Framework of Ideas Moodboards
In Unit 3, Area of Study 2, Year 12 students are asked to create a text in line with one of four Framework of Ideas (FOI), which their school typically selects. To really dig into the process of creation, often we begin in a place of inspiration seeking (that is also why you are given mentor texts to read through). One of the ways to discover that inspiration is visually, seeing an image or a depiction of something that sparks a memory or a feeling that you can explore in your Creating Text piece. That is why we have created moodboards, inspired by VCAA’s elaboration (2024 Study Design, pg 22). and our own personal thoughts in response to these key ideas.
Take a look through your school’s chosen FOI moodboard and see if it can spark some deeper ideas for your Creating Text piece or even lead you to create one for your own text.
COUNTRY
VCAA’s elaboration
Writing about country
Exploration of place and belonging.
Explorations of physical land and country, local and international, loss of country and dispossession, remembering country and nostalgia, migration, the power of connections with land, climate change and the changing landscape, and imagined countries.
Students could engage with experiences like farming and land management, and with cultural expressions like country music. Others could explore traditional understandings of Country through Aboriginal and Torres Strait Islander knowledge and perspectives.
Exploration of place and belonging.
PROTEST
VCAA’s elaboration
Writing about protest
Explorations of conflict and contest, what it means to protest, the value of protest, the outcomes of protest, personal stories of protest, struggle and war.
Students could explore established figures like Martin Luther King Jr, Rosa Parks and Vida Goldstein, marginalised figures like Pemulwuy and Claudette Colvin, and figures and movements like Greta Thunberg and the BLM protests. Events like massacres in Australia and the Frontier Wars could be explored as expressions of protest – and the attendant tragedy. There could also be explorations of the success and failure of protest – and the prescient protests that gained ground after the original protest had faded. Students could consider individual protest and group protest.
PERSONAL JOURNEYS
VCAA’s elaboration
Writing about personal journeys
Explorations of ‘life’ or biographical explorations – telling our stories, telling others’ stories, the problem of telling stories, appropriation of stories, who tells the stories and our history, missing stories, marginalised and elevated stories. Students could explore personal milestones, the effects of key events on their lives, or explore these ideas through the eyes of others.
Students who have migrated can explore their stories of movement and disruption. They can explore the expectations of change, and the language of a new place and culture.
PLAY
VCAA’s elaboration
Writing about play
Explorations of experiences and traditions of play and playing in many cultures and through history.
Students could explore play as it is applied to games, sport, acting and make-believe, music, language and images. They could also explore concepts of collaboration and connection, digital vs analogue, rules and rule breaking. There is scope to consider the ways play and play acting can represent the ‘real’ world, and to explore issues associated with using play or play acting to minimise or mitigate against events or actions.
