The Creative Practice Model

In this study the Creative Practice is an iterative process that is integral to the conceptualisation, development and making of artworks. The Creative Practice is comprised of four components that are based on art practice and Experiential, Inquiry and Project-based learning. These components are:

  • Research and Exploration
  • Development and Experimentation
  • Refinement and Resolution
  • Reflection and Evaluation

The four components of the Creative Practice are interrelated and iterative. The components do not operate in a set sequence that privileges one or another over the others. The student can begin with any component and interact with combinations of the components in a dynamic and creative experience.

Research and Exploration

The research and exploration component of the Creative Practice includes:

  • researching and exploring ideas based on experiences, observations and personal interest
  • researching and exploring materials, techniques and processes in art forms to respond to personal, cultural and social influences and ideas
  • researching and examining personal, cultural, historical and social influences that inform the exploration and development of artworks
  • exploring, analysing and interpreting influences and ideas in artworks using the Interpretive Lenses
  • exploring, analysing and evaluating how artists use visual language to communicate personal, cultural and social influences, ideas, beliefs and values.

Experimentation and Development

The experimentation and development component of the Creative Practice includes:

  • experimenting with materials, techniques and processes to develop artworks
  • experimenting with personal ideas and responses
  • experimenting with the influences of ideas, values and beliefs to develop artworks
  • developing ideas in artworks through experimentation and exploration
  • developing knowledge of art elements and art principles through experimentation and exploration to create visual language
  • developing points of view and interpretations of the meanings and messages of artworks in different contexts using the Interpretive Lenses
  • developing artworks in response to the research and exploration of and experimentation with visual language.

Reflection and Evaluation

The reflection and evaluation component of the Creative Practice includes:

  • analysing and evaluating artworks using the appropriate Interpretive Lenses
  • analysing and evaluating the application of materials, techniques and processes to resolve ideas in artworks using the Interpretive Lenses
  • critically analysing and evaluating how the symbolic values and beliefs of people, places and objects are assigned by artists and viewers or audiences
  • analysing and evaluating how visual language can communicate ideas and meaning in artworks
  • reflecting, analysing and evaluating using critique and feedback.

Refinement and resolution

The refinement and resolution component of the Creative Practice includes:

  • resolving ideas and visual language in artworks
  • resolving points of view and interpretations of the meanings and messages of artworks, using critical judgment and the Interpretive Lenses
  • realising and refining artworks through the selection and manipulation of materials, techniques and processes
  • refining the use of visual language to communicate ideas and meaning in artworks
  • refining technical skill in the use of materials, techniques and processes in art forms to communicate ideas and meaning in artworks
  • considering the presentation and display of artworks in different contexts to communicate ideas and meaning.

Making and Responding

Making and Responding are intrinsically connected, and together they form the practice of an artist. Through Making and Responding students develop knowledge and understanding of the relationships between the artist, the world, the viewer or audience, and the artwork. Through art practice, students consider both the viewer or audience and their own personal responses. As students respond to artworks, they draw on the knowledge, understanding and skills acquired through their experiences in making artworks. Both Making and Responding involve students using creative and critical thinking to create their own artworks.

Making

Through ‘Making’ students develop their knowledge, understanding and skills in art practice, including the techniques, processes, materials and technologies used to make artworks. Making involves students communicating ideas and intended meanings in different art forms. Students explore personal ideas and experiences through making artworks in different art forms and styles. They build their knowledge and understanding of visual language, and develop skills in applying materials, techniques and processes in visual language to communicate ideas and meaning.

Responding

Through ‘Responding’ students explore, analyse, reflect upon and interpret their own artworks and the artworks of others. Students discuss and evaluate their own art and artworks created by others, and the practices used to create them. As they view, analyse and interpret artworks, students develop an understanding of visual language and how artists communicate ideas and meaning. They view the presentation of artworks in different contexts and from different periods of time, societies and cultures. They develop an understanding of the values and belief systems of the artists who create these artworks, and of the viewers or audiences who view or experience them. Students respond to their own art making and develop their aesthetic knowledge, visual language, and critical and technical skills.