General Description

This course will investigate strategies to assist students in generating a body of work. In the workshop participants will engage in both writing and practical activities to develop their own strategies. Strategies for providing practical experiences across all forms in Preliminary Course, linking the practice of selected artists and artmaking and ways of helping students to develop sophistication and refinement in their work, will be addressed. Ideas for connecting case study and body of work in the HSC Course, employing frames and conceptual framework and integrating conceptual and material practice will be explored.


Visual Arts teachers, Stage 6


Teaching Standards

6.3.2 Proficient Level - Engage in Professional Learning - Engage with colleagues and improve practice:  Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice,

3.5.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use effective classroom communication:  Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement,

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies:  Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking,

3.2.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Plan, structure and sequence learning programs:   Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning,

2.3.2 Proficient Level - Know the content and how to teach it - Curriculum, assessment and reporting:  Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements,

2.2.2 Proficient Level - Know the content and how to teach it - Content selection and organisation:  Organise content into coherent, well-sequenced learning and teaching programs,

2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area:  Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities,

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn

 Are you in NSW? If so, this is relevant for you

Completing “Strategies for Developing a BOW Stage 6 Visual Art” before 4th February 2022 under NESA’s interim arrangements will contribute {{hours}} hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW curriculum addressing standard descriptors  6.3.2,   3.5.2,  3.3.2,  3.2.2,   2.3.2,  2.2.2,  2.1.2,   1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Venue Information:

Sydney Community College

Cnr Gordon St and Victoria Rd Rozelle


If heading towards city, turn right into Darling Street and 3rd left into Denison St, left into Alfred St and left into Gordon, and the College is along on the right hand side, where parking is available. Gordon Street is one way only directing traffic onto Victoria Rd you cannot turn into Gordon from Victoria RD. Turn the street before Gordon, Maney Street, and go around the block turning first right and right into Gordon St and then right into the parking area of the College.


Bus stop outside the college on Victoria Rd. The M50 or M52 services are the most recognisable and frequent, pre-paid tickets are required for all services. They are available from the newsagent or 7-11 stores.

Visit Transport NSW to plan your trip.


Free parking is available in the College grounds. Turn right into the grounds just before the lights that meet Victoria Rd as you are coming up Gordon St.

COVID-19 Event Information

All TTA venues continue to work with advice provided by the NSW Health Department in managing the risks associated with the current COVID-19 situation. While the current risk is low, TTA venues will be taking steps to help provide a safe environment for our courses. There will be increased cleaning and disinfecting of all areas, and venues will be providing ample hand sanitiser pumps. While venues will be taking all the care that they can, we also stress the need for course participants to take responsibility for their own wellbeing and the wellbeing of those around them. If you are not feeling well or showing symptoms of COVID-19, please don’t attend this event. Wash your hands regularly. Avoid shaking hands where possible. Practice cough etiquette, coughing into a tissue or your elbow and washing your hands afterwards. Thank you for your understanding.



9:15am – 9.30am

Introduction of trainer/presenter and course overview and objectives

9.30am – 9.45am

‘Addressing conventions of practice for Modernism and Postmodernism’

30 minutes

9.45am – 10.15am

Morning Tea

15 minutes

10.15am – 10.30am

‘Developing meaning and material sophistication in a Body of Work’

45 minutes

10.30am – 11.15pm

‘Using metaphor to integrate conceptual and material practice in a Body of Work’ – an art historical/art critical overview

45 minutes

11.15pm – 12pm


1 hour

12.00pm – 1.00pm

‘Using metaphor to integrate conceptual and material practice in a Body of Work’ – artmaking activity

1 hour and 30 minutes

1.00pm – 2.30pm

Linking artmaking practice for a BOW and case study exploration - Developing ideas for a specific student cohort - Summary of course and syllabus outcomes

30 minutes

2.30pm – 3:00pm


15 minutes

2.00pm – 3:15pm

Feedback & Certificates

15 minutes

3:15pm – 3:30pm

What To Bring

pen and notepaper , art materials provided


Janet Rentz

Janet Rentz

Janet Rentz has been an art educator for thirty years, having completed undergraduate and Masters degrees in design and art education and embarking on PhD study. Starting as a classroom teacher, Janet then headed up departments in two NSW secondary schools. Following this, Janet became an educator for museums and galleries, devising art programs for school students. After this Janet became the NSW Visual Arts Consultant for DET, implementing the new visual arts syllabus, training teachers and developing support resources. She has lectured in art education at UNSW College of Fine Arts and UTS. She is currently writing art programs for distance education and giving workshops for NAS HSC students.