Visual Arts - annotated exemplars level 1 90915

Use drawing conventions to develop work in more than one field of practice (1.3)

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TKI Visual Arts Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 page 1 (PDF, 4.6MB)

Student 2 page 2 (PDF, 6.1MB)

For Excellence, students need to use drawing conventions with comprehensive understanding, to develop work in more than one field of practice. This means the use of formal elements and principles to apply particular conventions from established practice.

This student demonstrates comprehensive understanding of the stylistic and technical characteristics and constraints, within both photogram and poster design contexts. In both developmental sequences the student begins by explicitly applying the conventions of two particular artists’ methods and ideas: Lloyd Goodman for photogram (1), and Saul Bass for design (2).

In the photography evidence, the analogue photogram conventions show sustained development (3). The ideas are then further advanced through digital processes to generate more personal outcomes (4). This application, and then extension, of specific technical and pictorial conventions demonstrates the comprehensive understanding needed for Excellence. 

For a more secure Excellence, the student would need to show a more systematic development of the final poster, showing the progressive advancement of visual steps, rather than having it arrive fully formed (5).

The student would also need to more consistently show comprehensive understanding of the technical methods in the photography materials and communicative ideas in the design outcomes. 

High Merit

Commentary
Student response

Student 2 page 1 (PDF, 4.8MB)

Student 2 page 2 (PDF, 6.5MB)

For Merit, students need to use drawing conventions with understanding, to develop work in more than one field of practice. This means that the use of formal elements and principles is informed by established practice.

This student demonstrates understanding of drawing conventions in the development of photography and design outcomes. For example, in both fields, the restrained and considered use of complementary colour is appropriately informed by established practice and the communicative intent. This level of understanding is at the higher end of the Merit grade range.

The analogue photogram investigation (1) has been extended in terms of media, colour and compositional complexity through digital processes and procedures (2). This advanced use of materials and techniques shows a greater depth of understanding of the particular conventions being used.   

The design sequence uses a variety of specific typographic conventions including stroke (3), texture overlay (4), kerning (5) and leading (6).

For Excellence, the student would need to have undertaken a more careful evaluation of the preceding developmental material, to generate more advanced and resolved outcomes. For example the final photographic images (2) leave room for further compositional refinement.

The student would also need to show more evaluative insight in the refinement of ideas. For example the final poster (7) could integrate some of the successful typographic and layout features of the preceding concepts (3) (5).

Low Merit

Commentary
Student response

Student 3 page 1 (PDF, 5.4MB)

Student 3 page 2 (PDF, 3.9MB)

For Merit, students need to use drawing conventions with understanding, to develop work in more than one field of practice. This means the use of formal elements and principles is informed by established practice.

This student demonstrates understanding of drawing conventions through the development of work in the fields of photography and design practice. Both projects demonstrate sufficient understanding of the technical and pictorial conventions of each field for Merit. The student begins with an appropriate research exercise that clearly establishes the conventions to be used for each field (1).

The photograms show a clear development of technical and pictorial ideas, including the use of hand-drawn and found materials to create a variety of tonal and textual outcomes (2). The success of the textual outcomes (3) shows the student has built upon the strengths and weaknesses of the preceding work.

The fairy-tale thematic content established in the photogram sequence is further developed in the design project (4). The design page applies a consistent and appropriate colour scheme throughout the sequence. This colour scheme enhances the continuity and potential for resolved outcomes for the design investigation.

For a more secure Merit, the student would need to show a more systematic progression of ideas in the design sequence. For example, the teenage mental health content of the early digital concepts (5) could be built upon, rather than finishing with fairy tale poison apple outcomes (6).

Both projects needed to show greater understanding of the technical elements and/or communicative principles for high Merit or Excellence.

High Achieved

Commentary
Student response

Student 4 page 1 (PDF, 5.6MB)

Student 4 page 2 (PDF, 4.9MB)

For Achieved, students need to use drawing conventions to develop work in more than one field of practice. This means using formal elements and principles appropriate to each field.

This student demonstrates consistent use of appropriate drawing conventions to develop the design outcomes and the range of photogram and digital techniques. Some pictorial devices, such as the repeating H2GO bottle (1) and tap silhouette (2), demonstrate the emerging understanding of pictorial conventions in photography practice. 

The poster outcomes (3) successfully communicate a social message through the understanding and appropriate application of technical and pictorial design conventions. This part of the sample is operating at the beginning of the Merit grade range.

The research into artist models (4) (5) provides succinct and focused discussions, followed by the explicit application of particular methods and ideas. This is appropriate to the practical context of the standard. 

For Merit, the student would need to increase the level of understanding of the field-specific conventions, through the evaluation of previous images to inform the development of new work. For example, the photography evidence would need to show more consistent understanding of pictorial and technical conventions through greater resolution of the ideas being explored.

To achieve with Merit, both fields need to demonstrate understanding of appropriate conventions. Currently only the design outcome shows the understanding required for Merit.

Low Achieved

Commentary
Student response

Student 5 page 1 (PDF, 3.3MB)

Student 5 page 2 (PDF, 3.2MB)

For Achieved, students need to use drawing conventions to develop work in more than one field of practice. This means using formal elements and principles appropriate to each field.

This student demonstrates sufficient use of appropriate drawing conventions in the development of photography and design ideas. The photography evidence uses photogram (1) and digital (2) technical conventions to create work. The visual elements used in the photograms are reconsidered in the digital outcomes. This indicates that some development has occurred.

The planning drawings (3) for the posters demonstrate that the student is considering design conventions to communicate particular ideas. These planning pages present a number of pictorial ideas that support the message of the final outcome (4). The outcome presents sufficient awareness of particular design conventions including:

  • typography modification and placement
  • relationship between type and image
  • positive/negative balance
  • framing elements
  • limited colour palette.

The research notes for photography (5) and design (6) identify appropriate conventions.

For a more secure Achieved, the student would need to show more advanced development of the compositional ideas in the photography evidence, and sustained supporting materials for the design evidence.

The student needs to move beyond the technical experimentation in photography as an end in itself, to apply these techniques for an intended purpose. For example the theme of the photography images implies a road safety message, but this would need to be more clearly communicated.

High Not Achieved

Commentary
Student response

Student 6 page 1 (PDF, 2.2MB)

Student 6 page 2 (PDF, 3.5MB)

For Achieved, students need to use drawing conventions to develop work in more than one field of practice. This means using formal elements and principles appropriate to each field.

The student demonstrates the use of some technical and pictorial conventions appropriate to the fields of photography and design.

The photography evidence uses photogram techniques to combine words, image and textural effects (1). The design evidence uses typography and visual elements to communicate a recycling message (2).

The student undertakes appropriate research in both fields (3) (4) to identify which conventions they intend to explore. This formal research is not in itself a requirement of the standard, but has enabled the student to demonstrate some understanding in the practical application of the identified conventions. 

The planning drawings of the design evidence (5) show the use of an appropriate concept visualisation convention.

For Achieved, the student would need to show more sustained development of the pictorial and technical conventions in both fields. The photogram outcomes (1) need to more clearly demonstrate the progression of ideas towards a developed outcome. The design poster (2) requires further consideration of typographic placement, layout properties, and technical refinement to meet the level 6 New Zealand Curriculum (NZC) expectations of the standard.

The student explores two different themes: fishing for photography and pollution for design. The use of a common theme for both fields may have helped the student develop ideas further.

 
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