explore & engage:
the interpretive lenses
UNDERSTANDING WHY WE USE THIS FRAMEWORK:
Definition below cited from VCE Art Creative Practice Unit Study Design (VCAA, 2023) :
"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."
Cultural lens
WHAT IS THE CONTEXT?
WHAT IS HAPPENING AT THE TIME?
The Cultural Lens examines artwork by exploring social, historical, and cultural influences, including the time, place, and context of its creation. It considers factors like ethnicity, gender, politics, philosophy, and the beliefs of both the artist and the viewer, and how these shape the artwork and its interpretation.
In Responding, students explore how artists and audiences are influenced by cultural identities, including Aboriginal and Torres Strait Islander perspectives. They examine how artists use their work to provoke thought and inspire change within their cultural context.
In Making, students reflect on social issues, cultural values, and historical events that shape their own work. They also consider cultural protocols when incorporating practices from other cultures and the context in which their artwork is presented.
structural lens
WHAT CAN YOU SEE IN THE ARTWORK?
The Structural Lens guides the analysis of artwork by examining how elements, principles, materials, techniques, and processes are used. It also considers stylistic qualities, symbolism, and the context in which artists create and display their work. This lens can influence other perspectives.
In Responding, students interpret artworks by analyzing signs, symbols, and stylistic choices, considering the context of creation and display.
In Making, students focus on organizing visual elements, using symbols and conventions, and considering how their work will be presented in relation to context, materials, and techniques.
personal lens
LOOKING INWARDS...
The Personal Lens shapes the analysis of artwork by exploring the artist's personal feelings, beliefs, and experiences.
The viewer's interpretation is also influenced by their own background and the context in which the artwork is created and presented.
In Responding, students explore how artists and audiences are shaped by personal, societal, and cultural influences, considering how their own experiences affect their reactions to art.
In Making, students reflect on their personal experiences, beliefs, and cultural context, exploring how these impact their use of symbolism, materials, techniques, and the presentation of their artwork.