Visual Arts (Design) - annotated exemplars level 2 AS91315

Develop ideas in a related series of drawings appropriate to established design practice (2.3)

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TKI Visual Arts Assessment Resources

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This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

Commentary
Student work extract

Student 1 (PDF, 12MB)

For Excellence, the student needs to extend ideas in a related series of drawings appropriate to established design practice.

This involves critically analysing, evaluating, and further developing a concept, subject matter, problem or situation, in drawings appropriate to established practice.

The task for this extract requires students to develop a DVD menu solution for a specific client.

The student explores appropriate design approaches (1) and then generates a range of resource imagery that is relevant to the identified theme (2). They then move systematically through the concept (3) and developmental stages (4), which are accompanied by ongoing critical evaluations (5), to produce an original and successful outcome (8).

The initial outcomes (6) present sufficient clarification of their ideas at a level appropriate for Merit. The subsequent pictorial advancement (7) shows sufficient extension of stylistic and layout ideas to meet the requirement at Excellence to extend these ideas.

Each image presents a new idea (4) (6) (7) that builds upon consideration of the strengths and weaknesses of the preceding work. The final design (8) clearly reflects the approaches of the identified models, without being derivative. This implicit application of established practice within a body of original student work is required for authentic clarification (Merit) and extension (Excellence) outcomes.  

For a more secure Excellence, the student could further refine the hand drawn elements in the final sequence (9). For example, by adjusting the levels these elements could become pure silhouette forms. Alternatively the forms could be entirely rebuilt digitally using pure geometry and true curves. This would enhance the stylistic unity of the final outcome (8).

High Merit

Commentary
Student work extract

Student 2 (PDF, 13MB)

For Merit, the student needs to clarify ideas in a related series of drawings appropriate to established design practice.

This involves analysing, reflecting on, and further developing a concept, subject matter, problem or situation, in drawings appropriate to established practice.

The task for this extract requires students to develop a DVD menu solution for a specific client.

The student works systemically through a series of related ideas to produce a final outcome (6) that is appropriate to the design context and reflects established practice. The solution effectively communicates an atmosphere of spy networks that is appropriate to the theme. 

The student identifies a range of visual elements (1) and recombines these in a wide variety of ways (3) to generate potential options for development. The critical annotations (5) help the student to advance ideas based on the evaluation of the strength and weaknesses of each outcome.

After a thorough exploration of the hand motif (4) the student recognises the limitation of this approach. They then reconsider the profile and cityscape elements from an earlier stage (2) to clarify their final outcome (6).

The manipulation of the text for the ‘play’, ‘scenes’ and ‘extras’ buttons (7) begins to show the extension of ideas needed for Excellence, which places the sample at the higher end of the Merit grade range.

To reach Excellence, the student could establish a stronger visual relationship between the ‘play’, ‘scenes’ and ‘extras’ solution (7) and the main menu page (6). This would create the unified branding identity which is core to established practice.

A more sustained advancement of the new idea (7), building upon the preceding outcomes, is also needed to meet the extension requirements of Excellence.

Low Merit

Commentary
Student work extract

Student 3 (PDF, 14MB)

For Merit, the student needs to clarify ideas in a related series of drawings appropriate to established design practice.

This involves analysing, reflecting on, and further developing a concept, subject matter, problem or situation, in drawings appropriate to established practice.

The task for this extract requires students to develop a DVD menu solution for a specific client.

The student explores a range of design options through drawing (3) and digital processes (4), two of which two are identified for further development (5) (6). The final solution (7) clarifies decisions about colour, imagery, and the relationship of typographic elements to create visual interest. The outcome reflects established practice in its function as a DVD menu. 

The identification of appropriate design models (1) and gathering the student’s own resource imagery (2) provides a sound foundation for the investigation. The final solution (7) integrates typography ideas from the ‘nowhere man’ design (1), while the range of high resolution images provide appropriate quality visual options.

For a more secure Merit, the student could explore significant advancements of the final developmental sequence (6) rather than minor adjustments. For example the sequence could explore alternative colour, placement of text, and background images.

The functionality of the menu buttons could also be clarified in the final outcome (7). It is assumed that the word ‘scenes’ is being selected as a link because of the enlarged size, but the font colour does not change. A fully clarified outcome may show selected and unselected versions of the buttons, to demonstrate the functionality of the solution.

High Achieved

Commentary
Student work extract

Student 4 (PDF, 15MB)

For Achieved, the student needs to develop ideas in a related series of drawings appropriate to established design practice.

This involves responding to and building on a concept, subject matter, problem, or situation, in drawings appropriate to established practice.

The task for this extract requires students to develop a DVD menu solution for a specific client.

The student identifies a variety of potential design practices (1) and then gathers a range of appropriate visual resources (2). Generating their own imagery has enhanced the student’s opportunity to develop original ideas.

The student develops related ideas through hand drawing (3) and then digital processes (4). Decisions about colour, pattern and imagery are appropriate to the ‘Fallen Angel’ topic of the brief. A slightly grungy organic aesthetic is maintained throughout the investigation.

The written annotations (5) provide an opportunity for the student to review the successes and weaknesses of each design.

To reach Merit, the student could further refine the final outcome (7) to build upon the strongest elements of the preceding investigation. For example the dynamic asymmetry, evocative feather elements, and dominant heading in two earlier concepts (6) could be integrated into the final solution (7).

Building upon the strengths of these earlier ideas (6) could generate a more appropriately clarified outcome. This would involve designing a solution that more clearly reflects the characteristics and constraints of established contemporary design practice, as identified in Explanatory Notes 5 and 6.

Low Achieved

Commentary
Student work extract

Student 5 (PDF, 14MB)

For Achieved, the student needs to develop ideas in a related series of drawings appropriate to established design practice.

This involves responding to and building on a concept, subject matter, problem, or situation, in drawings appropriate to established practice.

The task for this extract requires students to develop a DVD menu solution for a specific client.

The student develops typographic and layout ideas. They begin by identifying appropriate design approaches (1) and gathering inspirational imagery (2). This helps to ensure that the developmental sequence is based on contemporary design practice. The most authentic development occurs in the middle part of the investigation (3) (4) (5).

The student explores a variety of drawing (3), assemblage (4) and digital (5) ideas. An informal logotype outcome (6) has been selected for further development. The final sequence (7) uses default colour, layout and decoration decisions while exploring alternative font options for the main heading.

For a more secure Achieved, the student could re-introduce the prismatic rainbow ideas from the preceding investigation (3). The high saturation of these may be more effective than the duller background colours used in the final sequence (7).

Further development of the innovative thread lettering (4) may also help to generate a more engaging and original outcome.

The student presents six alternative solutions (7) without significantly advancing the visual, typographic or layout properties. A secure Achieved submission will respond to and build upon the preceding outcomes to improve the design rather than simply trialling different typographic elements.

High Not Achieved

Commentary
Student work extract

Student 6 (PDF, 16MB)

For Achieved, the student needs to develop ideas in a related series of drawings appropriate to established design practice.

This involves responding to and building on a concept, subject matter, problem, or situation, in drawings appropriate to established practice.

The task for this extract requires students to develop a DVD menu solution for a specific client.

This student demonstrates sound drawing skills in the initial copies (1), and digital competence in the developmental work (2) (3) (4). The most authentic exploration of design ideas in relation to the Dream Juice proposition occurs in the six initial digital works (2). These concepts reference a variety of established design practices appropriate to the Dream Juice proposition. 

To reach Achieved, the student could further advance the layout and/or typographic ideas in the second sequence of digital developments (3) (4), rather than simply changing the colours. This would show the development of ideas in terms of refining outcomes, rather than simply generating different outcomes. For example the student could explore a variety of alternative positioning for the ‘play’ and ‘scene’ buttons.

The student could also create their own city lights or fireworks photographs, rather than relying on a single appropriated image of moving lights (5). Developing their own images would provide a greater range of pictorial options and have the advantage of much higher resolution qualities.

The exploration of neon style design and juice related marketing may also help the student to advance appropriate ideas, rather than responding to design models that are unrelated to the context (1). 

 
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