THE ARTS

Camberwell Grammar School is proud of its long and distinguished history of providing quality arts education for boys. The School offers subjects in both Visual and Performing Arts including Art, Music, Visual Communication & Design (VCD), and Drama, and offers the opportunity to participate in many arts activities outside normal class time. Please note that a student does not need to study Music or Drama to be a member of a school orchestra or band, or perform in school plays.

Arts subjects promote the development of creativity in students. They encourage self-expression, and involve students in introspection as well as engagement with the wider artistic world. Students explore different media, composition and collaboration within their chosen discipline. Students study Art, and choose two Performing Robotics and Visual Communication Design Art

SUBJECT STRUCTURE INFORMATION TECHNOLOGY

ICT plays an important role in the areas of Art research and documentation. Students use digital cameras, scanners, overhead projectors, computers and mobile devices to source and generate imagery, archive their own work and aid in reflective annotation. Arts study is elective at Years 9 and 10, but is a valuable part of a

Year 7

Students study Art, Music and/or Drama

Year 7

Art 7

Year 8

Arts electives from Music (Instrumental), Music (Technology), Film, Drama,

Year 8

Art 8

Year 9

Students may select Art, Visual Communication Design, Music and Drama

Year 9

Art 9

Year 10

Students may select Art, Visual Communication Design, Music and Drama

Year 11 Year 12

VCE: Students may select Art, Studio Arts, Visual Communication Design, Music and Theatre Studies

VCE: Students may select Art, Studio Arts, Visual Communication Design, Music and Theatre Studies

Year 10

Year 11

Art 1 & 2

Studio Arts 1 & 2

Year 12

Art 3 & 4

Studio Arts 3 & 4

balanced course of study. Art 10

ASSESSMENT

Students are assessed on their ability in creating and making artwork in a range of two and three-dimensional materials. Assessment considers the development of ideas in the Visual Diary and the resolution of work in the Folio. Exploring and responding to theoretical components of the course includes research, analysis and effective use of art language based on the art elements and design principles. There are a minimum of five theory tasks per Semester and an end of year examination.

Year 9 Art

The aim of Art at Year 9 is to broaden and enrich visual art skills through comprehensive and sustained involvement in a variety of visual art experiences, as well as preparing students for the study of Art at higher levels. All units focus on developing creative and analytical skills through the areas of ‘Creating and Making’ and ‘Exploring and Responding’. CREATING AND MAKING: This dimension focuses on the exploration of ideas, skills, techniques and processes using a range of media, materials and techniques with an emphasis on painting, drawing and three-dimensional media. Creating and making art works involve imagination, experimentation, planning, reflection and refinement. EXPLORING AND RESPONDING: This dimension involves analysing and developing understandings about one’s own and other people’s work from different formal, historical and cultural contexts and expressing personal interpretations and informed judgments about works of art.

Areas of study:

TWO – DIMENSIONAL

PAINTING

SKATEBOARD DECK

Students are introduced to the concept of Appropriation in Art. Through research into how a range of artists have applied appropriation and using different styles to communicate meanings and messages, students select, combine and manipulate images to generate their own appropriated design.

Through exploration and experimentation of a range of technical and design considerations, students purposefully select art elements and design principles and compositional devices to paint and glaze their deck.

HEROES AND VILLAINS ON CANVAS

Through exposure to the cultural context and stylistic qualities of Pop Art, students compose an image with accompanying text to visually reflect the theme Heroes and Villains. Students may use comic and cartoons characters as subject matter or any contemporary personality. They use ICT to transfer their composition onto a large canvas and employ the painting and print making techniques of Warhol and Lichtenstein to complete their painting.

DRAWING

Drawing plays an essential role throughout all aspects of the Art programme. Students must represent their ideas, undertake preliminary sketches and generate design alternatives for all tasks.

Additionally, on a weekly basis, students have the opportunity to draw, using a range of media such as pencil, charcoal, markers, pastels and paint from observation. The key skills of line, shape, perspective and form are emphasized as well as students developing their own personal style.

THREE – DIMENSIONAL

CERAMICS

Students explore the theme “Botanical”. They record their observations of nature in the school grounds, complete still life drawings of botanical arrangements and reflect on organic colours, textures, shapes and forms. Students generate a series of watercoloured and acrylic paintings and rendered pieces prior to producing a ceramic tile focusing on negative and positive shape. Students discuss the properties of clay and employ techniques of cutting, joining and glazing.

SCULPTURE

In this unit students develop personal points of view and informed opinions about art ideas and issues related to Public Art. They participate in a full day excursion exploring Public Art in the City of Melbourne and begin to formulate understandings of site specific and materials considerations. Students generate a series of design alternatives for a Public Art piece and use construction media to create a small Marquette of their chosen design.

Year 10 Art

CREATING AND MAKING

This area is primarily the practical component of Year 10 Art, where there is a focus on ideas, response to influences, material exploration, skill development and understanding of processes to successfully make Art. Creating and making art works involves imagination, experimentation, planning, reflection and refinement.

EXPLORING AND RESPONDING:

The processes of exploring and responding to Art and artists from different historical and cultural contexts is continued from Year 9 Art, but specifically through topics that are explored in Creating and Making. A personal response and effective expression is encouraged through processes of researching, responding, evaluating and developing effective art language.

AREAS OF STUDY

PAINTING AND COLOUR

Students work through a range of colour mixing and painting workshops to explore the science and expressive qualities of paint. They are exposed to artists and artworks from the Impressionism art movement in both practical and theoretical studies. Through research, students generate alternative designs reflecting stylistic and compositional considerations; culminating in a completed painting on canvas.

CERAMICS AND SCULPTURE

These art forms are used to enable students to develop confidence and motivation to explore and understand a range of ceramic materials, equipment and ideas. Early Melbourne architecture is studied to understand the link with Classical Greek and Roman influences. Ideas are developed through observational drawing and research that are then made in clay. Historical research of both Melbourne buildings and Greek and Roman influences make up the theoretical components of the study.

STILL LIFE DRAWING AND PAINTING - IDEAS AND MEANING ABOUT ‘SELF’

Vanitas, a genre of still-life painting that flourished in the Netherlands in the early 17th century is used as inspiration by the students to develop ideas and meaning about ‘Self’. This is achieved through the selection of objects that contain personal symbols, metaphors and meaning. Students complete a series of detailed, tonal renderings and paintings to demonstrate their compositional understanding and that acknowledge the stylistic influence of Vanitas.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr David Williamson

Head of Arts Ph: 9835 1777 Email: djw@cgs.vic.edu.au

Visual Communication Design

The aim of this subject is to help students develop an understanding of, and an appreciation for, the ways in which visual means can be used to communicate information and ideas.

SUBJECT STRUCTURE

Year 9

Visual Communication Design 9

Year 10

Visual Communication Design 10

Year 11

Visual Communication Design 1 & 2

There are no prerequisites for Visual Communication in Year 9 and Year 10.

Year 12

Visual Communication Design 3 & 4

ASSESSMENT

For creative tasks, students are assessed on their ability to effectively apply the design process to meet a required communication need.

This includes:

Understanding the requirements of a Brief Research - for information and inspiration Generating ideas Developing and refining concepts Producing final presentations

The assessment of skill based tasks is determined by the student’s ability to apply production skills and theoretical concepts to their work. Areas of production include freehand visualisation drawing, technical drawing, rendering, collage, printing and use of information communication technology (ICT).

INFORMATION TECHNOLOGY

A notebook computer with the current Adobe CC software is required. Students use Adobe Illustrator, Photoshop, InDesign and SketchUp to generate and manipulate digital images and create final presentations. Students learn how to use the school’s photocopying, scanning and printing services.

CREATING AND MAKING

Students are introduced to a variety of production methods, including drawing, photocopying, scanning, computer aided drawing and design, and printing. Drawing includes freehand and the use of technical drawing instruments to generate observation, visualisation and presentation drawings in two-dimensional and three-dimensional formats. Students use these skills through various stages of the design process and in the production of final presentations.

EXPLORING AND RESPONDING

Students are taught how to use the Design Process to research information, generate ideas, develop and refine concepts and create final presentations that appropriately respond to specific communication needs. Students explore the use of design elements and design principles to effectively communicate information and ideas. Students analyse and respond to the work of others, interpret visual communications within different contexts while developing an understanding of their own work.

COURSE OUTLINE - YEAR 9

Term 1: What is Visual Communication? Exploring the Design Elements (Illustrator) Perspective Drawing (Photoshop)

Term 2: Two-dimensional and three-dimensional drawing The Design Process - Product Design (SketchUp)

Term 3: Technical Drawing Term 4: Creative Illustration (Illustrator) Examination

COURSE OUTLINE - YEAR 9

Term 1: Colour theory (Photoshop)

Term 2: Typography (Illustrator) Term 3: Rendering (Photoshop) Design Process - Environmental Design (SketchUp)

Term 4: Paraline and Perspective Drawing, Examination

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Simon Barry

Co-ordinator Visual Communication Design Ph: 9835 1777 Email: sdb@cgs.vic.edu.au

Drama

Drama makes a distinct and unique contribution to each young person’s ability to perceive, imagine, create, think, feel, symbolise, communicate, understand and become confident and creative individuals. Continuity in the curriculum arises from the fact that all activities focus on the process to performance: plan, create, perform and reflect. The curriculum is designed to prepare students for the VCE Theatre Studies course.

SUBJECT STRUCTURE

Year 7

Drama 7

Year 8

Performing Arts elective: Drama 8

Year 9

Drama 9

ASSESSMENT

Assessment for the subject is based on completion of all performed and written tasks. Students are assessed on rehearsal participation, solo and group performances, written analysis and evaluation tasks.

Year 9 Drama

In Semester 1 students develop their ability to communicate various performance skills and techniques, including voice, movement and improvisational skills, as well as producing dramas and in different performance styles. Students explore mask work through the traditions of Commedia dell’Arte and Trestle Theatre Company, and Folk Performance through Mumming Plays and Morris Dancing. In Semester 2 students are involved in both acting and design roles in the development of two scripted productions to an audience. The learning of lines to deadlines is a core practical activity. The first study is Comic Realism and the second is Contemporary Realism.

Students’ writing skills will be developed through the year, with emphasis placed on Drama and Theatre language and terminology.

Year 10 Drama

In Semester 1 students will study Melodrama and Elizabethan Theatre. Students will be involved in both acting and design roles including set, costume, sound, lighting, props, stage management, direction, multi-media and publicity. Through this semester, students will have the opportunity to explore these theatrical traditions in workshops and performance. Students will document the three stages of production: planning, development, and presentation. There will also be a visit to a professional theatre and students write a review on this production, as well as attending the Senior School Play. In Semester 2 all students will work collaboratively as actors developing and exploring non-naturalistic performance. They will study Epic Theatre and the work of Brecht, followed by Physical Theatre and the work of Berkoff. Students work in groups and will

Year 10

Drama 10

Year 11

Theatre Studies 1 & 2

Year 12

Theatre Studies 3 & 4

Types include reflective, analytical, and evaluative, as well as written responses to their own and others’ performances.

Reflective reading of scripts and sections of textbooks occurs throughout the course and alongside various research tasks. Students will also attend a professional live performance at a local theatre and write a review of the production, as well as attending all school plays.

Communication skills are developed concurrently throughout the course with the delivery of workshops where students are given the opportunity to develop their collaborative skills and extend their vocal and physical range. This process introduces students to the skills they will be required to develop and present in their performances in Year 10.

develop two performance pieces for an audience. Students also visit a second professional production and write a review, as well as attending the Middle School Play.

Throughout the year students will continue to develop and practise their writing skills, focusing on reflective, analytical and evaluative writing. Students are required to maintain an ongoing drama journal to develop their drama and theatre language and terminology. While students extend their vocal and physical range through workshops and performances, they will also deliver a range of oral presentations, including presentations and analysis of plays, playwrights, contexts and stagecraft.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Andrew Stocker

Head of Drama Ph: 9835 1777 Email: ads@cgs.vic.edu.au

Music

The course aims to encourage students to enrich their knowledge, practice and enjoyment of a wide range of music and to lay a solid music foundation.

It is expected that students would be already learning an instrument (which may include voice) or would begin formal lessons with a specialist teacher when enrolling for this subject in Senior School.

SUBJECT STRUCTURE

Year 7 Year 8

Instrumental Music Technology 7 Music Electives 8: Ensemble Composition Recording

Year 9

Music 9 Music Styles Composition Performance Recording Aural Theory

Year 10

VCE Music Performance 1 & 2

VET Music Industry

Certificate III in Music

Year 11

VCE Music Performance 1 & 2

VCE Music Performance 3 & 4

VET Music Industry Certificate III

Year 12

VCE Music Performance 3 & 4

INFORMATION TECHNOLOGY

Students use the Music Laboratory (or their own laptop computers) for developing aural and theory skills and for composing their own music in a variety of styles. In Year 10 and beyond, students use their own computers loaded with Specialist software such as the music notation program Sibelius, Aural and Theory programs Auralia/ Musition and various recording programs such as Pro Tools or Logic Pro to complete the composition tasks. in Music

ASSESSMENT

Students submit a range of analysis and creative tasks, which include essays, analytical assignments, critical responses to music, oral presentations, compositions and examinations. These are most often delivered via Schoology or the Auralia/Musition Cloud Software or are hand-written in the case of examinations or VCE SAC preparation.

Year 9 Music

HISTORY

The history component consists of studies of the Mediaeval, Renaissance, Baroque and Modern periods, and includes listening to important works and developing skills in analysis. A key feature of this course is to study and attend a musical theatre performance in Semester 2.

PERFORMANCE

Students have the opportunity to perform, both individually and in ensemble, in class and at the Instrumental Concerts organised by the Music Department. The course provides a foundation for further study at VCE level. As singing is such an important component of musical development, students are encouraged to join the School Choir and participate in major performances.

Year 10 Music

In Year 10, students may either study VCE Music Performance Units 1 & 2 in preparation for completion of Units 3 & 4 in Year 11

Students can enter Certificate III in Music Industry, which is a VET course that they undertake over two years. This course is designed to engage students in the practical areas of music performance, recording, electronic music production, song writing and simple band arrangement.

VCE MUSIC PERFORMANCE 1 & 2

The focus is on developing skills in solo practical music and performance, leading on to Units 3 and 4. Students study performance and performing and develop skills in aural comprehension.

Students need to select an instrument for study and engage in individual lessons with a specialist teacher. The choice of solo works will be at the discretion of the teacher. A section of the course is devoted to the study of Music Theory and Aural Training, and there is also a history component consisting of a detailed study of the Classical and Romantic periods. This includes listening to and analysing major works and composing short pieces in the style of these two periods, amongst others.

MUSIC LABORATORY

Students work in the Music Laboratory using computers, software and recording technology to explore their creativity in composing and arranging, to acquire skills in music theory, to improve aural comprehension skills and to grow in understanding of the development of music in society throughout history. The Music Laboratory consists of computers loaded with the notation programme Sibelius, the recording programme Pro Tools, Musition which aids the development of theory skills and Auralia which aids the development of aural skills. This software can be loaded onto a notebook computer for use at school and at home.

PERFORMANCE SKILL DEVELOPMENT

This area of study includes technical work along with the performance of a prepared program, the length of which will be determined during the year.

MUSIC CRAFT

The minimum theory requirement at this level is Grade 2 AMEB, and students should be working at or equivalent to AMEB Grade 5 or above on their instrument. Class work includes the aural study of scales, chords, intervals and rhythm and melody.

ORGANISATION OF SOUND

This area includes a study of the language and form of the works being prepared for performance, including the elements of music. Background of Musical Works: Here the students study the composers of relevant works and the form and structure of the work. This includes an analysis of themes, chord progressions and rhythms.

CERTIFICATE III IN MUSIC (VET)

Certificate III in Music Industry provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. Units 1 and 2 include composing and recording electronic music, preparing and arranging music for a live performance and developing skills in audio engineering. Units 3 and 4 focus on composition and song writing, critical analysis of recorded work, notation and transcription of music and production of a music demo.

This course is unscored, however successful completion of the VET Certificate III in Music Production is taken into account when determining their exit score.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr David Byrne

Assistant to Director of Music Ph: 9835 1777 Email: djb@cgs.vic.edu.au