Visual Arts - annotated exemplars level 1 AS90917 (Resource C)

Produce a finished work that demonstrates skills appropriate to cultural conventions (1.5C)

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TKI Visual Arts Assessment Resources

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Low Excellence

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For Excellence, the student needs to produce a finished work that demonstrates fluent control of skills appropriate to cultural conventions.

Fluency refers to the ability to comprehensively manage skills the production of work.

This sample shows comprehensive management of animation and scripting conventions. In just 28 seconds, the character and actions of the Joker are clearly established, along with the humorous consequence of his mischief. The facial expressions are particularly effective, with surprise (1), mischievousness (2), sneakiness (3), malicious joy (4), and awareness (5) all being clearly and economically communicated.

The jazz soundtrack, combined with appropriate sound effects such as the clap (6), card shuffle (7) and cackling laughter (8) are well selected, and contribute to the overall atmosphere and humour of the video.

The drawing of the character in terms of form and detail is entirely appropriate to the context, and enables the sample to achieve a relatively fluent animation of the figure.

For a more secure Excellence, alternative background options could be considered, such a card table green or a lighter tone of grey/white. The final message (9) would be enhanced with a more style appropriate early twentieth century font and faster pace in keeping with the tempo of the animation sequence and musical score.

High Merit

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For Merit, the student needs to produce a finished work that demonstrates control of skills appropriate to cultural conventions.

Control refers to the ability to show use of media according to an art-making intention.

This student has selected and scripted key points to deliver a message about the social and personal benefits of vegetarianism. The accompanying imagery supports the message, and includes an element of dark humour in the scale differential of the syringe (1).

Thoughtful control of size, colour, font selection and pacing of the text elements enables easy reading, while the sombre music is appropriate to the serious nature of the topic.

The opening pea animation (2) is controlled and purposeful. More sustained sequences of this quality would enable the sample to be placed overall at Excellence.

To reach Excellence, the student could show more consistent technical skills appropriate to the stop motion cultural context. These include more precise scissor-craft around the animals (3) and more proficient lighting to enhance tonal clarity and avoid glare spots (4).

The student could also consider selectively changing the font size, style or colour of key words to further emphasise key points in the digital typographic elements. For example, the word ‘slaughtered’ (5) could be in red for greater effect.

Low Merit

Commentary
Student response

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For Merit, the student needs to produce a finished work that demonstrates control of skills appropriate to cultural conventions.

Control refers to the ability to show use of media according to an art-making intention.

This student has demonstrated sufficient control of stop motion skills to coordinate the levitation of two figures simultaneously (1). Although deceptively simple as an outcome, the technical difficultly of timing and continuity attests to the directing skills of the creator. The appearance of the second box (2) is relatively seamless.

The succinct conceptual idea of a cardboard box as a levitation device is well delivered. Three distinct narrative phases are economically communicated: the discovery of the box, the inclusion of a second person, and figures departing left and right.

For a more secure Merit, the student could show more sustained control though the use of a camera dolly, or fixed permanent camera position, to reduce jerkiness in the picture framing where the building and trees moved up and down. Additional frames per second would also result in more fluid movement of figures.

The inclusion of a soundtrack and title/credit sequences would provide additional opportunity for the student to show control of a greater variety of skills appropriate to video conventions.

High Achieved

Commentary
Student response

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For Achieved, the student needs to produce a finished work that demonstrates skills appropriate to cultural conventions.

Skills appropriate to cultural conventions include:

  • knowledge of processes and procedures specific to the cultural context
  • thinking through the use of materials and processes
  • planning and development of ideas that contribute to the final work
  • collaborative and/or other protocols appropriate to the cultural context.

This student has scripted and produced a narrative sequence that presents a specific message about cleaning New Zealand beaches. Technical procedures such as lighting and focal quality are relatively consistent with a degree of motion fluency demonstrated in the animation of the turtle trying to eat rubbish (1).

A variety of cinematic conventions are demonstrated, including zoom (2) and close-up (3). The sample also includes alternative production techniques such as the paper cut-out oil spill (4) and live action of the hand (5).

The appropriate soundtrack signals the serious nature of the message while the clearly presented graphics make an explicit ‘call to action’ appropriate to advocacy video conventions.

To reach Merit, the student could further refine the technical conventions such as the animation of facial features and limbs of the figures. For example, movement of eyes and mouth in the eating sequence to show expression (2), and movement of legs to create a more convincing walking motion (6), would significantly enhance the outcome.

Low Achieved

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Student response

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For Achieved, the student needs to produce a finished work that demonstrates skills appropriate to cultural conventions.

Skills appropriate to cultural conventions include:

  • knowledge of processes and procedures specific to the cultural context
  • thinking through the use of materials and processes
  • planning and development of ideas that contribute to the final work
  • collaborative and/or other protocols appropriate to the cultural context.

This student has produced a digital animation based on the message of ‘Music is a world within itself with a language we all understand’. The sample uses a variety of moving image processes and procedures including zoom (1) and linear animation with tendrils growing out of a flower (2).

Overall, the outcome is visually clean, with the steady pace maintaining viewer interest throughout. The duration is appropriate to the message, and sufficient for finished video works at New Zealand Curriculum Level 6. The final frame enables the entirety of the message to be read more easily.

For a more secure Achieved, the student could reconsider the pacing and tonal values of the word animations to enhance their legibility. For example, the letter forms could be bolder in relation to the plant tendrils, which would ensure that the viewer can read each word as they emerge.

The resolution of the opening guitar and flower sequence could also be improved to avoid the blur/pixellation occurring at second five.

Including a soundtrack would also be highly appropriate considering the theme of the video.

High Not Achieved

Commentary
Student response

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For Achieved, the student needs to produce a finished work that demonstrates skills appropriate to cultural conventions.

Skills appropriate to cultural conventions include:

  • knowledge of processes and procedures specific to the cultural context
  • thinking through the use of materials and processes
  • planning and development of ideas that contribute to the final work
  • collaborative and/or other protocols appropriate to the cultural context.

This student has used stop motion techniques to produce a finished video that delivers a clearly conceived message. The text is easy read in terms of size, form, and pacing.

The typographic qualities of the text are varied through capitalisation, colour, and the use of thicker letters to emphasise the key elements of the message and retain visual interest.

To reach Achieved, the student could further refine the technical skills appropriate to stop motion conventions. This would include fixing the camera more securely to eliminate camera shake, and reconsideration of lighting to create a cleaner tonal balance.

More time and care could also be taken to enhance the typographic quality of key words. For example, the word ‘world’ which is visible for the first fifteen seconds, could be rendered with greater precision, possibly using a more substantial and elaborate serif font.

The inclusion of an appropriate soundtrack, along with title and credit sequences would also demonstrate more convincing knowledge of skills appropriate to video conventions.

 
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