Areas of production such as costume, lighting, make-up, set pieces, sound design, and theatre technologies are applied where relevant to complement student-devised drama.

      Various 20th century theatre styles are examined in order to inform students’ drama material for presentation. A number of past Avila College students who have studied VCE Drama have been recognised by the Victorian Curriculum and Assessment Authority as producing performance works at an outstanding level. Avila College students are regularly invited to perform at Top Class Drama, an annual concert of VCE Drama Unit 4 performance examination pieces, considered to be amongst the best in Victoria.

      *Unit 1: Introducing Performance Styles

      In this unit students study three or more performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived.

      This unit focuses on creating, presenting and analysing a devised (student-written) ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional drama performers (theatre visit).

      Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. They document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.

      Outcomes

      On completion of this unit the student should be able to:

      • devise and document an ensemble work based on experiences and/or stories
      • present an ensemble work before an audience
      • analyse the processes used to create the ensemble work
      • analyse aspects of a professional theatre production (theatre visit)

      *Unit 2: Australian Identity

      In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles.

      This unit focuses on the use and documentation of the processes involved in constructing a devised (student-written) solo performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context.

      In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students further develop their knowledge of the conventions of transformation of character, time and place, the application of symbol, and how these conventions may be manipulated to create meaning in performance and the use of dramatic elements and production areas.

      Outcomes

      On completion of this unit the student should be able to:

      • devise and document a solo work exploring Australian identity
      • present a solo work before an audience
      • analyse the processes used to create the solo work
      • analyse aspects of a professional theatre production (theatre visit)

       

      A STUDENTS PERSPECTIVE

      Drama at VCE level is a highly demanding but insanely rewarding, confidence boosting, interesting and fun subject. We not only perform, but also study dramatic theory and conventions, as well as various theatre styles to enhance these performances. In Unit 3, the main assessment task is a non-naturalistic ensemble play, in groups with other students in the class, based on a theme such as historical time period or a modern day event. In Unit 4 we work independently on a non-naturalistic solo, which is a fictional, modern day or historical character. In both tasks, we do research on which to base the performance, and to enhance its quality. There is also a written component in that we complete written SACs on these performances, as well as a professional show that we see as part of the course. I would recommend anyone who is energetic, confident, curious, dedicated or looking for something exciting and different to do Drama.

      FREQUENTLY ASKED QUESTIONS

      Do I have to act in VCE Drama? 
      Yes!

      Do students write their own playscripts in VCE Drama or perform playscripts already published by others?
      All VCE Drama units involve students devising their own performance work and writing their own playscripts.

      Is there much theory in VCE Drama?
      Not as much theory as there is in VCE Theatre Studies, but yes, there is a theory component in all VCE Drama units that underpins student practical work (performances).

      Is there after-school rehearsals in the VCE Drama course?
      Occasionally there is an after-school rehearsal to prepare student performances. There is a performance evening before parents and friends in each VCE Drama unit.

      Can I undertake VCE Drama Units 1 and 2 as a Year 10 student in 2019?
      Yes, subject Avila College’s acceleration requirements.

      Related subjects

      VCE Theatre Studies, VCE English, VCE History, VCE Literature.

      CAREER PATHWAYS

      VCE Drama pathways include: Drama teaching, acting and other production work in the performing arts. There are several former Avila College students currently studying to be Drama teachers, plus a number who are already qualified Drama teachers in Victorian secondary schools.

       
       

       
       

      The Arts | Studio Arts

      ELECTIVE | THE ARTS | studio ARTS

      Art is a subject that provides the student an opportunity to develop critical thinking skills, problem solving strategies and increases visual awareness and sensitivity to design.

      Visual Arts aims to encourage students to:

      • select an appropriate medium for individual expression of ideas and develop the skills and techniques necessary to express those ideas
      • understand the important role that art and design play in the formation and preservation of culture
      • develop an ability to interpret, analyse and compare different kinds of images and objects.

      Studio Arts – Painting, Drawing and Printmaking

      This semester unit encourages students to design and create original artworks devised from a range of stimuli.

      The elements and principles of design are considered in the production of two and three dimensional works using a wide range of media selected for painting, drawing and printmaking topics.

      The development of drawing skills is a focus in each unit, with a variety of techniques and materials explored.

      Students research and discuss a range of historical and contemporary art styles, presenting informed responses in written and visual formats.

      Assessment

      • A folio of artwork
      • A record showing the development of ideas and evaluation of completed artwork
      • Written and visual responses to selected artwork
      • Examination

      If you are interested in this subject you might also like: Visual Communication Design | Studio Arts 3D | Studio Arts Photography

      career pathways

      A Visual Arts course is useful for careers in fields such as Graphic Design, Multi-Media Design, Advertising/Marketing, Illustration, Architecture, Drafting, Interior Design, Set Design, Fashion Design, Engineering Design, Landscape Design, Occupational Therapy, Gallery Curator, Exhibition Designer, Art Conservator, Arts Administration and a Fine Arts practitioner.

       
       

       
       

      The Arts | Studio Arts Photography

      ELECTIVE | studio arts | photography

      During this course, you will be introduced to the history of photography and develop your own digital photography folio. You will also study contemporary photographers and will be shown the correct procedures to use digital media, including digital single lens reflex cameras. Computer software, Adobe PhotoShop will be used to edit, enhance or manipulate photographic images. Studio Arts is a subject that provides you with an opportunity to develop critical thinking skills, problem-solving strategies and explore different viewpoints.

      Students will:

      • be introduced to fine art photography
      • develop skills of producing photographic images using digital processes
      • develop their individual studio process

      Assessment

      Assessment tasks will include:

      • Prepare a folio of final artistic photographs
      • Maintain a folio that records and documents photographic media and processes
      • Research historical and contemporary photographers and photographic styles
      • Examination

       

      A STUDENTS PERSPECTIVE

      Year 10 Studio Arts Photography this year was by far one of the most enjoyable subjects. We focussed on many areas such as photograms, photoshop and digital photography.  The course does involve theory work but this allows you to get a better understanding into the art of photography and helps you with your own work too. I really enjoyed this course and would recommend it to anyone. Georgia Dunne 

      If you are interested in this subject you might also like: Studio Arts | Visual Communication Design

      career pathways

      This course is useful for careers in fields such as Photographer, Graphic Design, Multi-Media Design, Advertising/Marketing, Gallery Curator, Exhibition Designer, Art Conservator, Arts Administration and a Fine Arts practitioner.

       
       

       
       

      The Arts | Visual Communication and Design

      ELECTIVE | THE ARTS | VISUAL COMMUNICATION & DESIGN

      Visual Communication Design conveys ideas and information to an audience through visual language. This subject develops students’ conceptual and aesthetic understandings about design solutions in the world around them.

      Year 10 VCD Packaging

      Students will:

      • develop innovative ways to communicate ideas and information
      • develop the skills and techniques necessary to create design solutions
      • learn about design and the role of the designer in society
      • develop creative, critical and reflective thinking
      • apply design thinking skills

      Students complete:

      • Design elements and principles, composition and layout
      • 2D and 3D Technical drawing
      • Observational drawing & rendering
      • Product design and development
      • Drawing and image manipulation using Adobe Photoshop and Illustrator programs
      • Illustration related to different times, places and cultures
      • Exploring and analysing the aesthetic qualities of visual imagery

       Assessment

      • A folio of drawings and printed computer graphics
      • A visual and written record of techniques and processes undertaken
      • Verbal and written analytical responses to design issues
      • Examination

      A STUDENTS PERSPECTIVE

      In Visual Communication Design this semester, we completed a range of different types of sketches and projects on the desktop MAC computers.  One of my favourite parts of the semester was to be able to creatively brainstorm different rooms to design for a client. I recommend this subject for anyone who enjoys creative and technical drawings, working under restrictions and computer skills. Stephanie 2017

      If you are interested in this subject you might also like: Studio Arts 2D | Studio Arts – Photography

      CAREER PATHWAYS

      This course is useful for careers in fields such as: Animation/Media Arts, Advertising/Marketing, Architecture/Interior Design, Graphic Design/Web Design, Illustration, Stage Design, Fashion Design, Industrial Design, Landscape Design, Exhibition Designer, Fine Arts practitioner

       
       

       
       

      The Arts | Studio Arts *Units 1 & 2

      ELECTIVE | THE ARTS | studio arts (*UNITS 1 & 2) *VCE

      Choosing a VCE Unit 1 & 2 combination counts as two electives in Year 10. 

      It is recommended students complete a sequential study of both units in one art form. However, some students elect to study only one unit.  Either Unit 1 or 2 is an acceptable choice, as both prepare students for Unit 3 and 4.

      *Unit 1: Studio Inspiration & Techniques

      In this unit you will focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Using documented evidence in your visual diary, you will progressively refine and resolve skills to communicate ideas in artworks.

      You will also research and analyse artists from different times and cultures.

      AREA OF STUDY 1 Researching and recording ideas – visual diary

      AREA OF STUDY 2 Studio practice

      AREA OF STUDY 3 Interpreting art ideas and use of materials and techniques

      Students visited the Howard Arkley exhibition at TarraWarra Museum of Art and studied his work practices.

      ASSESSMENT

      For this unit students are required to demonstrate 3 outcomes.

      Outcomes 1 & 2

      • an outline of a proposed investigation of studio practice using visual language (written document)
      • a selection of exploratory work and visual documentation showing sources of ideas and inspiration translated into artworks through the use of a variety of materials and techniques (visual diary)
      • a presentation of at least one finished artwork

      Outcome 3

      At least one of:

      • an extended written response
      • a short-answer responses
      • a presentation using digital technologies

      *Unit 2: Studio Exploration & Concepts

      In this unit students focus on establishing and using a studio practice to produce artworks.

      The studio practice is an individual approach in Unit 2. This means students select their own theme/concept/topic to investigate.

      Students document their sources of inspiration, explore and develop ideas and experimentation with selected materials and techniques relevant to specific art forms in their visual diary as part of the studio process.

      Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art.

      The exhibition of artworks is integral to Studio Arts and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

      assessment

      For this unit students are required to demonstrate 2 outcomes.

      AREA OF STUDY 1 Exploration of studio practice and development of artworks

      Outcome 1

      • undertaking an exploration proposal (written document)
      • undertaking studio process (visual diary)
      • producing at least one artwork

      AREA OF STUDY 2 Ideas and styles in artworks

      Outcome 2

      • an extended response
      • short-answer responses
      • a presentation using digital technologies

      A student’s perspective

      VCE Studio Arts presents students with an opportunity to extend their skills and further their creative ability to research, generate ideas and experiment within and outside the class room. I would recommend the subject to students who enjoy art and are willing to get out of their comfort zone, as Studio arts gives you freedom to explore your own ideas and interests. The subject has given me a greater understanding of the need to experience failures before critically evaluating your work, seeking constructive criticism and continuing to improve before your reach a successful goal. Genevieve Townsend – who received a 50 Study Score and was DUX of Avila College in 2013

      Frequently Asked Questions

      I have heard that Studio Arts can be scaled down – I am worried about my ATAR result, but I enjoy art and design – what shall I do?
      It is advisable for you to study subjects you are interested and passionate about.  Your studies are about learning, developing skills and knowledge. You will enjoy the challenge of VCE more if you are studying subjects that you value.”

      I like Art but I am not a very good drawer.  Should I still choose Studio Arts?
      “Yes, of course. Drawing is a key component of many visual arts subjects and by taking this subject you can improve your skills.  No student will be at the same level with their drawing, and that is okay. What matters is your individual progress.  Also you will not always be expected to draw, but use other methods of art making; painting, printing, photography, photoshop…”

       
       

       
       

      The Arts | Visual Communication & Design *Units 1 & 2

      ELECTIVE | THE ARTS | studio arts (*UNITS 1 & 2) *VCE

      *Unit 1: Introduction to Visual Communication Design

      This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

      Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. Students are introduced to the importance of copyright and intellectual property and the conventions for acknowledging sources of inspiration.

      In this unit students are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications.

        Drawing as a means of communication

        On completion of this unit the student should be able to create drawings for different purposes using a range of drawing methods, media and materials.

        Design elements and design principles

        On completion of this unit the student should be able to select and apply design elements and design principles to create visual communications.

        Visual communications design in context

        On completion of this unit the student should be able to describe how visual communications in a design field have been influenced by past and contemporary practices and by social and cultural factors.

        *Unit 2: Applications of Visual Communication within Design Fields

        This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways. Students develop an understanding of the design process to solve design problems and present ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.

        Technical drawing in context

        On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions as effective communicate information and ideas for a selected design field using a range of drawing methods, media and materials.

        Type and image in context

        On completion of this unit the student should be able to manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account copyright.

        Applying the design process

        On completion of this unit the student should be able to apply stages of the design process to create a visual communication appropriate to a given brief.

        Assessment

        • folio of observational and visualisation drawings
        • final presentations created using manual and digital methods
        • case study supported by written notes and/or visual materials
        • examination

        A student’s perspective

        VCD this year has been really fun and I have learnt a lot! As a year 10 doing year 11 Vis Com, I’ll admit that I was a little scared at first and didn’t know what to expect, but I soon found that there was nothing to worry about. The teacher does not expect you to know everything about Visual Communication and Design straight away, in fact, it is not like that at all. I have learnt a lot about drawing so far this year as we have done many things such as observational drawings and learning to render objects in different materials. We created an unusual creature of different textures using ‘photoshop’ on the computer and then drew it by hand, so that we could learn the properties and specific details of many different textures – working on our observational skills. We also had the opportunity to create a poster using ‘illustrator’ on the computer for this year’s creative arts festival. Next semester we are going to do more computer work and continue to learn about programs such as ‘photoshop’ and ‘illustrator’. I have loved coming to class this year and would definitely recommend it to anyone who is interested in things like drawing and graphic design. Erin Flatters 11VCD

        Career Pathways

        This subject is useful for careers in fields such as Graphic Design, Multi-Media Design, Advertising/Marketing, Architecture, Interior Design or Industrial Design.

         
         

         
         

        The Arts | Music Performance

        ELECTIVE | THE ARTS | MUSIC PERFORMANCE

        Do you enjoy Music? The following subject are for those interested in creating, making, playing, practising, researching and performing music. Students choose subjects in music if they want to learn new techniques and practise their skills.

        Students will:

        • Perform every week in class either as a soloist or in a duo, trio or quartet
        • Record all performances for reflection and learning
        • Perform a ten minute recital at the conclusion of the semester
        • Perform a song/piece in a class ensemble at Music Festival
        • Identify and understand symbols, patterns and concepts used in music
        • Theory: Rhythms, pitch, tonality, scales and chords
        • Aural: rhythmic and melodic transcription
        • Research the idea of ‘deliberate practice’ and do an experiment using the findings
        • Investigate the history, mechanics/anatomy of your instrument or the singing voice
        • Listen to and explore the elements of music in a variety of songs and pieces
        • Compose a short work using rhythm and scales as the stimulus

        Frequently Asked Questions

        Do I need to have private music lessons?
        Although it is not obligatory to have private music lessons with an instrumental/singing teacher, it is extremely beneficial for your progress.

        Do I have to perform each week?
        Not necessarily, but it is best to try to perform weekly. Regular performance is the best way for you to improve your confidence and musicality.

        Can I sing/play with someone else?
        Yes. Sharing your passion for music with others, and spending time together collaborating on a song or piece to perform, is a great way to improve your confidence and ensemble.

        Do I need to have done Year 9 Music?
        No.

        A STUDENTS PERSPECTIVE

        I have always been very nervous about performing music in front of people, and the Year 10 Music Performance course has really helped me to overcome my nerves and be more confident when performing. I only started playing the drums this year and had never performed for other people before. This course put me outside of my comfort zone and allowed to me to gain experience in performing. The supportive environment provided by my classmates has made Music Performance even more enjoyable and has allowed me to get even more out of it. I would strongly recommend that anyone interested in music and enhancing their performance skills do Music Performance in Year 10. Grace Munro  2017

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        Subject Pathways

        • VCE Music Performance

        Career Pathways

        Performer, Conductor, Song Writer, Video Game Scorer, Film Sound Track Composer, App Music Creator, Mobile Phone Ring Tone Composer, Sound Designer, Freelance Song Writer, Jingle Writer (Radio, TV and Other Media), Music Producer, Lyricist, Composer, Band member, Session musician, Music Teacher, Music Supervisor

         
         

         
         

        The Arts | Songwriting & Sound Design

        ELECTIVE | THE ARTS | SONGWRITING & SOUND DESIGN

        • Study the processes involved in writing lyrics and music for original songs
        • Understand songwriting fundamentals including: lyric techniques of rhyme, metre & story and melodic & harmonic techniques of songwriting,
        • Identify & describe devices of structure, modulation & common forms,
        • Recognise songwriting techniques through critical listening
        • Study the processes used to develop and create sound designs for film, television, games and animation.
        • Identify the roles that dialogue, atmosphere, sound effects and music play in successful sound designs.
        • Explore how sound is used to communicate emotive and narrative information.
        • Understand how sound is used in collaborative multi sensory environments.

        Frequently Asked Questions

        Do I need to play an instrument and/or sing?
        Not necessarily but it helps. You can ask another singer to sing your song and use sequencing and looping apps to create your accompaniment or instrumental track.

        What do I do in the lessons?
        A concept – music theory, creative writing, technology applications is explored together, then practical/creative time, for production, is the remainder of the lesson.

        Can I work with someone else?
        After some initial individual work, collaboration is highly encouraged. You can create in pairs or in a small group.

        Do I need to have done Year 9 Music?
        No.

        A STUDENT PERSPECTIVE

        Year 10 Song writing would probably be the highlight of my schooling here at Avila. I’ve been so lucky to be given the opportunity of performing my own original piece in front of many audiences multiple times. All because of song writing class! The feeling of someone coming up to you and telling you how much your song means to them, can’t be compared. I am so honoured to be able to share a part of me through song. Music can be so influential and special. So, if you’re a bit like me and find it easier to express yourself through writing and you love music, then consider taking song writing in year 10! Nicole Lee 2015

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        Career Pathways

        Performer Band member,Singer, Keyboardist, Guitarist, Session artist, Freelance Songwriter, Jingle Writer (Radio, TV and Other Media), Music Producer, Lyricist Composer, Music Supervisor