Art Theory and Criticism

Art Theory and Criticism is a level 3 course designed to teach learners to write and speak/sign about the content, form and contexts of visual art, architecture and design.

Learners are engaged in understanding political, social and cultural perspectives which have shaped individuals and movements. They identify and analyse art, design and architectural practices and works across a spectrum that includes historical, political, social and contemporary contexts and, through research and inquiry, develop analytical and critical thinking skills.

The course requires learners to complete eight (8) Minor Assignments, assessed internally, and one (1) extended Major Assignment which forms the basis for external assessment.

Art Theory and Criticism Level 3 enables learners with an interest in art, but who do not necessarily wish to be artists, to immerse themselves in learning about significant developments and movements in art history. These learners are motivated to inquire about the social, cultural and chronological history of the visual arts. 

Art Theory and Criticism belongs to a suite of level 3 courses in the visual arts. It is the most theoretical of the three courses that have visual art as the underpinning knowledge. Art Theory and Criticism encourages learners to be confident, think critically and be innovative. It deepens and broadens the knowledge and appreciation of those learners destined to become designers, architects, artists, arts administrators, exhibition curators, art critics or art gallery directors, as well as providing tertiary pathways as theory majors at bachelor level and through research by higher degree (RHD) courses. 

In this course visual art is used as a generic term that covers art forms such as ceramics, drawing, painting, sculpture, printmaking, photography, video, filmmaking, performance art and conceptual art as well as the disciplines of design and architecture. The term artist includes artists, architects and designers.

Art Theory and Criticism provides opportunities for learners to acquire knowledge and appreciation of professional artists, art movements and art history. Learners will also have the opportunity to extend their knowledge of, and appreciation of, local artists and art works.

The course aims to provide learners with a working knowledge and appreciation of visual art history, visual art concepts and contemporary art in a global context. It is also intended that learners will develop skills in research, critical thinking and analysis and develop visual art literacy through the completion of this course.

On successful completion of this course, learners will be able to:

1. communicate about visual art works and contexts in oral/signed and written form
2. describe visual art in its cultural, social and historical contexts
3. identify significant concepts and principles of art theory
4. apply knowledge of artistic content and concepts to make judgements regarding art works
5. assess form and composition using visual art language
6. articulate connections between personal experience and the visual arts
7. employ critical thinking, organisational and research skills in analysis of visual art
8. assess primary and secondary sources, their usefulness, reliability and contestability to resolve a visual art question
9. apply principles of academic integrity
10. engage with local, national and global visual art communities to expand knowledge and appreciation of visual arts, artists and art movements
11. apply time management, planning and negotiation skills to visual arts inquiry.

Art Theory and Criticism may be studied as part of a pathway to tertiary study in areas such as Visual Art, Arts Management, Architecture, Humanities or Liberal Arts.

Potential professional outcomes for these learners include work as artists, artisans, arts administrators, theorists, historians, curators, gallerists, teachers, historians, architects, designers, arts managers, writers and conservators.

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15. 

Units are to be taught sequentially. 

Providers of this course must:

• explicitly ensure at the start of this course that learners know, understand and can meet the requirements for academic integrity - authenticity and acknowledgement of sources in their work as summarised below
• devise and operate procedures that will enable the provider to take responsibility for assurance to TASC that the project work submitted by each learner for external assessment is, except where otherwise identified, the work of that learner (and no other person) and that all sources have been correctly acknowledged
• confirm to TASC that there are good grounds for confidence that any material submitted by a candidate for external assessment must, except where the source of the information, images, ideas or words is explicitly acknowledged, be the work of the candidate.

Summary of requirements regarding authenticity and academic integrity:

• See TASC’s Authenticity and Academic Integrity: A Guide - for citation of information, images, ideas or words that are not the learner’s own and the significance of – and differences between – a Reference List and a Bibliography. Also see the consequences for breaches of External Assessment Rule 4.(a), “Any material submitted by a candidate for external assessment must, except where the source of the information, images, ideas or words is explicitly acknowledged, be the work of the candidate.”

OVERVIEW

The course is composed six compulsory units:

Unit 1: Visual Analysis and Interpretation
Unit 2: Themes and Styles
Unit 3: Movements
Unit 4: Comparative Studies
Unit 5: Arts Criticism
Unit 6: Major Study.

COURSE DETAILS

Unit 1: Visual Analysis and Interpretation

This unit requires knowledge and understanding of formal characteristics and terminology. Learners develop visual skills in order to analyse and interpret the formal visual features, stylistic elements and devices used by artists, designers and architects.

Learners will use their knowledge of these concepts to deconstruct and appraise the qualities of art, design or architectural works in terms of:

• materials, techniques and processes
  • the ways in which art, design or architectural works are produced, and the materials and techniques used
  • how materials, techniques and processes help to determine the appearance and subsequent interpretation of art, design or architectural works
• elements, principles and devices
  • the formal features of art, design or architecture and how these contribute to interpretation and meaning
  • how artists, designers and architects manipulate and combine formal features to achieve a desired effect.

These formal characteristics include:

• visual narrative
  • the ‘reading’ of an artwork; the context and purpose of art, design or architectural works
• visual language
  • the elements and principles of art, design or architectural works
• visual synthesis
  • structural devices used in art, design or architectural works; the synergy created by fusing two or more ideas/images or manipulating one idea/image into another form or state.

Examples include, but are not limited to:

Unit 2: Themes and Styles

This unit introduces learners to the significant themes and styles of art, design or architecture.

Significant themes and styles are studied in relation to art, design or architectural works. Learners will respond to art, design or architectural works and describe:

• form and function
  • the relationship between the purpose and appearance of art, design or architectural works
  • the different forms of art, design or architectural works in relation to their aesthetic and functional roles
• intention and purpose
  • the meaning that an artist, designer or architect wishes to convey
  • the reason for which art, design or architectural work exists or is created or used.

Examples include, but are not limited to:

Unit 3: Movements 

In this unit, learners will be exposed to at least 6 significant art, design or architectural movements (2 from each category in the table below). They identify key features of selected movements including:

• key practitioners
• precursors and antecedents
• social, environmental, political, technological, historical, religious and cultural influences.

Learners will identify distinctive features of art, design and architecture movements including:

• subjects and genres
  • the subjects represented in art, design or architecture and the ways in which different artists/designers have interpreted them
  • the genres of art, design or architecture and how and why they have been represented in particular ways
• historical, social and cultural contexts
  • the historical, social and cultural contexts and their influence on the creation of art, design or architectural works
  • how historical, social and cultural contexts contribute to the interpretation and meaning of art, design or architectural works.

Learners will acquire research skills including an understanding of primary and secondary sources and appropriate citation.

Unit 4: Comparative Studies

In this unit learners will explore representations of theme or concept through a comparison of art, design and architectural works. They explore the ways two distinct art and design works represent a concept through differing or related ideas, values, attitudes, and perspectives. This enables learners to further develop their knowledge and analysis of purpose and style. Learners develop an understanding of the choices available to artists/designers/architects in shaping representations of the concept in terms of art, design and architectural elements, principles, conventions and styles. 

Learners will use their discrimination and judgement to:

• compare and contrast
  • identify and explain similarities between practitioners, their work and their viewpoints, movements and styles
  • identify and explain key differences between practitioners, their work and their viewpoints, movements and styles
• evaluate and synthesise
  • construct a position or viewpoint from evidence based research
  • combine ideas, research and viewpoints to form a coherent argument or rationale.

Examples may include such topics as:

• ancient and contemporary
• eastern and western
• indigenous and global
• analogue and digital
• discipline specific and hybrid arts
• high art and art brut
• 2D and 3D representations
• works on paper and works on canvas
• continental and islander
• architectural and sculptural.

Unit 5: Arts Criticism 

Learners will research a range of texts to gain an understanding of the language, structure, style and conventions of arts criticism. 

Learners will demonstrate their understanding of:

• the role of the audience and the critic
  • the process of positioning an audience through the construction of a persuasive argument, standpoint or hypothesis
  • skills of critical appraisal, providing a sound evidential basis for their viewpoint
  • skills of incorporating personal experience and personal voice in formal writing
• the role of curator
  • the process of grouping art, architecture and design works into a coherent and thematic sequence
  • evaluating curatorial statements for style, meaning, commentary and interpretation.

Examples may include, but are not limited to:

• magazine or journal articles
• books
• blogs
• critiques and reviews 
• exhibition catalogues
• curatorial essays.

Unit 6: Major Study

In this unit, learners will use their research and knowledge, informed by previous units, to develop a Major Study of 4000 – 6000 words which allows them to examine in detail a question or theme of interest concerning an aspect of art, architecture and design, undertaken through a visual arts lens.

After creative and systematic research, learners will critically analyse and synthesise source material and express their findings in writing.

The learner negotiates with a supervisor on a suitable topic, preferably posed as a question, and supported by their previous study.

When selecting the Major Study topic, learners are encouraged to:

1. select a topic that enables learners to improve their capabilities as discerning inquirers 
2. seek to expand their knowledge of visual art in addition to that acquired through their other assignments
3. make use of real world engagement with the art world and to see local, national or global significance in the experience
4. consider the availability of both primary and secondary sources during their research
5. recognise issues, and consider the relevance to content and concepts in contemporary visual art.

Knowledge and skills acquired during the production of Minor Assignments are enlisted in the production of the Major Study. No more than 10% of verbatim material from any Minor Assignment may appear in the Major Study.

Drafts of the Major Study must be retained and identified within the learner’s Support Material.

Unit 1
Two Minor Assignments, each a short interpretation of two different selected art/design works (300 to 500 words each).

Unit 2
Two Minor Assignments, each a short response that explores differing significant themes or approaches through selected art, design or architectural works (300 to 500 words each).

Unit 3
Two Minor Assignments, each a medium length response that provides an overview of differing significant art, design or architectural movements. The overview may include antecedents, social, historical, cultural and technological forces and influences, key artists/designers, manifestos and beliefs. 

Learners must include a response of at one least 21st Century art/design movement (500 to 1000 words each).

Unit 4
One Minor Assignment of medium length that is a comparative analysis that closely examines the relationships between two selected art, design or architectural works (500 to 1000 words).

Unit 5
One Minor Assignment that is a medium length response that replicates the language, structure, style and conventions of an arts criticism form e.g. curatorial statement, review, critique, article (500 to 1000 words).

Unit 6
One Major Study that is an extended response that observes correct protocols for:

• academic integrity
• referencing and citation
• using primary and secondary sources as evidence

(4000 to 6000 words).

Ongoing
Support Material will be collected throughout the course of study and will include the following:

• a journal/diary. This is a bi-product of the learner’s involvement in visual art during the course. It is a personalised system of idea generation and development, experiments and references to the history/theory/research studies
• support material must include drafts of Minor Assignments and the Major Study.

Support will include all material collected and collated throughout the year. It does not include the finished Major Study and the finished eight Minor Assignments.

It is therefore expected that over the duration of the course the learner will have built a systematic record of reference and related material.

Support Material includes:

• a diary or journalistic device which details, dates and times of gallery visits 
• draft versions of Minor Assignments 
• draft versions of the Major Study
• personal notes and responses to discussions
• extensive bibliographies and references (that are records of the nature and scope of research undertaken) 
• evidence of all research activities such as on-line visits to gallery sites, library catalogue searches, downloads and image files
• an organised collection of gallery brochures, exhibition notes and flyers and individual investigation of particular artists
• a comprehensive glossary of art terms
• artist interviews
• an illustrated time-line
• class notes and all photocopied material such as notes on correct referencing procedures and plagiarism protocols.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

The external assessment for this course will comprise:

• a Major Study (4000 – 6000 words) developed in Unit 6 assessing criteria 1, 2, 3, 4, and 5.

For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.

The assessment for Art Theory and Criticism Level 3 will be based on the degree to which the learner can:

• 1. communicate using visual art language*
• 2. identify the social, cultural and historical contexts of visual art *
• 3. apply visual arts concepts to discussions*
• 4. describe connections between visual art concepts and personal experience*
• 5. undertake visual art inquiry*
• 6. apply time management, planning and negotiation skills to visual art inquiry

* denotes criteria that are both internally and externally assessed.

Art Theory and Criticism Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 11 ratings (6 ratings from internal assessment and 5 ratings from the external assessment).

The minimum requirements for an award in Art Theory and Criticism Level 3 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
9 ‘A’ ratings, 2 ‘B’ ratings (with 4 ‘A’ ratings and 1 ‘B’ rating in the external assessment)

HIGH ACHIEVEMENT (HA)
4 ‘A’ ratings, 4 ‘B’ ratings, 3 ‘C’ ratings (with 2 ‘A’ ratings, 2 ‘B’ ratings and 1 ‘C’ rating in the external assessment)

COMMENDABLE ACHIEVEMENT (CA)
6 ‘B’ ratings, 4 ‘C’ ratings (with 2 ‘B’ ratings and 2 ‘C’ ratings in the external assessment)

SATISFACTORY ACHIEVEMENT (SA)
9 ‘C’ ratings (3 ‘C’ ratings in the external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award. 

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

Version 1 – Accredited on 15 June 2015 for use from 1 January 2016 to 31 December 2020. This course replaces Art Appreciation (ARA315111) that expired on 31 December 2015.

Version 1.a - Accreditation renewed on 13 July 2020 for the period 1 January 2021 to 31 December 2021 (no amendments made).

Version 1.b - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2023, without amendments.

GLOSSARY