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Visual arts
Assessment Guidelines for Level Three Visual Art Standards
90515, 90659, 90660, 90661, 90662
Research and analyse approaches to established (painting, photography, printmaking, sculpture design) practice
Version: 2 | Credits: 4 | Assessment: Internal
| Achieved | Merit | Excellence | ||
|---|---|---|---|---|
| Documented evidence of the research and analysis of more than one approach within the field | √ | √ | √ | |
| Practical investigation shows the application of specific methods and ideas from research into selected approaches | √ | √ | √ | |
| Identifies relationships (similarities, differences,) between selected approaches investigated (influences, methods, ideas) | √ | √ | √ | |
| The use of language and academic rigour of the learner investigations is consistent with the expectations of a level 3 research standard | √ | √ | √ | |
| The duration of the investigation is commensurate with the credit weighting of the standard. | √ | √ | √ | |
| The level of performance is commensurate with the level 8 strands of The Arts in the New Zealand Curriculum (Explanatory note 1) | √ | √ | √ | |
| Merit Analyse relationships between selected approaches |
Goes beyond the listing of similarities and differences to explain why and how features are related - this may include references to environmental, political, social, personal, or technological contexts | √ | √ | |
| Excellence
In-depth analysis of selected approaches Critically analyse the relationships between selected approaches to show understanding. |
Explains meaning and significance of art work. A comprehensive investigation of selected approaches that includes how and why specific techniques have been used for particular pictorial or conceptual purposes | √ | ||
| Includes evidence of independent research where personal insight, evaluation, and conclusions are presented with supporting arguments | √ | |||
| Explains complex relationships between selected approaches and places these within a wider social, political, geographic, or historical context | √ | |||
Notes:
- Written response templates and prompt questions can be employed to assist learners to understand the nature, quality and quantity of information required to achieve at each level of the standard.
- Investigations should include the work of contemporary New Zealand and/or international artists
- Learners should have access to sufficient resources about an appropriate range of artists
- The selection of artists, theme, and styles should be appropriate to inform the practical investigation in this and subsequent standards
- The selection of approaches should have sufficient connections and distinctions (style, time, geography, social context) to allow for a rich discussion of relationships
- The practical investigation does not advance beyond the descriptor for Achieved. Sustained practical investigations should not be prioritised at the expense of in-depth research and analysis.
- Extensive biographical information that is not directly related to the influences, methods and ideas of the selected approaches is often limited as evidence for this standard.
90516, 90663, 90664, 90665, 90666
Investigate and use ideas and methods in the context of a drawing study in (painting, photography, printmaking, sculpture design)
Version: 2 Credits: 6 Assessment: Internal
| Achieved | Merit | Excellence | ||
|---|---|---|---|---|
| Evidence of an investigation of methods and ideas from the field (design, painting, photography, printmaking, sculpture) | √ | √ | √ | |
| A clear relationship is visible between the ideas and methods investigated and the practical investigation of the learners | √ | √ | √ | |
| Drawing materials (e.g. pen, pencil, paint, camera, computer) are appropriate to the field (design, painting, photography, printmaking, sculpture) | √ | √ | √ | |
| Drawing processes and procedures (e.g. photochemistry, digital manipulation, transfer techniques) are appropriate to the field (design, painting, photography, printmaking, sculpture) | √ | √ | √ | |
| Ideas (conceptual and technical) are generated and analysed (strengths and weaknesses are identified and used to inform subsequent drawing) | √ | √ | √ | |
| A particular set of conceptual or technical parameters is identified and investigated | √ | √ | √ | |
| The duration of the investigation is commensurate with the credit weighting of the standard | √ | √ | √ | |
| The level of performance is commensurate with the level 8 strands of The Arts in the New Zealand Curriculum (Explanatory note 1) | √ | √ | √ | |
| Merit Provide options for development Show understanding of processes, procedures, materials and techniques Systematically generate analyse and clarify |
More than one conceptual or technical idea is generated that shows potential for development | √ | √ | |
| Particular materials and techniques are used with competence to successfully enhance the given conceptual or pictorial proposal | √ | √ | ||
| Critical reflection is made on each step in the development of work and used to inform the development of subsequent ideas | √ | √ | ||
| Excellence
Analyse and evaluate ideas and methods to clarify specific options Synthesise ideas to extend understanding Purposefully generate, analyse and clarify |
Work has undergone and sustained and informed critical evaluation to advance pictorial, technical or conceptual concerns. This may be in the form of written notes or implicit in the sequential advancement of the work itself | √ | ||
| Pictorial ideas are enhanced through sophisticated management of imagery and the deliberate application of specific techniques and processes for effect (conventions) | √ | |||
| New ideas are created beyond those of the artist model(s) and the students own initial work by the integration of different technical, pictorial, and conceptual elements | √ | |||
| Clear evidence that the body of work is consciously/purposefully moving towards a specific goal | √ | |||
Notes:
- Formal research investigations should not be prioritised at the expense of the practical focus for this standard
- Clarification implies a degree of technical and/or aesthetic intent is identified. It does not necessitate that these are resolved to the degree expected in the external standard although this may occur.
- Analysis and evaluation may be in the form of written annotations and/or the progressive advancement of technical, pictorial, or conceptual ideas
- A narrow set of investigative parameters may limit learners' opportunity to provide options for development (Merit) or synthesise ideas to extend understanding (Excellence)
Last updated: 06 October 2009