Interpretative Lenses

Victorian Certificate of Education Arts Creative Practice Study Design excerpt

Year 10 Art and VCE Art Creative Practice

To prepare students for engagement in future VCE courses, the terminology for art analysis is initiated in year 10 Art.

The application of the Interpretive Lenses provides students with a framework to understand the meanings and messages of artworks, and the relationships that exist between the artist, the world, the artwork and the viewer or audience. The Interpretive Lenses also assist the student to understand the communication of ideas, meanings and messages in the artwork, and the context in which the artwork is made and viewed.

The three Interpretive Lenses (Structural, Personal and Cultural) are embedded in the inquiry practices of VCE Art Creative Practice. Students select the most relevant aspects of each Interpretive Lens and consider them when exploring and discussing artworks and the practices of artists. They also apply the Interpretive Lenses to document, annotate and evaluate their own art practice. Throughout the study, students develop their understanding and skills in applying the Interpretive Lenses through the research of historical and contemporary artists from a variety of cultures. They also learn how the Interpretive Lenses can be applied in art practice and in the conceptualisation, development and resolution of artworks.

When applying each of the lenses, students consider how their interpretation and evaluation of artworks is informed by the context in which the artworks are created and viewed. Current and historical art ideas, issues and practices inform the analysis, interpretation and evaluation of artworks from the past and the present. Students also consider how artworks challenge the engagement of viewers or audiences and how meanings and messages are communicated. Students examine new or different ideas and meanings, and the significance that may be assigned to artworks of the past, as they question and re evaluate traditionally held values and assumptions of art and representation. Students test boundaries of traditional art practices in their own art making as they reconceptualise, modify and explore the appropriation of artworks and images. They also investigate the influences on, and place of new technologies in, art practices and experiences.

The Structural Lens

The Structural Lens informs the analysis and interpretation of an artwork, and its relationship with the artist and viewer or audience, through the investigation of the use of art elements and art principles, and the application of materials, techniques and processes. It also considers the stylistic qualities and symbolism evident in the artwork, and the context in which artists work and in which artworks are presented or viewed. The Structural Lens can inform the other lenses.

Through Responding: Students decode artworks by reading the relationships between specific signs, symbols and conventions in visual language. They explore the stylistic qualities that are used to transmit ideas in artworks and consider the context in which artists work and in which artworks are presented and viewed.

Through Making: Students focus on the formal organisation and placement of visual components in an artwork and explore the use and communicative value of symbols, the conventions of visual language, stylistic qualities, materials, techniques and processes. They also consider the context in which their artworks are made and in which they will be presented or viewed.

The Personal Lens

The Personal Lens informs the analysis and interpretation of an artwork through the investigation of the personal feelings, beliefs and life experiences of the artist. The evaluation and interpretation of an artwork can be influenced by the life experiences, personal feelings and beliefs of the viewer or audience and the context in which artists work and in which artworks are presented or viewed.

Through Responding: Students examine how artists and viewers or audiences are influenced by society, culture and personal experiences, and the context in which artists work and in which artworks are presented and viewed. They also consider how their own feelings, background, experiences, society and culture can influence their physical and emotional reactions to an artwork as a viewer or member of an audience.

Through Making: Students investigate their responses to the world around them, including their personal interests, experiences, cultural and social context and world view (beliefs and values), and the impact these have on symbolism and art practice. They consider the materials, techniques and processes used to make their artworks, as well as the context in which their artworks are made and in which they will be presented or viewed.

The Cultural Lens

The Cultural Lens informs the analysis and interpretation of an artwork through the investigation of social, historical and cultural influences and representations. This includes the influence of the time and place in which the artwork is made, presented or viewed, as well as the social, historical, political, philosophical and economic influences on the practices of the artist, and how these are reflected in the artwork. Other considerations include the purpose of the artwork, and the ethnicity, gender, ethics and spiritual or secular beliefs of the artist and the viewer or audience, and how these factors influence the artwork itself and the interpretation of it. Students explore how these factors contribute to the communication of meaning and the engagement of the viewer or audience. They also consider the context in which artists work and in which artworks are presented or viewed.

Through Responding: Students consider the regional, national, international, social and cultural identity of artists and viewers or audiences, including Aboriginal and Torres Strait Islander peoples and artists. They consider the context in which artists work and in which artworks are presented and viewed, as well as the ways artists use their artworks as a vehicle to invite change and provoke conversation.

Through Making: Students explore cultural values, historical or contemporary events, social issues, attitudes and beliefs that impact on them and others, and determine the origins of social and cultural meanings communicated in artworks. They also consider the context in which their artworks are made and in which they will be presented or viewed. In creating their own artworks, students should be aware of the cultural protocols associated with making artworks based on the practices of artists from other cultures.