90913 exemplar-b
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90913 exemplar-b

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student analysis of contemporary artworks level 1

student analysis of contemporary artworks level 1

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90913 exemplar-b 90913 exemplar-b Document Transcript

  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913 Exemplar for Internal Assessment Resource Visual Arts Level 1 Resource title: Research Contemporary Artworks This exemplar supports assessment against: Achievement Standard 90913 Demonstrate Understanding of Artworks from Cultural Contexts Using Art TerminologyExemplifies StandardThe moderators have found generic work suitable to be used to exemplify the standard butmay not match an A or B assessment resource. Date version December 2010 published by Ministry To support internal assessment from 2011 of Education© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913CommentaryFor exemplification reasons the samples for this standard have been constructed with limitedinclusion of the extraneous material usually associated with research evidence at level one.Less relevant material includes:• Extended biographical details with no relationship to the methods and ideas of artist or artworks• Social/historical details with no relationship to the methods and ideas of artist or artworks• Detailed summaries of stories and narratives• Repeated information• Unacknowledged transcripts (cut and paste) from research sources particularly the internet• Transcribing prompt questions with yes/no answers• Drawing copies and own practical workThe increase of credit weighting from three to four credits, and the shift in the requirementsfor Excellence from ‘a depth of understanding’ to ‘comprehensive understanding’ (with in-depth understanding required for Merit) means that the performance expectations for thisstandard have been raised.© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913Grade Boundary: Low ExcellenceAs with many high level research assignments, the student has abandoned the restrictiveconfines of the written response template to present a free form essay response. This formatof evidence requires a greater level of literacy skills more typically associated with higherperforming students. Literacy levels are not in themselves sufficient to fulfil the contentrequirements for excellence but there is a typical correlation between linguistic expertise anda ‘comprehensive understanding’ of subject issues.This sample begins with the intention of exploring a range of art works that adhere to aparticular purpose (Political Art) rather than simply investigating an unrelated selection ofdifferent images. The student investigates a wider range of images (some beyond the NewZealand context) with a clear reason for each selection and succinct explanations of howthey fit into the larger discussion. This represents a holistic proof of a ‘comprehensiveunderstanding’.The descriptive features (colour, tone, composition) are of lesser focus and usuallyassociated with particular intentions or meanings. This indicates the student is very aware ofthe close relationship between style and meaning, and how stylistic features are used tocommunicate particular messages.Information is prioritised with the most important facts being identified and summarised.There is limited repetition of information as the student does not need to repeat the sameinformation to fill space.In some parts of this sample the student relies on large sections of quoted materials orspends too much time on the political back-story rather than explaining the artistic response(see Chris Booth). This prevents to sample from being placed higher in the Excellence graderange.© Crown 2010 View slide
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010 View slide
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913Grade Boundary: High MeritHigh Merit responses present a full and complete analysis of each painting. In this sample,an additional art work has been analysed by Colin McCahon although much of the secondanalysis is a repeat of the original research. Where alternative works by the same artist areinvestigated, teachers should ensure that the methods and ideas are sufficiently different tojustify a new piece of research.Formal elements (colour, composition, technique) are correctly described using appropriateterminology and frequently linked to symbolic or communicative intentions. For example“Shane Cotton uses brown to reference the colonial content of the work”. The response alsomentions how the particular pictures relate to other works by the artist which places the workin a broader stylistic and personal context.All responses to art works are sustained and full with some beginning to offer insightfulcomments that reveal the comprehensive understanding required for Excellence. ForExample in the McCahon analysis, the student mentions that the contrast in ‘Takaka Nightand Day’ could symbolise the beginning and end of the world which reveals an intuitiveunderstanding of McCahon’s concerns. More sustained comments of this nature would movethe sample into the Excellence grade range.The sample includes clear evidence of reading from original sources, or listening to teacherexplanations, such as the quote for the Tūhoe activist about the Urewera Mural which occursin very few discussions of McCahon’s work.On occasion (form for Kahukiwa), the sample will list correct features that do not warrantdiscussion. Excellence level responses tend to recognise the difference between importantand unimportant information and have fewer repetitious of generic statements. The samealso includes some cut and paste information (although this is usually appropriate to theincluded image - Kenehi III). However, the sample is still clearly a Merit without this materialso it doesn’t detract for the grade.While the comparison page is brief, it begins to extend the student’s understanding of themain differences between approaches to painting rather than just repeating a summary of thekey features. This reveals the emergence of the ‘comprehensive understanding’ required forExcellence. The altered structure of the page indicates the student has identified a need topresent their own information in a more appropriate way.The final poster succinctly summarises how the grid structure has been used differently by arange of artists from different cultural and historical contexts in response to the landscapetheme. For Excellence, the sample would need to show a ‘comprehensive understanding’ byoffering greater contextual reasons for these different approaches.© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913Grade Boundary: Low MeritThe sample has found and applied information directly relevant to the selected images ratherthan making generic statements about the artist’s style that may or may not be relevant tothe specific art work. The content is dictated by the found information which has beensummarised in the student’s own words. The student is not able to make sustained analyticalcomment for areas they are not covered for their research findings. This typifies the relianceon given information characteristic of low level Merit responses.The sample is beginning to use complex terminology correctly such as ‘polychrome’ and‘monochrome’. It is also beginning to include additional information beyond the constraints ofthe given written response template such as the back ground information and influencesincluded in the Hammond response. Higher level Merit and excellence responses will oftenchange or abandon limited written response templates.Low Merit samples begin to make connections between influences and style of objects andtheir meaning, but seldom connect all three together to demonstrate more complex ideas.For example, in the Hammond response the student states “The birds are influenced byEgyptian carving in that they are tall, still and in profile”. This indicates that some researchhas occurred but limited understanding has resulted. A high Merit or Excellence responsewould make reference to Egyptian Anthropomorphism of animals to represent Gods.Other features typically associated with low Merit responses include:The inconsistent level of depth (the McCahon response is within the Achieved grade range)restricts the sample to the lower end of the Merit grade range.Most but not all quotes are appropriate and correctly acknowledged.Includes long sections of less relevant information (biographical detail that does not relate tospecific art works) or accurate information presented in very brief notes without supportingevidence or full explanations.In the comparison the unique features section tends to be a copy and paste of previousresearch although new information is being generated for the central similarities column. Thisindicates a degree of information processing and reveals an emerging ‘in-depth’understanding of pictorial methods and ideas.The final poster does not present significant new information but shows that the student hasidentified a common thread throughout the samples.© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913Grade Boundary: High AchievedThe high Achieved placement is typified by isolated elements of Merit performance (as in themeaning section in Taratoa analysis) although these are not sufficiently sustained to showthe ‘in-depth understanding’ required for Merit. Discussions of stylistic features are accuratebut tend towards descriptions rather than explanations of how particular features are used tocommunicate specific ideas. The ‘in-depth’ requirement for Merit tends to come from readinga research source to show information that cannot be deduced but simply looking at artworks.The sample is beginning to discuss how specific symbols in particular paintings communicateintended ideas. This indicates that some reading (or teacher-led discussions) has occurred.The response also begins to make reference to wider social and artistic influences althoughthese are seldom sustained or explained in detail.The inclusion of lengthy direct quotes (although these are often acknowledged andappropriately selected) prevents the sample from showing the ‘in-depth understanding’required for Merit. Higher level responses tend to carefully select, integrate and even explainthe meaning and relevance of appropriate quotes.There is a sense of the student’s own voice in expressing ideas that are based on a slightlyboarder understanding that just looking at the work in isolation ‘The black outlines come fromhis printmaking style’ with reference to the painting of Nigel Brown. Personal opinions arebeing expressed based on a growing insight into the meaning of paintings rather than whatthey look like (Rita Angus as a Goddess). This intuitive, rather than formal academic,understanding places the sample at the higher end of the Achieved grade range. Theresponse may correctly identify pictorial devices such as “the road goes into the distancewhich makes the painting very deep” without using exact terminology such as ‘pictorialdepth’. This reveals a basic understanding that is yet to be extended by sustained personalresearch.The use of comparative or summary tasks is often a useful strategy for generating Merit levelevidence. However in this sample the comparison and summary pages essentially repeat thepreceding information and to not provide the new insights or ‘in-depth understanding’ (aboutthe relationships between technical features and communicative intentions) needed to meetthe requirements of the standard for Merit.© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913Grade Boundary: Low AchievedFour different artists have been looked at which reduces the tendency towards repetition. Anappropriately constructed written response template has ensured that information isappropriate to artists’ methods and ideas, and that the student has presented sufficientinformation to meet the expectations of the four credit weighting for the standard.The discussions in this sample identify in a very superficial way that the paintingscommunicate a particular political or social message. Note that the Buller’s Birdsconservation message is entirely missed, which reveals the inconsistent level ofunderstanding typical of low Achieved responses.The four art works are discussed sufficiently, although most information is confined todescriptions of the work rather than the reasons for particular features. Sufficient attemptshave been made to discuss the reasons for pictorial features or the meanings of art works toallow the sample to be placed at the lower end of the Achieved grade range. This tends to bethe result of looking at the art works rather than actual research from sources (books,magazine, and internet). Small amounts of information (British appropriation of shrunkenheads) indicate some academic research has been undertaken.Where the meaning of the painting is identified, the description is copied from researchsources and is not in the student’s own words. Students are expected to summarise researchinformation in their own words and/or indicate the origin of relevant quoted extracts.To be placed more securely within the Achieved grade range, the sample needs to makespecific reference to how parts of the picture communicate an intended meaning or narrative.© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913Grade Boundary: High Not AchievedThe responses to art works provide simple descriptions rather than explaining the meaning ofparticular features. In some cases the sample begins to refer to the protection of birds whichmoves it towards the ‘understanding of art works’ required for Achieved.Other features typically associated with low level responses include:• Very brief answers with significant repetition• Some facts are wrong but most are correct• Some art terms are used correctly – naturalistic, symmetrical• Some information is personal opinion or not relevant to the methods and ideas of the artist• Includes large sections as unacknowledged text from research sources (Wikipedia) – should be in own words, or quotes should be appropriately acknowledged• The last (comparative) page repeats previous information without offering new insights or understandings• Omits tasks or presents incomplete responses to tasks – In this sample a poster (task 3) has not been attempted• Catalogue information includes the artist names only without noting the painting titles or dates• The use of the artist’s first name reveals that the student has not read art textsTo fulfil the requirements for Achieved this sample would need to offer a more sustainedresponse to each art work with regular references as to how or why particular features havebeen used.While the spelling and grammar is often inconsistent at this level, providing the student’sintention is clear, this is not an assessment condition.© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010
  • Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913© Crown 2010