Creative Arts

I. LEARNING SCOPE AND REQUIREMENTS

1. Learning Requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Creative Arts.

In this subject, students are expected to:

demonstrate knowledge and understanding of concepts specific to relevant creative arts disciplines
investigate and critically analyse the nature and processes of working productively in the creative arts
demonstrate knowledge of working creatively, within or across art forms, through an exploration of creative arts media, materials, techniques, processes, and technologies
apply practical skills, techniques, and processes to work creatively and productively for a purpose
work productively to develop, present, and evaluate their creative arts product(s)
communicate and critically reflect on personal creative arts ideas, processes, products, and opinions
evaluate creative arts products, with reference to processes, outcomes, and contexts.

2. Contents

Creative Arts is a 10-credit subject or a 20-credit subject at Stage 2.

Schools may either follow or vary the content recommended in this subject outline.

Stage 2 Creative Arts is an opportunity for teachers, in negotiation with students, to tailor a program to meet local needs or interests in a way that cannot be met solely through any other subject in the Arts Learning Area or another subject offered within the SACE. It is an opportunity to focus on an aspect, or to combine aspects, of one or more SACE subjects in the creative arts, within a single subject.

For both a 10-credit subject and a 20-credit subject, it is recommended that the following areas of study are covered:

Creative Arts Process
Development and Production
Concepts in Creative Arts Disciplines
Creative Arts in Practice.

2.1. Creative Arts Process

The creative arts process comprises four interrelated elements common to all creative arts programs:

investigation
development
production
reflection.

Teachers should use the creative arts process as a basis for designing a teaching and learning program. The creative arts process is not sequential. Starting points and sequences of tasks are likely to differ depending on the aims of the creative arts program, the creative arts discipline(s) that feature in the program, and the intended creative arts product(s).

The creative arts process guides students through the following learning experiences:

investigating the creative arts products of past and present practitioners, and their ideas, techniques, styles, and approaches
conceptualising, designing, and planning creative arts products
understanding advanced concepts in relevant creative arts disciplines and using this understanding to inform the development and production stages
developing creative arts products, using imaginative, innovative, and lateral thinking and applying problem-solving skills
using and refining creative arts techniques, processes, and technologies
rehearsing, practising, refining, displaying, and/or presenting work to others
working productively
reflecting on and evaluating the purpose or function of the creative arts against a personal aesthetic.

2.2. Recording the Creative Arts Process

Maintaining a record of the creative arts process is integral to the study of Stage 2 Creative Arts.

Students investigate a variety of creative arts products to explore different possibilities and inform their creative thinking. Students’ explorations and investigations of creative arts media, materials, techniques, processes, technologies, and products should be a feature of their record. Annotated reflective comments about all stages of the creative process demonstrate evidence of the development of students’ creative arts skills and thinking.

In Stage 2 Creative Arts, students are expected to go beyond the practice of generating brief annotated reflective comments and develop their critical analysis and reflection skills at key points in the creative process.

Records may take the form of handwritten notes, photocopies, drawings and diagrams, scanned images, photographs, and any other materials used in the creative process, such as CDs, DVDs, multimodal presentations, and/or video clips.

2.3. Development and Production

Creative arts development and production provide opportunities for students to work productively as a member of a team, group, or ensemble to design, plan, practise, rehearse, make, create, perform, and/or present creative arts product(s).

All students have opportunities to critically reflect on their personal creative arts ideas, processes, and product(s).

2.3.1. Working Productively

Parts of the developmental aspects of a creative arts product are likely to require individual efforts to develop ideas, design or compose, or practise or experiment with technique. Other parts such as planning, rehearsing, and refining skills may require collaborative work. The production stage could involve an individual presentation, but more generally involves collaboration to achieve the intended outcome.

In circumstances where students do not have a group of other students or members of the school or wider community, including creative arts practitioners, to work with as part of a team, they may choose to collaborate with others, using information and communication technologies.

2.3.2. Choosing Creative Arts Products

In consultation with their teacher, individual students or groups of students choose one or more creative arts products as a focus of learning. The choice should be based on students’ interests and needs, the sociocultural and geographic context, the resources and facilities available, and the creative arts disciplines involved. Partnerships with local community arts groups or individual creative arts practitioners, and opportunities for participation in local arts projects, may also influence the choice of creative arts product(s).

A creative arts product may be predetermined because of the traditions or needs of a school or local community. Musicals, drama evenings, exhibitions, arts publications, concerts, and other events may already exist on a school or community calendar. Students or groups of students, in these circumstances, should be provided with opportunities to help choose, for example, particular genres or styles, specific content, individual contributions, roles, and responsibilities.

A creative arts product can be, for example, a work of art or design, a publication, a performance, a film or DVD, an event, or a combination of these.

Listed below are some examples of specific creative arts products. This list is neither prescriptive nor exhaustive.

Murals
Musical productions
Music video clips
Performances for entry in local and national festivals
Photographic exhibitions
Presentations for community events (e.g. screenings or performances)
Promotional packages (e.g. DVD, print, or online)
Public art or craft
Scale models
Scripts for radio, stage, or film
Stage plays
Videos for local tourism, on community events, or profiling a local identity
Virtual art galleries or museums
Websites

2.4. Concepts in Creative Arts Disciplines

In Stage 2 Creative Arts, students explore beyond the core concepts specific to creative arts discipline(s). These explorations include identification, knowledge, and understanding of applications for particular genres, styles, forms, conventions, and protocols that are recognisable within the various creative arts disciplines. As a result of their explorations, students develop detailed knowledge and more advanced use of language and terminology associated with relevant creative arts discipline(s).

Students should relate these explorations to the creative arts process and their work in creative arts production.

2.5. Creative Arts in Practice

Students in Stage 2 Creative Arts learn by observing, receiving tuition from, listening to, and/or reading and talking about the work of, practitioners as they work in their particular discipline(s).

The nature and processes of working creatively can be learnt directly or indirectly from current practitioners or from practitioners of the past. Learning about the creative arts in practice may directly inform the process of development and production of, and reflection on, students’ creative arts product(s).

Through study of the creative arts in practice, students identify the following in the work of creative arts practitioners:

the characteristic features and qualities of their creative arts products
their sources of inspiration and influences
the overall artistic intent, philosophy, values, and beliefs
their predominant style, creative arts form and genre, and use of conventions
the media, materials, techniques, processes, and technologies they use
the aesthetic qualities in their creative arts products
the status of their products within the creative arts sector.

2.5.1. Practitioners’ Roles

An understanding of the diversity of roles that practitioners fulfil informs the processes applied in the study of Stage 2 Creative Arts and helps students to develop an appreciation of the value of collaborative as well as individual approaches to the creative arts. Listed below are some examples of practitioners’ roles. This list is neither prescriptive nor exhaustive.

Actor
Animator
Artist Busker
Cartoonist
Choreographer Comedian
Composer
Craftsperson Curator
Dancer

II. ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessment component.

Schools may either follow the assessment types recommended in this subject outline for the school assessment component, or vary the names and details of either or both of the assessment types.

Stage 2 local programs that vary the school assessment must retain the same number of assessment types and the associated weighting of each assessment type specified in this subject outline.

Schools are required to use the external assessment component specified in this subject outline.

1. Evidence of Learning

The following assessment types enable students to demonstrate their learning in Stage 2 Creative Arts:

School Assessment (70%)

Assessment Type 1: Product (50%)
Assessment Type 2: Inquiry (20%)

External Assessment (30%)

Assessment Type 3: Practical Skills (30%).

The number and associated weightings of the assessment types for the school assessment component are prescribed.

The names and details of the assessment types for the school assessment component are recommended, and may be varied.

The assessment type and weighting for the external assessment component are prescribed.

For a 10-credit subject, it is recommended that students provide evidence of their learning through three assessments, including the external assessment component. Students:

develop and present one creative arts product
undertake one inquiry
undertake one practical skills assessment.

For a 20-credit subject, it is recommended that students provide evidence of their learning through five assessments, including the external assessment component. Students:

develop and present two creative arts products
undertake two inquiries
undertake one practical skills assessment.

2. Assessment Design Criteria

The assessment design criteria are based on the learning requirements and are used by:

teachers to clarify for the student what he or she needs to learn
teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

students should demonstrate in their learning
teachers and assessors look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:

knowledge and understanding
practical application
investigation and analysis
evaluation.

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

2.1. Knowledge and understanding

The specific features are as follows: Các đặc trưng cụ thể như sau:

KU1: Knowledge and understanding of creative arts concepts specific to relevant creative arts discipline(s).
KU2: Understanding and use of language specific to relevant creative arts discipline(s).
KU3: Knowledge of creative arts media, materials, techniques, processes, and technologies, and understanding of their possible applications.

2.2. Practical application

The specific features are as follows:

PA1: Expression and communication of ideas and opinions relevant to the program focus.
PA2: Use of a creative arts process in the development and presentation of the creative arts product(s).
PA3: Productive approaches to the creative arts process.
PA4: Development and application of practical skills, techniques, and processes.

2.3. Investigation and Analysis

The specific features are as follows: Các đặc trưng cụ thể như sau:

IA1: Investigation, selection, critical analysis, and acknowledgment of different sources and ideas.
IA2: Exploration and analysis of creative arts media, materials, techniques, processes, and technologies within and/or across creative arts forms.

2.4. Evaluation

The specific features are as follows:

E1: Evaluation of creative arts products, with reference to practitioners’ intentions, processes, outcomes, and contexts.
E2: Critical reflection on personal creative arts ideas, processes, and products.
E3: Appraisal of others’ creative arts ideas and processes, and communication of aesthetic opinions.

III. SCHOOL ASSESSMENT

1. Assessment Type 1: Product (50%)

For a 10-credit subject, students develop and present one creative arts product.

For a 20-credit subject, students develop and present two creative arts products. One product may be experimental and used to prepare for the other product, or the products may be unrelated and enable students to explore and develop different knowledge, skills, and understanding.

For both a 10-credit subject and a 20-credit subject, students also prepare and present a folio of evidence.

The folio of evidence should document the creative arts process, including:

investigation
development
production
reflection.

When involved in a collaborative creative arts product, students need to clearly identify and present their own contribution for assessment.

The folio of evidence may be presented in written, oral, or multimodal form.

For a 10-credit subject, the folio should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form, and in a maximum of ten A3 pages.

For a 20-credit subject, the folio should be a maximum of 2000 words if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form, and in a maximum of twenty A3 pages.

Teachers should keep a record, as appropriate, of creative arts products such as performances or community arts events. Records may include, for example, photographic or audio/visual/digital recordings.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

knowledge and understanding
practical application
investigation and analysis
evaluation.

2. Assessment Type 2: Inquiry (20%)

For a 10-credit subject, students undertake one inquiry to a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form.

For a 20-credit subject, students undertake two inquiries to a maximum of 1000 words each if written or a maximum of 6 minutes each for an oral presentation, or the equivalent in multimodal form; or one inquiry to a maximum of 2000 words if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form.

Students conduct an inquiry into an area of creative arts practice that is of interest to them, or that is closely connected to their creative arts product(s).

Students choose topics in consultation with their teacher. The inquiry must not repeat evidence of learning used for the product(s) or in the folio of evidence in Assessment Type 1.

For the inquiry, students:

plan, design, and explore the breadth and depth of the study
identify, access, interpret, and critically analyse data from different sources
determine the most appropriate methods and processes for collecting and collating data, materials, and information
analyse and evaluate collected data, materials, and information
synthesise aspects of the collected data, materials, and information into a coherent report.

As part of the inquiry, students undertake a review in which they:

critique creative arts products of one or more practitioners, which are closely related to the chosen area of inquiry. The products of the practitioner(s) must have been presented in a public forum. The practitioner(s) may be local, national, or international, and contemporary or historical
summarise and make conclusions about the findings of the inquiry
communicate personal aesthetic opinions on creative arts products and processes
evaluate their own learning.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

knowledge and understanding
investigation and analysis
evaluation.

IV. EXTERNAL ASSESSMENTS

1. Assessment Type 3: Practical Skills (30%)

Students undertake one practical skills assessment for both a 10-credit subject and a 20-credit subject. They are required to:

conduct a focused exploration, application, and evaluation of a skill or skills appropriate to their preferred area of the creative arts
provide documentation of the key phases of the skills exploration and application
present an evaluative response.

This assessment type is designed to enable students to further develop, refine, and apply their creative arts skills, provide samples of these skills, and evaluate the ways in which their skills have developed and improved.

1.1. Exploration and Application

In consultation with their teacher, students identify one or more skills focus areas to explore. The skills focus may be inspired by the work of other practitioners.

Students may either:

explore and apply skills that are an extension of, but do not repeat, the development and production of Assessment Type 1

explore and apply skills related to other areas of interest relevant to the program focus.

The exploration and application may be undertaken concurrently with, or separately from, the creative arts process(es) used for Assessment Type 1 and/or the inquiry process in Assessment Type 2, but must not repeat evidence of learning used in either of those assessment types.

Students are encouraged to explore and apply traditional and/or current skills from the performing, visual, screen, and literary arts. Specific skills focus areas could include, for example:

arrangements for vocal ensembles
atmospheric perspective painting techniques
choreographic techniques for hip hop
contemporary performance techniques for classical guitar
costume design and construction techniques for children’s theatre
critiquing skills for music performances
digital image manipulation through imaging software
image capture camera technique
marketing techniques for arts events
short-sketch scriptwriting for an all-female cast
theatre-sport improvisation techniques
three-dimensional effects with mosaic.

1.2. Documentation and Evaluation

All experiments or explorations with genres, styles, media, materials, techniques, processes, and technologies should be recorded. Students who experiment with printmaking, sculpture, or painting techniques may find that photographic evidence (either digital or on film) provides enough clarity and detail for assessment purposes. Students who practise their instrument, produce installations, develop ideas for events, or rehearse a dramatic piece need to gather evidence in the form of audio/visual digital recordings so that they can select samples of their skills development for assessment.

Evaluation of skills exploration and application may be written or oral. Written or oral introductory comments, and annotated or oral reflective and analytical comments, should be recorded throughout the skills development. Students should also make some concluding evaluative observations about their skills exploration and application process.

Some oral evidence of documentation and evaluation may emerge from teacher-led discussion and questions. This evidence should be recorded by the student, in electronic form or in note form or another written form.

For a 10-credit subject, the documentation and evaluation should consist of a maximum of six pieces of evidence that best illustrate the key phases of the skills exploration and application, and the student’s evaluative response. The combined evidence should be a maximum of 1000 words if written or a maximum of 6 minutes of recorded oral communication, or the equivalent in multimodal form.

For a 20-credit subject, the documentation and evaluation should consist of a maximum of twelve pieces of evidence that best illustrate the key phases of skills exploration and application, and the student’s evaluative response. The combined evidence should be a maximum of 2000 words if written or a maximum of 12 minutes of recorded oral communication, or the equivalent in multimodal form.

The proportion of words and/or minutes allocated to ‘exploration and application’ and ‘documentation and evaluation’ within the combined evidence may vary according to the program focus.

Students should submit the documentation and evaluation for their practical skills assessment in an A3 or A4 folder, on CD or DVD, or by other electronic means appropriate to the nature of the evidence.

The following specific features of the assessment design criteria for this subject are assessed in the practical skills:

practical application — PA1, PA3, and PA4
investigation and analysis — IA1 and IA2
evaluation — E1 and E2.

2. Performance Standards

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by:

referring to the performance standards
assigning a grade between A+ and E− for the assessment type.

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E−.

Knowledge and Understanding

Practical Application

Investigation and Analysis

In-depth knowledge and understanding of creative arts concepts specific to relevant creative arts discipline(s).

Astute and accurate understanding and use of language specific to relevant creative arts discipline(s).

In-depth knowledge of a variety of creative arts media, materials, techniques, processes, and technologies, and understanding of their possible applications.

Creative and clear expression and communication of ideas and opinions relevant to the program focus.

Discerning use of the creative arts process in the development and presentation of well-refined creative arts product(s).

Highly productive and proactive approaches to the creative arts process.

Refined and integrated development and application of a variety of practical skills, techniques, and processes.

Purposeful investigation, selection, critical analysis, and full acknowledgment of a variety of appropriate sources and ideas.

Astute and detailed exploration and analysis of appropriate creative arts media, materials, techniques, processes, and technologies within and/or across creative arts forms.

Insightful and knowledgeable evaluation of creative arts products, with reference to practitioners’ intentions, processes, outcomes, and contexts.

Insightful critical reflection on personal creative arts ideas, processes, and products.

Discerning and well-informed appraisal of others’ creative arts ideas and processes, and highly effective communication of aesthetic opinions.

Some depth of knowledge and understanding of creative arts concepts specific to relevant creative arts discipline(s).

Mostly accurate understanding and use of language specific to relevant creative arts discipline(s).

Some depth of knowledge of different creative arts media, materials, techniques, processes, and technologies, and understanding of their possible applications.

Thoughtful and mostly clear expression and communication of ideas and opinions relevant to the program focus.

Well-considered use of the creative arts process in the development and presentation of polished creative arts product(s).

Productive and proactive approaches to the creative arts process.

Generally integrated development and application, with some refinement, of different practical skills, techniques, and processes.

Well-considered investigation, selection, analysis, and acknowledgment of sources and ideas.

Some depth of exploration and analysis of appropriate creative arts media, materials, techniques, processes, and technologies within and/or across creative arts forms.

Well-considered and well-informed evaluation of creative arts products, with reference to practitioners’ intentions, processes, outcomes, and contexts.

Well-considered reflection on personal creative arts ideas, processes, and products.

Thoughtful and well-informed appraisal of others’ creative arts ideas and processes, and effective communication of aesthetic opinions.

Appropriate knowledge and understanding of key creative arts concepts specific to relevant creative arts discipline(s).

Appropriate understanding and use of language specific to creative arts discipline(s).

Knowledge of key creative arts media, materials, techniques, processes, and technologies, and understanding of their possible applications.

Generally considered and clear expression and communication of ideas and opinions relevant to the program focus.

Competent use of the creative arts process in the development and presentation of appropriate creative arts product(s).

Generally productive approaches to the creative arts process.

Competent development and application, with some refinement, of key practical skills, techniques, and processes.

Considered investigation, selection, analysis, and acknowledgment of sources and ideas.

Competent exploration and some analysis of appropriate creative arts media, materials, techniques, processes, and technologies within and/or across creative arts forms.

Considered and informed evaluation of creative arts products, with reference to practitioners’ intentions, processes, outcomes, and contexts.

Considered reflection on personal creative arts ideas, processes, and products.

Considered and informed appraisal of others’ creative arts ideas and processes, with some communication of aesthetic opinions.

Basic knowledge of some creative arts concepts and recognition of their relevance to a creative arts discipline.

Awareness and use, in context, of some terms relevant to creative arts discipline(s).

Recognition of some creative arts media, materials, techniques, processes, and technologies, and awareness of one or more possible applications.

Basic expression of an idea or opinion relevant to the program focus.

Some experimentation with or exploration of aspects of a creative arts process in the development or presentation of a basic creative arts product(s).

Some basic participation in aspects of the creative arts process.

Some development and application of a practical skill, technique, or process.

Identification and some use of sources or ideas.

Some basic exploration and description of creative arts media, materials, techniques, processes, or technologies within or across creative arts forms.

Description and some consideration of creative arts products, with occasional reference to practitioners’ intentions, processes, outcomes, and/or contexts.

Superficial consideration of personal creative arts ideas, processes, or products.

Some reference to aesthetic qualities in others’ creative arts ideas or processes.

Some recognition of one or more selected arts concepts.

Limited awareness or use of terms that may be relevant to the creative arts.

Emerging awareness of creative arts media, materials, techniques, processes, or technologies.

Attempted expression of an idea or opinion that may be relevant to the program focus.

Attempted use of one or more aspects of the creative process in the limited development or presentation of a creative arts product.

Attempted participation in aspects of the creative arts process.

Attempted development and application of a practical skill, technique, or process.

Identification of a creative arts source or idea.

Some attempt to describe creative arts media, materials, techniques, processes, or technologies in a creative arts form.

Attempted description of a creative arts work, with limited reference to the practitioner’s processes or context.

Attempted description of a personal creative arts idea, process, or product.

Limited awareness of aesthetic qualities in others’ creative arts ideas or processes.

3. Assessment Integrity

The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).

V. SUPPORT MATERIALS

1. Subject-specific Advice

Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

2. Advice on Ethical Study and Research

Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).

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