90913 exemplar-b

Exemplar for internal assessment resource Visual Arts 1.1B for Achievement Standard 90913

Exemplar for Internal Assessment Resource
Visual Arts Level 1

Resource title: Research Contemporary Artworks

This exemplar supports assessment against:

Achievement Standard 90913
Demonstrate Understanding of Artworks from Cultural Contexts Using
Art Terminology

Exemplifies Standard
The moderators have found generic work suitable to be used to exemplify the standard but
may not match an A or B assessment resource.

Date version December 2010
published by Ministry To support internal assessment from 2011
of Education

© Crown 2010


Commentary
For exemplification reasons the samples for this standard have been constructed with limited
inclusion of the extraneous material usually associated with research evidence at level one.
Less relevant material includes:
• Extended biographical details with no relationship to the methods and ideas of artist or
artworks
• Social/historical details with no relationship to the methods and ideas of artist or artworks
• Detailed summaries of stories and narratives
• Repeated information
• Unacknowledged transcripts (cut and paste) from research sources particularly the
internet
• Transcribing prompt questions with yes/no answers
• Drawing copies and own practical work
The increase of credit weighting from three to four credits, and the shift in the requirements
for Excellence from ‘a depth of understanding’ to ‘comprehensive understanding’ (with in-
depth understanding required for Merit) means that the performance expectations for this
standard have been raised.

© Crown 2010


Grade Boundary: Low Excellence
As with many high level research assignments, the student has abandoned the restrictive
confines of the written response template to present a free form essay response. This format
of evidence requires a greater level of literacy skills more typically associated with higher
performing students. Literacy levels are not in themselves sufficient to fulfil the content
requirements for excellence but there is a typical correlation between linguistic expertise and
a ‘comprehensive understanding’ of subject issues.
This sample begins with the intention of exploring a range of art works that adhere to a
particular purpose (Political Art) rather than simply investigating an unrelated selection of
different images. The student investigates a wider range of images (some beyond the New
Zealand context) with a clear reason for each selection and succinct explanations of how
they fit into the larger discussion. This represents a holistic proof of a ‘comprehensive
understanding’.
The descriptive features (colour, tone, composition) are of lesser focus and usually
associated with particular intentions or meanings. This indicates the student is very aware of
the close relationship between style and meaning, and how stylistic features are used to
communicate particular messages.
Information is prioritised with the most important facts being identified and summarised.
There is limited repetition of information as the student does not need to repeat the same
information to fill space.
In some parts of this sample the student relies on large sections of quoted materials or
spends too much time on the political back-story rather than explaining the artistic response
(see Chris Booth). This prevents to sample from being placed higher in the Excellence grade
range.

© Crown 2010


Grade Boundary: High Merit
High Merit responses present a full and complete analysis of each painting. In this sample,
an additional art work has been analysed by Colin McCahon although much of the second
analysis is a repeat of the original research. Where alternative works by the same artist are
investigated, teachers should ensure that the methods and ideas are sufficiently different to
justify a new piece of research.
Formal elements (colour, composition, technique) are correctly described using appropriate
terminology and frequently linked to symbolic or communicative intentions. For example
“Shane Cotton uses brown to reference the colonial content of the work”. The response also
mentions how the particular pictures relate to other works by the artist which places the work
in a broader stylistic and personal context.
All responses to art works are sustained and full with some beginning to offer insightful
comments that reveal the comprehensive understanding required for Excellence. For
Example in the McCahon analysis, the student mentions that the contrast in ‘Takaka Night
and Day’ could symbolise the beginning and end of the world which reveals an intuitive
understanding of McCahon’s concerns. More sustained comments of this nature would move
the sample into the Excellence grade range.
The sample includes clear evidence of reading from original sources, or listening to teacher
explanations, such as the quote for the Tūhoe activist about the Urewera Mural which occurs
in very few discussions of McCahon’s work.
On occasion (form for Kahukiwa), the sample will list correct features that do not warrant
discussion. Excellence level responses tend to recognise the difference between important
and unimportant information and have fewer repetitious of generic statements. The same
also includes some cut and paste information (although this is usually appropriate to the
included image - Kenehi III). However, the sample is still clearly a Merit without this material
so it doesn’t detract for the grade.
While the comparison page is brief, it begins to extend the student’s understanding of the
main differences between approaches to painting rather than just repeating a summary of the
key features. This reveals the emergence of the ‘comprehensive understanding’ required for
Excellence. The altered structure of the page indicates the student has identified a need to
present their own information in a more appropriate way.
The final poster succinctly summarises how the grid structure has been used differently by a
range of artists from different cultural and historical contexts in response to the landscape
theme. For Excellence, the sample would need to show a ‘comprehensive understanding’ by
offering greater contextual reasons for these different approaches.

© Crown 2010


Grade Boundary: Low Merit
The sample has found and applied information directly relevant to the selected images rather
than making generic statements about the artist’s style that may or may not be relevant to
the specific art work. The content is dictated by the found information which has been
summarised in the student’s own words. The student is not able to make sustained analytical
comment for areas they are not covered for their research findings. This typifies the reliance
on given information characteristic of low level Merit responses.
The sample is beginning to use complex terminology correctly such as ‘polychrome’ and
‘monochrome’. It is also beginning to include additional information beyond the constraints of
the given written response template such as the back ground information and influences
included in the Hammond response. Higher level Merit and excellence responses will often
change or abandon limited written response templates.
Low Merit samples begin to make connections between influences and style of objects and
their meaning, but seldom connect all three together to demonstrate more complex ideas.
For example, in the Hammond response the student states “The birds are influenced by
Egyptian carving in that they are tall, still and in profile”. This indicates that some research
has occurred but limited understanding has resulted. A high Merit or Excellence response
would make reference to Egyptian Anthropomorphism of animals to represent Gods.
Other features typically associated with low Merit responses include:
The inconsistent level of depth (the McCahon response is within the Achieved grade range)
restricts the sample to the lower end of the Merit grade range.
Most but not all quotes are appropriate and correctly acknowledged.
Includes long sections of less relevant information (biographical detail that does not relate to
specific art works) or accurate information presented in very brief notes without supporting
evidence or full explanations.
In the comparison the unique features section tends to be a copy and paste of previous
research although new information is being generated for the central similarities column. This
indicates a degree of information processing and reveals an emerging ‘in-depth’
understanding of pictorial methods and ideas.
The final poster does not present significant new information but shows that the student has
identified a common thread throughout the samples.

© Crown 2010


Grade Boundary: High Achieved
The high Achieved placement is typified by isolated elements of Merit performance (as in the
meaning section in Taratoa analysis) although these are not sufficiently sustained to show
the ‘in-depth understanding’ required for Merit. Discussions of stylistic features are accurate
but tend towards descriptions rather than explanations of how particular features are used to
communicate specific ideas. The ‘in-depth’ requirement for Merit tends to come from reading
a research source to show information that cannot be deduced but simply looking at art
works.
The sample is beginning to discuss how specific symbols in particular paintings communicate
intended ideas. This indicates that some reading (or teacher-led discussions) has occurred.
The response also begins to make reference to wider social and artistic influences although
these are seldom sustained or explained in detail.
The inclusion of lengthy direct quotes (although these are often acknowledged and
appropriately selected) prevents the sample from showing the ‘in-depth understanding’
required for Merit. Higher level responses tend to carefully select, integrate and even explain
the meaning and relevance of appropriate quotes.
There is a sense of the student’s own voice in expressing ideas that are based on a slightly
boarder understanding that just looking at the work in isolation ‘The black outlines come from
his printmaking style’ with reference to the painting of Nigel Brown. Personal opinions are
being expressed based on a growing insight into the meaning of paintings rather than what
they look like (Rita Angus as a Goddess). This intuitive, rather than formal academic,
understanding places the sample at the higher end of the Achieved grade range. The
response may correctly identify pictorial devices such as “the road goes into the distance
which makes the painting very deep” without using exact terminology such as ‘pictorial
depth’. This reveals a basic understanding that is yet to be extended by sustained personal
research.
The use of comparative or summary tasks is often a useful strategy for generating Merit level
evidence. However in this sample the comparison and summary pages essentially repeat the
preceding information and to not provide the new insights or ‘in-depth understanding’ (about
the relationships between technical features and communicative intentions) needed to meet
the requirements of the standard for Merit.

© Crown 2010


Grade Boundary: Low Achieved
Four different artists have been looked at which reduces the tendency towards repetition. An
appropriately constructed written response template has ensured that information is
appropriate to artists’ methods and ideas, and that the student has presented sufficient
information to meet the expectations of the four credit weighting for the standard.
The discussions in this sample identify in a very superficial way that the paintings
communicate a particular political or social message. Note that the Buller’s Birds
conservation message is entirely missed, which reveals the inconsistent level of
understanding typical of low Achieved responses.
The four art works are discussed sufficiently, although most information is confined to
descriptions of the work rather than the reasons for particular features. Sufficient attempts
have been made to discuss the reasons for pictorial features or the meanings of art works to
allow the sample to be placed at the lower end of the Achieved grade range. This tends to be
the result of looking at the art works rather than actual research from sources (books,
magazine, and internet). Small amounts of information (British appropriation of shrunken
heads) indicate some academic research has been undertaken.
Where the meaning of the painting is identified, the description is copied from research
sources and is not in the student’s own words. Students are expected to summarise research
information in their own words and/or indicate the origin of relevant quoted extracts.
To be placed more securely within the Achieved grade range, the sample needs to make
specific reference to how parts of the picture communicate an intended meaning or narrative.

© Crown 2010


Grade Boundary: High Not Achieved
The responses to art works provide simple descriptions rather than explaining the meaning of
particular features. In some cases the sample begins to refer to the protection of birds which
moves it towards the ‘understanding of art works’ required for Achieved.
Other features typically associated with low level responses include:
• Very brief answers with significant repetition
• Some facts are wrong but most are correct
• Some art terms are used correctly – naturalistic, symmetrical
• Some information is personal opinion or not relevant to the methods and ideas of the
artist
• Includes large sections as unacknowledged text from research sources (Wikipedia) –
should be in own words, or quotes should be appropriately acknowledged
• The last (comparative) page repeats previous information without offering new insights or
understandings
• Omits tasks or presents incomplete responses to tasks – In this sample a poster (task 3)
has not been attempted
• Catalogue information includes the artist names only without noting the painting titles or
dates
• The use of the artist’s first name reveals that the student has not read art texts
To fulfil the requirements for Achieved this sample would need to offer a more sustained
response to each art work with regular references as to how or why particular features have
been used.
While the spelling and grammar is often inconsistent at this level, providing the student’s
intention is clear, this is not an assessment condition.

© Crown 2010

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