Level 3 Visual Arts Painting Internal Assessment Resource

Internal assessment resource Visual Arts 3.3 Painting for Achievement Standard 91451

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Internal Assessment Resource

Visual Arts Level 3

This resource supports assessment against:
Achievement Standard 91451
Systematically clarify ideas using drawing informed by established painting practice
Resource title: Standing tall on the shoulders of giants
4 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 / December 2012
To support internal assessment from 2013
Quality assurance status / These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91451-01-6304
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.

Internal Assessment Resource

Achievement Standard Visual Arts 91451:Systematically clarify ideas using drawing informed by established painting practice

Resource reference: Visual Arts 3.3 Painting

Resource title: Standing tall on the shoulders of giants

Credits: 4

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 91451. 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 activity requires students to use an existing body of work (possibly from assessment for Achievement Standard 91446) as a starting point. Prior to embarking on this activity students will need appropriate knowledge and understanding of conventions and traditions in relation to their selected genre or theme.

Guidance about the suitability of their written proposal should be provided.

Conditions

It is suggested that students have approximately six weeks of in-class and out-of-class time to complete the activity.

Resource requirements

A list of appropriate themes and artists is available from:

Additional information

It may be appropriate to limit the range of selected genres depending on the resource material available to the school or students.

A definition of drawing is available from Explanatory Note 3 of Achievement Standard 91446.

Internal assessment resource Visual Arts 3.3 Painting for Achievement Standard 91451

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Internal Assessment Resource

Achievement Standard Visual Arts 91451:Systematically clarify ideas using drawing informed by established painting practice

Resource reference: Visual Arts 3.3 Painting

Resource title: Standing tall on the shoulders of giants

Credits: 4

Achievement / Achievement with Merit / Achievement with Excellence
Systematically clarify ideas using drawing informed by established painting practice. / Systematically extend ideas using drawing informed by established painting practice. / Systematically regenerate ideas using drawing informed by established painting practice.

Student instructions

Introduction

“Stand tall on the shoulders of giants” is a phrase that refers to how we can use the understandings of others to advance our own understandings.

This assessment activity requires you to present a sequenced series of works that clarifies your visual ideas in response to a clear, well-articulated written proposal.

You will build on an earlier body of work, which you may have compiled already or may be working on for Achievement Standards 91441 and 91446.

Teacher note: Students embarking on this assessment activity will need an existing theme and body of work.

You will be assessed on your ability to use drawing to generate, analyse, reflect on, develop, extend, evaluate, and regenerate your visual ideas. As such, the critical ordering and sequencing of your work is important.

You will have approximately six weeks of in-class and out-of-class time to complete this activity.

Task

Write a proposal

Your written proposal should stem from an earlier body of your work in which you identified specific visual and/or conceptual features that you wanted to work with. Use the questions below to help frame your proposal. These may be more or less relevant depending on the nature of your proposal.

What is your broad theme?
What are the specific features of your broad theme that interest you, either conceptually or visually?
What key artists have you identified?
What pictorial devices or conventions are you interested in?
What methods or media might you employ?

Create a series of drawings from clarify and extend personal ideas

Create a series of drawings that respond visually to your written proposal, with the aim of pictorially advancing your ideas. The series may include:

Development and clarification:

drawing notes (at least two A3 pages of small drawings and notes gathering information about subject matter)
sketches (A3 page with at least six small compositional ideas)
monochromatic composition (at least two A4 wet media works exploring tonal, media, and stylistic approaches)
colour studies (at least two A4wet media works exploring chromatic values).

Extension and regeneration:

thumbnails (A3 page with at least four new compositions that build upon your reflections of the previous body of work)
paintings (a series of three to six A5-A4 sized works, depending on size and technical approaches).

Each subsequent work needs to have identified an aspect of painting practice that enables you to gain deeper or broader understanding. Consider the process of generative roughs to studies to final works, and how this cyclic process can enable you to create work that more clearly meets the intention of your stated proposal than your previous work.

Brainstorming, mindmaps, thumbnails, media explorations, and tonal, colour, and compositional studies are all useful strategies to enable you to clarify your ideas.

Include annotations and evaluative comments for each work that show your ongoing critical analysis of their strengths and weakness. For these notes you may consider:

how well the images communicate the ideas identified in your proposal
any features that limit or interfere with this communicative objective
any ways to improve the work in terms of composition, imagery, and/or technical devices
new artist models and/or painting conventions that can further extend your ideas.

The use of established painting practice, either as explicit emulations or implicit understandings, isa requirement of this Standard.

You will present your series of works on an A1 panel accompanied by journal or workbook pages.

Internal assessment resource Visual Arts 3.3 Painting for Achievement Standard 91451

PAGE FOR TEACHER USE

Assessment schedule: Visual Arts 91451 Painting–Standing tall on the shoulders of giants

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student systematically clarifies ideas using drawing informed by established painting practice.
For example, the practice of using found images as content for paintings (within the broad context of portraiture) is a relevant position throughout the body of work.
Physical features of the face are drawn and rendered in ways that reflect an understanding of anatomy.
Ideas have been identified and used to make new works.
A system of working (across colour, compositional, and tonal studies, finished works, annotated drawing, and found source material) is used to show the methods and ideas have been reflected upon and further developed.
The examples above relate to only part of what is required, and are just indicative. / The student systematically extends ideas using drawing informed by established painting practice.
For example, the practice of using found images as content for paintings (within the broad context of portraiture) is an articulated and relevant position throughout the body of work.
Physical features of the face are drawn and rendered in ways that reflect an understanding of anatomy and relevant painting conventions.
A variety of ideas have been considered and used to make new works.
A system of working (across colour, compositional and tonal studies, finished works, annotated drawing, and found source material) is employed and advances the student’s thinking and the success of visual outcomes in relation to the identified proposition.
The examples above relate to only part of what is required, and are just indicative. / The student systematically regenerates ideas using drawing informed by established painting practice.
For example, the practice of using found images as content for paintings (within the broad context of portraiture) is a clearly articulated and socially relevant position throughout the body of work.
Physical features of the face are drawn and rendered in ways that reflect an in-depth understanding the relationships between anatomy and painting conventions.
A range of complex ideas have beenidentified andreflected upon tomake successful new works.
A clear system of working (across colour, compositional and tonal studies, finished works, annotated drawing, and found source material) is employed and advances the student’s thinking in range or depth of media and/or content to show the consistent and sustained progression of a personal proposition.
The examples above relate to only part of what is required, and are just indicative.

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