FIELD ARTS AND CRAFT
Review of Art History Level 3 achievement standards
Subfield Visual Arts
|
Domain |
Id |
Subject reference |
|
Art History |
90490-90495 |
Art History 3.1-3.6 |
The Ministry of Education and the Secondary Education Group Assessment business unit of NZQA have completed a review of the achievement standards listed above that were registered in October 2003.
New Registration date October 2005
Date new versions published October 2005
Planned review date March 2008
Summary of review and consultation process
This review is part of the planned cycle of review that takes place after the first year of use of the achievement standards.
· Initial feedback and comments were collated from teachers/schools, moderators, examiners, markers, material developers and other stakeholders.
· This information was reviewed by a subject expert panel and recommendations were made in March 2005.
· The recommendations were sent out for full consultation to secondary schools, tertiary institutions, and others in the education sector, in April/May 2005.
· Feedback from this full consultation has informed the changes described below.
Main changes resulting from the review
The review process has resulted in the following modifications to the achievement standards.
Individual changes resulting from the review
All references to characteristics of style in the outcome statement and criteria for achievement have been altered to stylistic characteristics for consistency.
Achievement Criteria
· Changes have been made to place the emphasis on the analysis of art works, and references to periods and movements have been deleted.
· There is now a requirement that candidates identify a range (three or more) of characteristics of style.
Achievement with Merit
· Changes have been made to require an explanation of the reasons for differences in stylistic characteristics rather than differences in style.
· Changes have been made to require candidates to relate stylistic characteristics to their context.
Explanatory Notes
· Explanatory Note 3: Definitions
- Style has been simplified to make it clearer.
- A new definition stylistic characteristics has been added to enable teachers and candidates to identify a range of characteristics that could be discussed. This definition replaces the definition for characteristics in version one of the achievement standard.
- Movement and periods have been removed as they no longer appear in the criteria.
- Context has been modified to provide an emphasis on 'the circumstances within which artists work', rather than 'a background against which an art work can be fully understood', and personal has been added to the examples provided.
- Range has been added to show three or more required.
Achievement Criteria
Achievement
· The criterion Identify iconographical motifs has been deleted, as identification is too low a skill.
· Candidates are now required to Describe the meanings conveyed rather than Explain the meanings conveyed.
· There is now a requirement that candidates describe the meanings conveyed through a range (three or more) of iconographic motifs.
· To avoid a generalised discussion of iconography, the description of the meanings of iconography is to be in relation to art works. This has been clarified by replacing in art with in art works.
Achievement with Merit
· The criterion has been amended to Explain how iconographic motifs are used to convey meaning in art works.
Achievement with Excellence
· The word Assess has been replaced by Evaluate to provide consistency with other Level 3 Art History achievement standards.
· This criterion refers more broadly to iconography instead of iconographic motifs, and art instead of art works. Performance at this level builds on the requirements for achievement and achievement with merit by requiring candidates to make an evaluation. To do so, it is appropriate that they refer more broadly to the importance of iconography in conveying meaning in art.
Explanatory Notes
· Explanatory Note 3: Definitions
- Iconography has been adapted to clarify the term iconographic motifs.
- Evaluate has replaced Assess. The definition is consistent with the other Art History achievement standards.
- Range has been added to show three or more required.
Achievement Criteria
Achievement with Excellence
· Relationship between has been changed to impact of to clarify expectation of performance, as the evaluation of relationships was too complex.
Explanatory Notes
· Explanatory Note 3: Definitions
- Effects has been reworded for clarity and to provide further examples of types of effect.
- Evaluate has been altered to clarify the intentions and achieve consistency with the definition where it appears in other Art History achievement standards.
- Style has been reworded for clarity.
- Content has been modified slightly to accommodate more than one theme or idea.
The assessment mode has been changed from External to Internal. This will enable candidates to investigate a significant theory that relates to topics under study without the pressure to prepare a range of theories in case they appear in the examination. Therefore a more thorough and worthwhile study is likely to be undertaken. The importance given to this recognises that the discipline of art history is interwoven with theory.
It is also intended that the change will allow candidates who are sitting all of the external achievement standards more time in the examination to complete the responses for Art History 3.1, 3.2 and 3.6.
The title has been changed from Explain a theory and its role in art to Examine a theory and its role in art to reflect more appropriately the criteria for this achievement standard. The term explain is used in the criterion for achievement with merit.
Achievement Criteria
Achievement
· The second criterion has been changed from Demonstrate how the theory is applied in art works to Demonstrate how the theory is evident in art works. This recognises that there can be a relationship between theory and art works, without the theory necessarily influencing an art work.
Achievement with Merit
· The criterion has been changed from Explain how the theory influences the development of art works to Explain the relationship between a theory and art works. This recognises that theory does not necessarily drive the production of art work.
· The word artist has become artist(s) to provide for the possibility and recognition that candidates may be extended beyond study of a single artist.
Explanatory Notes
· Explanatory Note 2
- The areas of study have been deleted to enable teachers to have the autonomy to select a theory that is either related to the areas of study done through the year, or theories that do not relate to any of the 12 areas of study specified for the external achievement standards.
· Explanatory Note 3: Definitions (Renumbered 2)
- Art works has been amended for consistency with other Art History achievement standards.
- Theory has been amended to include or explained to give a more inclusive understanding of what a theory entails, and De Stijl has been removed from the examples provided.
- Evaluate has replaced Assess. The definition is consistent with the other Art History achievement standards.
- Period - the examples have been changed from nineteenth century to seventeenth century, and pre-European to Te Huringa.
- Movement, the examples have been altered. Neoclassicism was removed because it is a Level 2 topic, Realism was removed because it is a global term and could cause confusion; Pop, and Die Brücke have been added.
AS90494, Art History 3.5
The title has changed from Investigate an art history topic to Investigate an art issue. The change reflects, that the focus of the investigation could be an issue, a theme, an art problem or a cultural aspect, around which there are different points of view.
While research will need to be undertaken for the investigation, research skills are not the key focus as these have been assessed in Level 2 Art History and in many other subjects that a candidate may be studying. The focus on different points of view is to lead candidates beyond gathering and responding, to construct and consider arguments, moving towards the thinking required at scholarship.
Achievement Criteria
Achievement
· The first criterion now requires candidates to Define an issue in art and the second requires candidates to Describe points of view on the issue with reference to relevant evidence. The emphasis on points of view is to focus candidates on ideas and arguments rather than general gathering of information about a topic.
Achievement with Merit
· The criterion now requires candidates to Explain points of view on the issue with reference to relevant evidence.
Achievement with Excellence
· The criterion now requires candidates to Evaluate points of view on the issue and draw justifiable conclusions. The expectation is that candidates will draw their own conclusions based on their evaluations.
Explanatory Notes
· Explanatory Note 3: Definitions
- To document, Selected mode, Informed response, Well informed response, Analyse, Sources and Synthesise have been deleted, as they no longer apply.
- Issue, Points of view, Evidence and Evaluate have been added to clarify aspects of the new assessment criteria.
Achievement Criteria
Achievement
· The second criterion now requires candidates to Describe how the context of the movement is evident in selected art works, the change is to clarify the performance level expected.
Achievement with Merit
· The criterion now requires candidates to Explain relationships between the context of the movement and selected art works, the change is to avoid undue focus on the production of art to clarify the performance level expected.
Achievement with Excellence
· The criterion now requires candidates to Evaluate the significance of context for the art movement, the change is to clarify the performance level expected.
· The criterion does not specify selected art works because it is the intention that candidates at this level will explain broader patterns of cause and effect in art history.
Explanatory Notes
· Explanatory Note 3: Definitions
- Context has been amended to be consistent with that used in achievement standard AS90490, Art History 3.1.
- Evaluate has been altered for consistency with other Art History achievement standards.
- Movement - the examples have been altered. Neoclassicism was removed because it is a Level 2 topic. Realism was removed because it is a global term and could cause confusion; Pop, and Die Brücke have been added.
- Reception has been removed, as it is not relevant.
Impact of changes on NCEA Exclusions List
It is considered that following the modifications to AS90494, Art History 3.5 and AS90495, Art History 3.6, their outcomes are significantly different from those recognised by 5807 & 5805. Those pairs of exclusions have therefore been removed from the List.
Summary of main changes to achievement standards' Ids, classification, titles, levels, and credits
The following summary shows the changes made to the achievement standards as a result of the review. All changes are in bold.
Key to review category |
| |
A |
Dates changed, but no other changes are made - the new version of the standard carries the same Id and a new version number | |
|
B |
Changes made, but the overall outcome remains the same - the new version of the standard carries the same Id and a new version number | |
|
C |
Major changes that necessitate the registration of a replacement achievement standard with a new Id | |
|
D |
Achievement standard will expire and not be replaced | |
Subfield Visual Arts
Domain Art History
|
Id |
Title |
Level |
Credit |
Review Category |
|
90490 |
Analyse style in art |
3 |
5 |
B |
|
90491 |
Interpret iconography in art Describe the meaning of iconographic motifs |
3 |
4 |
B |
|
90492 |
Examine media and processes in art |
3 |
3 |
B |
|
90493 |
Explain a theory and its role in art Examine a theory and its role in art |
3 |
4 |
B |
|
90494 |
Investigate an art history topic Investigate an art issue |
3 |
4 |
B |
|
90495 |
Examine the context of an art movement |
3 |
4 |
B |