Internal assessment resource Visual Arts 1.3B v3 for Achievement Standard 90915

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Internal Assessment Resource

Visual Arts Level 1

This resource supports assessment against:
Achievement Standard 90915 version 2
Use drawing conventions to develop work in more than one field of practice
Resource title: Photomontage and Poster Design
6 credits
This resource:
·  Clarifies the requirements of the standard
·  Supports good assessment practice
·  Should be subjected to the school’s usual assessment quality assurance process
·  Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic
Date version published by Ministry of Education / February 2015 Version 3
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-90915-02-4666
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

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Internal assessment resource Visual Arts 1.3B v3 for Achievement Standard 90915

PAGE FOR TEACHER USE

Internal Assessment Resource

Achievement Standard Visual Arts 90915: Use drawing conventions to develop work in more than one field of practice

Resource reference: Visual Arts 1.3B v3

Resource title: Photomontage and Poster Design

Credits: 6

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Visual Arts 90915. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This assessment activity requires students to undertake an integrated project that operates within the fields of photography and design. They will investigate the work of artists working in the fields of photography and design and then produce posters that incorporate the drawing conventions they have investigated.

The activity provides a clearly structured framework for assessing whether a student’s work meets the standard, using a context around the theme of food from farm to plate. Before using the activity, you will need to select or negotiate a context that will engage your students and work out exactly how the framework will be applied to this context.

Conditions

None.

Resource requirements

To undertake the final two stages of the task (Research photomontage conventions and create digital works; Create posters), students will need to be familiar with a graphics program such as Photoshop, Corel PHOTO-PAINT, or GIMP. You will need to provide technical instruction in one of these before the assessment activity is undertaken.

Students will need access to materials and sources appropriate to the tasks given. These include a photocopier, a scanner, and computers.

They will also need access to a darkened room. This need not be a specialist darkroom – it could take the form of a cupboard or other room that can be completely blackened out.

If using an improvised darkroom (as described above), be aware that you will need to be able to manipulate light for exposing and developing in chemical baths. (This could be as simple as placing a red bucket over a white lamp for setting up the photograms and taking the bucket off to expose the light-sensitive paper.)

Please take care to follow appropriate health and safety guidelines when using these processes.

Established photographic practice to investigate should include the works of Man Ray and Lloyd Godman (http://www.lloydgodman.net/AdzeCD/index.html).

Investigation into established design practice should include the works of Saul Bass and Paul Rand.

Additional information

The initial works made during this activity will focus on food. To complete the work, students will need to consider what aspect of food they will focus on as this will inform all of the tasks. The art works undertaken may inform the initial work for the external folio submission.

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Internal assessment resource Visual Arts 1.3B v3 for Achievement Standard 90915

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Internal Assessment Resource

Achievement Standard Visual Arts 90915: Use drawing conventions to develop work in more than one field of practice

Resource reference: Visual Arts 1.3B v3

Resource title: Photomontage and Poster Design

Credits: 6

Achievement / Achievement with Merit / Achievement with Excellence /
Use drawing conventions to develop work in more than one field of practice. / Use drawing conventions with understanding to develop work in more than one field of practice. / Use drawing conventions with comprehensive understanding to develop work in more than one field of practice.

Student instructions

Introduction

This assessment activity requires you to gather a range of objects and images that relate to the theme “food from farm to plate” and apply these to a small series of photography-based montage art works. You will then develop these art works into a design field of practice to create an awareness-raising poster.

This activity should take approximately 9 weeks of class and homework time.

You will be assessed on the comprehensiveness of your understanding when using drawing conventions.

Task

Decide what aspect of food you will focus on – this will inform all of your work.

Collect and record personal information

This part will take approximately one week of class and homework time.

Make a series of drawings using dry media (pencil and/or pen) to record a range of objects relevant to your theme. When creating the drawings, you should consider form, viewpoint, and scale, and the volume, surface, and texture of the objects selected.

Present these drawings on two A3-size pages.

Make photograms

Research conventions and create resources for photograms

This part will take approximately two and a half weeks of class and homework time.

Investigate and make notes on the processes employed by Man Ray in making photograms. Glue copies of Man Ray images onto an A3 page. Make brief annotations about his use of positive/negative images and spaces, line, tone, composition, imagery, and meaning.

You should produce at least one A3-size page of notes and images.

Use the conventions from his work to inform the gathering and creating of your own resources. These will be used in producing your own range of photograms.

·  Photocopy your previous drawings or redraw parts onto overhead transparencies in black permanent marker. Use both positive and negative images as these will produce a variety of effects. Produce at least three A4-size overhead transparency sheets.

·  Cut shapes that relate to your theme from card to create at least five small stencils. Each stencil should be approximately 5 centimetres square in size.

·  Source real objects that could be over-combined in the photograms (for example, sugar, lemon slices, tea bags, and so on).

Combine resources to create photograms

Find out and make notes about how to use the enlarger (or light in a blacked-out room) for developing and exposing light-sensitive paper and about the effects of time and red and white light.

Combine your overhead transparencies, stencils, and objects to create at least four A4-size photograms.

Research photomontage conventions and create digital works

This part will take approximately two and a half weeks of class and homework time.

Investigate and make notes on the processes used by Lloyd Godman in making combined photogram and photo works. Glue copies of Lloyd Godman’s images onto an A3 page. Make brief annotations about his use of positive/negative images and spaces, line, tone, composition, imagery, and meaning.

You should produce at least one A3-size page of notes and images.

If you have not used a photo manipulation computer program before, investigate and make notes on the basic techniques needed to use one (for example, Photoshop, Corel PHOTO-PAINT, GIMP, or another suitable program.)

Scan the photograms you previously made to create small digital works. These should use a minimal colour range and could incorporate new digital photographs or silhouette shapes. Other iterations could include the changing of hues, multiple silhouettes, adding text, or inverting images.

Produce at least five A5-size digital works.

Create posters

This part will take approximately three weeks of class and homework time.

Research poster design conventions and generate drawings

Investigate new drawing- and design-based conventions to plan your awareness-raising poster.

Investigate and make notes on the processes used by Saul Bass and Paul Rand. Glue at least two images by each artist onto separate A3 pages. Make brief notes about their use of pictographs, cut-outs, silhouettes, handmade type, large text and smaller, related text, negative space, real images used in abstract ways, blocks of colour, multiple typefaces, substitution of signs/symbols for words, texture, and collage.

Produce at least two A3-size pages.

Make at least six hand-drawn thumbnail drawings (working ideas) that apply the compositional conventions from the design models to your own digital works. These works should express the concept of raising awareness of an issue related to your theme. Before beginning, identify what your intended message is. For example:

·  Eat five-plus fruit and vegetables a day.

·  Food hygiene is important.

·  Lean meat is a good source of iron.

Produce an A3 page with at least six concept drawings for a poster solution.

Use poster design conventions to create an awareness-raising poster

Choose the three thumbnail drawings that best apply the compositional conventions from the design models you investigated and use them to produce an awareness-raising poster about your chosen theme.

Pay particular attention to:

·  font selection – size, style, kerning, leading, and colour, and how these aspects contribute to the intended message of the poster

·  layout and placement – the relationship between typographic elements and visual elements, and how these aspects create an integrated design solution and communicate the intended message of the poster.

Produce an A4 digital poster that raises awareness of an issue.

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Internal assessment resource Visual Arts 1.3B v3 for Achievement Standard 90915

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Assessment schedule: Visual Arts 90915 Photomontage and Poster Design

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
Use drawing conventions to develop work in more than one field of practice.
The student produces a series of drawings using dry media that record a range of objects based on their theme.
·  2 x A3 pages of observational drawing
·  A3 page of notes and images on Man Ray
·  4 x A4 photograms
·  A3 page of notes and images on Lloyd Godman
·  5 x A5 digital images
·  2 x A3 pages of notes about Saul Bass and Paul Rand
·  6 X poster concepts on an A3 page
·  A4 poster solution
The student combines overhead transparencies, stencils, and real objects to produce photograms.
The work uses photogram techniques and Man Ray’s ideas.
The work uses digital techniques and Lloyd Godman’s ideas.
The work shows the ability to arrange formal art elements and principles.
The student investigates the work of Saul Bass and Paul Rand and produces at least six thumbnail drawings that use design conventions.
The student’s poster solution uses design conventions to reflect an identified issue. / Use drawing conventions with understanding to develop work in more than one field of practice.
The student produces a series of drawings using dry media that record a range of objects based on their theme.
·  2 x A3 pages of observational drawing
·  A3 page of notes and images on Man Ray
·  4 x A4 photograms
·  A3 page of notes and images on Lloyd Godman
·  5 x A5 digital images
·  2 x A3 pages of notes about Saul Bass and Paul Rand
·  6 X poster concepts on an A3 page
·  A4 poster solution
The student integrates overhead transparencies, stencils, and real objects to produce photograms.
The work demonstrates control of photogram techniques and Man Ray’s ideas to create particular effects.
The work demonstrates control of digital techniques and Lloyd Godman’s ideas to create particular effects.
The work is informed by established practice, showing the ability to use processes and conventions to arrange formal art elements and principles of photomontage.
The student investigates the work of Saul Bass and Paul Rand and applies design processes and conventions of their work in producing at least six thumbnail drawings.
The student’s poster applies an understanding of design conventions to communicate a particular position on a particular issue. / Use drawing conventions with comprehensive understanding to develop work in more than one field of practice.
The student produces a series of drawings using dry media that record a range of objects based on their theme.
·  2 x A3 pages of observational drawing
·  A3 page of notes and images on Man Ray
·  4 x A4 photograms
·  A3 page of notes and images on Lloyd Godman
·  5 x A5 digital images
·  2 x A3 pages of notes about Saul Bass and Paul Rand
·  6 X poster concepts on an A3 page
·  A4 poster solution
The student successfully integrates overhead transparencies, stencils, and real objects to produce photograms.
The work demonstrates facility with photogram techniques and understanding of Man Ray’s ideas to create personal effects.
The work demonstrates facility with digital techniques and understanding of Lloyd Godman’s ideas to create personal effects.
The work is informed by an understanding of established practice, showing the ability to use processes and conventions to arrange formal art elements and principles of photomontage, and also demonstrates an understanding of how and why the processes and conventions are used to create particular effects.
The student investigates the work of Saul Bass and Paul Rand and integrates an understanding of design processes and conventions of their work in producing at least six thumbnail drawings.
The student’s poster solution successfully integrates design conventions to effectively communicate a particular position and raise awareness of a particular issue.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

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