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«Visual arts - external exemplars level 1 2012 Show: External Exemplars The resources below contain examples of candidate work submitted in 2012 for ...»

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NZQA

New Zealand Qualifications Authority

Mana Tohu Matauranga O Aotearoa

Home Qualifications and standards Qualifications NCEA Subjects External exemplars level 1 2012

Visual arts - external exemplars level 1 2012

Show: External Exemplars

The resources below contain examples of candidate work submitted in 2012 for verification of

assessment for the Visual Arts Achievement Standard 90916 Generate and develop ideas in making

art works. The purpose of this resource is to assist art teachers prepare their teaching programmes and their students for assessment.

Exemplar AS90916 level 1 2012 - low resolution document (PDF, 6.3MB) Exemplar AS90916 level 1 2012 - presentation format (PPT, 6.5MB) Exemplar AS90916 level 1 2012 - high resolution image:  Excellence (ZIP, 12MB)  |  Merit (ZIP, 13MB)  |  Achieved (ZIP, 12MB)  |  Not Achieved (ZIP, 3.8MB) There are three sets of images below - Excellence, Merit and Achieved.

Excellence Student 1 Panel 1 Student 1 Panel 2 (JPG, 964KB) (JPG, 895KB) Entire Folio (JPG, 1.8MB) This portfolio has been verified in the middle of the Excellence grade range.

This portfolio presents outstanding evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge;

Developing Ideas; Communicating and Interpreting.

This sample has been selected as it represents a solid programme of work clearly located within the Street Art genre. Presented is a systematic body of well-sequenced works with imagery deriving from popular culture, Pasifika patterning and graffiti/tagging within a cityscape. A clear sense of the student’s identity and culture is acknowledged in this submission.

1 From the outset, this sample demonstrates fluency in using both wet and dry media.  The candidate handles effectively a range of media and techniques within drawing, printing (stencilling) collage and painting techniques (surface textures). This is particularly evident in their handling of spray paint/stencilling throughout both panels.

Ideas progress in the layering of monotone motifs over complex textural surfaces and in the exploration of different compositional devices and spatial relationships.

This sample demonstrates a clarification of ideas in the decisions made to take some ideas forward and leave others behind and in the effective integration of a number of ideas and methods within the final works on panel two.

Student 2 Panel 1 Student 2 Panel 2 (JPG, 940KB) (JPG, 723KB) Entire Folio (JPG, 1.6MB) This portfolio has been verified in the middle of the Excellence grade range.

This portfolio presents outstanding evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge;

Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on a narrative theme in Māori mythology. Ideas are generated in the collection of imagery from landscape, flora, fauna, anatomy of skulls and skeletons, Māori iconography, customary dress and patterning. Clear links have been made between the works which sequentially develop and progress throughout the body of work.

The candidate has demonstrated fluency in the use of a range of media which is especially noted in the tonal drawings, intricate detailing, exquisite black and white wood cut print, stencilling and the confidence shown in the painting techniques (washes and dry brushing). The deliberate decision to restrict the colour palette to earthy hues also enhances the narrative approach.

The candidate has demonstrated a clarification of ideas in the clever integration of motif and imagery to tell their story.

–  –  –

This portfolio has been verified in the middle of the Excellence grade range.

This portfolio presents outstanding evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge;

Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on the theme of placing manmade found objects within the natural environment. Ideas are generated on panel one in the assemblage of found objects arranged on a flat surface which are fragmented, purposefully placed within a specific natural context, and then used as a motivation to develop into paint.

Fluency in using a range of media is evident from the onset in the initial observational drawings through to the jewellery and then into the environmental installation, photography and in the final painting. Sculptural concerns such as suspension and repetition are incorporated into these forms.

This submission purposefully develops ideas beyond the intricacies of jewellery making into a more established presence in the environmental context that clearly references environmental art established practice.

Unlike earlier samples in this school set, this submission demonstrates a clarification of ideas at the bottom of panel two which clearly places it in the Excellence grade range.





These final works effectively integrate ideas explored in both 2D and 3D forms into arrangements that revisit framing and viewing concepts.  Contrasts between flat, textured, coloured and linear areas have been carefully considered in the final composition.

–  –  –

This portfolio presents accomplished evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge;

Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on the theme of self-identity (viewing/ being viewed) within an urban environment.

The candidate clearly states the proposition at the start of panel one.  The photo-montage of street iconography and street art quickly moves into a thoughtful exploration of identity -how I see myself, how I am seen.

Ideas are developed in sequences with exploration of pictorial conventions e.g. grid, repetition, progression, mirroring and fragmenting. Each sequence builds on the others and is succinctly pulled together and clarified on panel two.

For this sample to sit more comfortably within the Excellence grade range, this candidate would need to recognise strengths shown in earlier works and build on these to show greater clarification and fluency in the final work on panel two.

Merit

–  –  –

This portfolio has been verified at the higher end of the Merit grade range.

This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of work based on a still life theme, including Māori and Pacific Island iconography, supported by contemporary cartoon characters and text.

Initial ideas are generated within still life drawing and printmaking, which are layered over printed surfaces within a grid format. This layering technique leads toward a strong multi-coloured woodcut print. The candidate continues to develop ideas on the second panel by introducing a range of collage, pattern-making and multi-media techniques. Each arrangement has been handled in a new way with regard to spatial relationships and media manipulation, while works are united with a limited colour palette.

4 The control in the handling of media, especially noted in the subtle arrangement of transparent layers of print and paint surfaces with bold imagery (comic characters) and tonal modelling of the taro plant, has lifted this submission higher in the Merit grade range.

The bookshelf successfully conveys a sense of depth in what might otherwise appear to be a flat picture plane.

For this sample to move into an Excellence grade, this candidate would need to demonstrate a clarification of ideas by investigating more solutions found in established practice in order to progress ideas beyond the repetition of a narrow range of devices as seen on panel two.

–  –  –

This portfolio has been verified in the middle of the Merit grade range.

This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on a narrative theme in Māori mythology. Ideas are generated in the collection of imagery from landscape, flora, fauna, anatomy of skulls and skeletons, Māori iconography, customary dress and patterning. Clear links have been made between the works which sequentially develop and progress throughout the sample.

The candidate has demonstrated control in the use of a range of media within the tonal pencil drawing i.e. particularly in the use of the black and white wood cut print, stencilling and painting techniques (washes and dry brushing).

The candidate has made purposeful decisions regarding the use of a limited colour palette.

The use of the more traditional circular motif as a framing device and layering of transparent imagery was particularly effective in this sample.

For this sample to move closer to an Excellence grade, this candidate would need to investigate more solutions found in established practice i.e. more artist models. In order to show a greater progression of ideas the candidate would need to produce works beyond the repetition of a limited range of devices, as seen on panel two.

–  –  –

This portfolio has been verified in the middle of the Merit grade range.

This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on the theme of flight.

Ideas are generated in observational drawings of birds, feathers and plants. Ideas are systematically developed in the stylisation and silhouette of the bird into patterned and cut out shapes which are then arranged into paintings at the top of panel two.

Purposeful decisions have been made around the use of the colour palette with the interplay of black and white bold patterning versus warm coloured textural elements, as well as linear versus flat shapes. The final work on panel two revisits the idea of positive and negative shape and space while integrating and layering a number of ideas explored on both panels.

The candidate has demonstrated control in the use of a range of media within the drawing and in the exploration of a variety of painting surface textures as well as some sculptural elements.

For this sample to move closer to an Excellence grade, this candidate would need to demonstrate more fluency in the use of a range of media.

–  –  –

This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on the theme of placing man-made found objects within the natural environment. Ideas are generated on panel one in the assemblage of found objects arranged on a flat surface. Items have been fragmented, moved around in various spaces and incorporated into painting.

The candidate has developed ideas by forming the found objects into jewellery and then locating these elements into sculptural arrangements in natural environments.  Sculptural concerns such as suspension and repetition are incorporated into these woven forms.

Purposeful decisions are made to use the string and fencing wire as framing devices which are applied into the painting. The clear links between the 2d and 3d ideas places this sample comfortably within the Merit grade range.

For this sample to move closer to an Excellence grade, this candidate would need to demonstrate more fluency in handling media across the 2d and 3d fields.

Although photography has been used to document the jewellery pieces and environmental installations, the candidate may have demonstrated more fluency by using conventions (tone, light) and formal concerns (camera angle, lighting) into the art-making context.

–  –  –

This portfolio has been verified at the lower end of the Merit grade range.

This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007. Criteria relate to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting.

This sample presents a systematic body of related works based on the theme of Street Art which derives imagery from popular culture, Pasifika patterning and graffiti/tagging within a cityscape.

The candidate demonstrates control in using wet and dry media and within drawing, printing (stencilling) and painting techniques (painted surface textures).



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