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(JPG, 746KB)

Open Panel A (JPG, 1.6MB)

Excellence boundary

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Open Panel C (JPG, 1.4MB)

‘CUSP’ PORTFOLIOS

Sometimes, portfolios at either end of a grade range may sit exceedingly close to a boundary. These are referred to as ‘cusp’ portfolios, a distinct group within the broad bandings of low, mid, and high (circled with dotted lines in the diagram). Low ‘cusp’ portfolios may satisfy all of the criteria for a grade but may verge on insufficiency in some criteria for that grade. High ‘cusp’ portfolios may provide some evidence towards criteria for the next grade up but be missing sufficient evidence to relocate it into that range.

MH

EL

Purposefully selects art making conventions to frame the investigation and to advance the ideas.

In order to reach the next grade level this folio could show more evidence of…

Selects and uses appropriate art making conventions to frame the investigation fluently and to drive the development of ideas.

• Works systematically and purposefully from a clear proposition involving ideas related to animals, the circus and ‘turning the tables on the humans to create a body of work
• Uses art making conventions such as subtle colour and compositional shifts through a variety of anthropomorphic images to reinforce ideas with understanding
• Extends ideas within the art making process

• Fluency in the use of paint and modelling of the form. While the techniques fit the ideas, some works could have been further clarified technically
• A greater complexity and regeneration from the initial proposition on panel two
• More smaller scale works on panel two to show clarification and regeneration possibilities, stylistically and conceptually

• Works systematically and purposefully to make a body of work exploring the colonial period
• Uses pictorial and narrative devices with fluency and understanding
• Clarifies and regenerates ideas within the art making process

Makes decisions that are clearly related to the establishment of a pictorial and / or conceptual purpose.

Reflects on and identifies best options from previous work and use these to advance ideas in distinct / new or diverse directions.

• Establishes a clear proposition creating compositions are initially quite complex
• Sustains development of related ideas across two panels
• Makes purposeful decisions to move from three-dimensional space to progressively flatten out and explore other pictorial devices including scale, colour and overlapping forms

• Establishes a clear proposition and critically selects individual, related works to form a series or sequence
• Clarifies and orders the work to support the narrative or proposition
• Selects appropriate established practices from artists and combines these with a range of images to advance the proposition effectively

Competently uses media and techniques appropriate to the investigation.

Uses a range of media and techniques assuredly, each appropriate to specific phases of the investigation.

• Develops a visual vocabulary that supports and enhances the proposition
• Uses soft wash techniques over a subtle colour grounds with graphic details overlaid to add to the complexity of the images
• Explores a wide range of media and application approaches on panel one, final works on the second panel could have regenerated more successfully with reference back to these approaches

• Uses media with facility and understanding of art conventions
• Applies a comprehensive visual vocabulary with assurance and in an appropriate context
• Explores a wide range of media and application approaches on panel one, final works on the second panel could have regenerated more successfully with reference back to these approaches

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Open Panel A (JPG, 1.3MB)

Merit boundary

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Open Panel C (JPG, 1.3MB)

‘CUSP’ PORTFOLIOS

Sometimes, portfolios at either end of a grade range may sit exceedingly close to a boundary. These are referred to as ‘cusp’ portfolios, a distinct group within the broad bandings of low, mid, and high (circled with dotted lines in the diagram). Low ‘cusp’ portfolios may satisfy all of the criteria for a grade but may verge on insufficiency in some criteria for that grade. High ‘cusp’ portfolios may provide some evidence towards criteria for the next grade up but be missing sufficient evidence to relocate it into that range.

AH

ML

Uses art making conventions to frame the investigation and to provide a foundation for the ideas.

In order to reach the next grade level this folio could show more evidence of…

Purposefully selects art making conventions to frame the investigation and to advance the ideas.

• Begins with an initial proposition with the first six works appearing tenuously related.
• Makes small shifts in the following sequences with a narrow range of subject matter, limiting the candidate’s ability to extend the ideas
• Generates solid conceptual ideas with some development due to the limited technical and perceptual conventions utilised

• a starting point that more strongly establishes the direction of the proposition
• additional investigation to support the inquiry
• greater control and understanding of the selected media and approach
• understanding of conventions; colour, composition, tonal values, light source and perspective
• purposeful selection and ordering of related series and sequences to show extension of ideas

• Connects methods and ideas to advance the proposition, extending ideas on the second panel sufficiently for the beginning of the Merit grade range
• Uses watercolour and pencil successfully to convey ideas related to Eastern cultural traditions of calligraphy and painting
• Selects conventions appropriately related to the proposition and uses them with control and understanding

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

Makes decisions that are clearly related to the establishment of a pictorial and / or conceptual purpose.

• Attempts to link subject imagery to a conceptual idea. Eyes and doors become a metaphor for entry into another dimension with reference to Surrealism
• Uses plane, scale, colour and perspective to develop the compositions consistent with surrealist ideas
• Develops ideas by recombining imagery to show decision-making on panel two with less significant shifts

• Develops pictorial ideas consistently across both panels
• Repeats ideas on the second panel which limits development and extension of the ideas

Uses media and techniques appropriate to the purpose of the investigation.

Competently uses media and techniques appropriate to the investigation.

• Understands form, shape, scale, line and spatial elements at achievement level
• Uses some painting conventions related to established practice but relies on the strong ideas in place of media exploration and development of techniques.

• Controls selected media through initial pencil drawings and water colour appropriate to the intention and integration of the ideas
• Chooses media to suit the parameters of the investigation with subtle, purposeful use of paint and colour supporting achievement at Merit

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(JPG, 855KB)

Open Panel A (JPG, 1.5MB)

Achieved boundary

(JPG, 846KB)

(JPG, 811KB)

Open Panel C (JPG, 1.6MB)

‘CUSP’ PORTFOLIOS

Sometimes, portfolios at either end of a grade range may sit exceedingly close to a boundary. These are referred to as ‘cusp’ portfolios, a distinct group within the broad bandings of low, mid, and high (circled with dotted lines in the diagram). Low ‘cusp’ portfolios may satisfy all of the criteria for a grade but may verge on insufficiency in some criteria for that grade. High ‘cusp’ portfolios may provide some evidence towards criteria for the next grade up but be missing sufficient evidence to relocate it into that range.

NH

AL

Limited use of art making conventions to frame the investigation and to provide a foundation for the ideas.

In order to reach the next grade level this folio could show more evidence of…

Uses art making conventions to frame the investigation and to provide a foundation for the ideas.

• Generates ideas but with limited development of paint conventions or established art-making practices
• Relates work through subject matter in a limited and repetitious manner but needed to systematically investigate ideas
• Creates images with limited evidence of consideration of compositional conventions (elements or principles) across both panels

• Framing the investigation with a clear proposition developed from the outset
• Creating a systematic body of work across two panels that develops and clarifies initial ideas
• Developing ideas to move the proposition forward by selecting the best options from previous work
• Understanding of established painting practice and how the characteristics and constraints of the selected media/conventions relate to the proposition and ideas

• Provides explicit reference to the work of other artists (established practices) to support the ideas
• Develops the theme and advances ideas systematically

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

• Shows some understanding of figure, ground, tonal values, scale and perspective
• Places and moves objects in works with little change overall to composition or picture making conventions

• Makes linear decisions within the narrative, limiting opportunities to investigate more diverse options
• Uses conventions of scale, expressive colour, mark making, layering to show sufficient understanding of established practices
• Develops picture-making ideas into more complex compositions on panel two

Uses some media and techniques appropriate to the purpose of the investigation.

Uses media and techniques appropriate to the purpose of the investigation.

• Explores media across both panels but with little consideration of the ideas and how to advance these in the context of painting practice
• Investigates media and techniques with inconsistent understanding of the level seven curriculum expectations for practical knowledge

• Uses wet and dry media competently and expressively, mostly at the expected curriculum level
• Advances ideas during the investigation appropriately, combining imagery with the technical and painterly approach selected
• Makes gestural marks reflecting an understanding of the Expressionist genre