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Visual Arts resources
Clarifications of Assessment Terms for Visual Arts - Level 1
This document is a guide only to assist teachers in discussing and interpreting the achievement criteria for internal standards at level 1. It is intended for use as a prompt for discussions with students around the nature of evidence required and to assist teachers with the formulation of assessment judgments.
| 90018 (1.1) Investigate Māori and European art works from established practice | ||
|---|---|---|
| Relevant Information | Information about pictorial conventions, style, symbolism, influences, and cultural context that relate directly to the art work itself. Extensive biographical information about the artist is often less relevant. | |
| Comment | Describing features of art works in the learners own words with correct use of terminology. These may include size, media, colour, composition, and other stylistic features. "What is happening in the art work?" | E.g. Describing Kōwhaiwhai
Achieved: The design is repeated many times but changed by its reflection and rotation. |
| Inform an Analysis | Explaining features of art works, eg monochrome creates pictorial unity, comparing and contrasting features within or between art works, and making links between the stylistic features and symbolic meaning of the art work.
"How are effects being created in art works?" |
E.g. Analysing Kōwhaiwhai
Merit: The same design is reflected and rotated to produce variety and represent the linking of many generations of the family (Whanau). |
| Depth of Understanding | Discussing the intention of the artist. Explaining how the work relates to the social context that gave rise to it. Showing the influences on and of the artist and art works. Evaluating the significance of the artist and art work. "Why does the artist work this way?" | E.g. Understanding Kōwhaiwhai
Excellence: Reflection and rotation are used to repeat the design many times to show the different generations of the family. But each section uses different amounts of colour to show how much wealth each generation made. |
| Relation to context(s) | How the art work relates to society reflecting or commenting on prevailing attitudes, political beliefs, and/or traditional values. Types of context include: social (Maori/Pakeha traditional/modern), stylistic (traditional/contemporary), technical (media/processes), and physical (public/private local/national). | |
| 90019 (1.2) Use drawing processes and procedures | ||
|---|---|---|
| Record Information | Appropriate | Recording the visual appearance and physical properties of subject matter in terms of: shape, form, mass, contrast, line, surface, texture, proportion or scale. |
| Variety | Using media to differentiate between the visual and physical properties of different subject matter, for example, creating different surface textures (rough/smooth, shiny/dull, soft/hard)). | |
| Specific | Convincingly rendering the visual and physical properties of subject matter with a variety of media. | |
| Drawing and Compositional Conventions | Basic | Using fundamental drawing elements (line, shape, space, colour, tone, point, texture, form, mass) and compositional conventions (balance, harmony, rhythm, tension, contrast) |
| Understanding Particular | Using drawing and compositional conventions to with purpose to create the effect of volume, space, perspective, solidity, movement, transparency, etc | |
| In-depth Understanding | Convincingly creating the effects of volume, space, perspective, solidity, movement, transparency, etc with a variety of media. | |
| Wet and Dry Media | Dry | Includes but is not limited to: pastel, pencil, charcoal, chalks. |
| Wet | Includes but is not limited to: paint, dye, ink and wash. | |
| Control | Use of basic processes and procedures such as shading and blending as appropriate to level 6 of the national curriculum | |
| Appropriate Control | Controls media processes and procedures to enhance communication of the unique particular visual and physical properties of the subject matter. | |
| Understanding and facility | Very high level of control beyond that expected at level 6 of the national curriculum. High level of skill, dexterity and competence. | |
| 90021 (1.4) Extend ideas in media and techniques to produce new work | ||
|---|---|---|
| Ideas | Extend | Adapt and modify ideas (imagery, compositions) from one field for use in a different media. |
| Clarify | Clear evidence that the ideas have been modified to fit new media context. Can be a sequence of work that shows steps or changes made to adapt the original imagery to the new context. | |
| Evaluate | A high degree of resolution that uses the particular characteristics of the new media to enhance images and compositions. This may be inherent in the work itself or supported with written notes and annotations. | |
| Conventions | Appropriate | Make specific changes to imagery and compositions that acknowledge the particular conventions and constraints of that media. For example, the use of hatching rather than blending when moving from paint to print. |
| Understanding | Successfully employing the particular conventions of the given media/technique to produce an enhanced or valid alternative to the original work. | |
| Media and Techniques | Control | Use of basic processes and procedures specific to the chosen media as appropriate to level 6 of the national curriculum |
| Appropriate purpose / stages | Demonstrates understanding of the purpose of each developmental stage. For example, making quick concept sketches then more careful developmental work, or differentiating between test and finished prints. | |
| Skilful use / clearly related | Very high level of control beyond that expected at level 6 of the national curriculum. High level of skill, dexterity and competence. Clear evidence that the developmental work has informed the success of the final outcome. | |
Last updated: 12 August 2008