AS 91184 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 747 KB]

TKI Art History assessment resources (external link)

For Excellence, the student needs to communicate perceptive understanding of an art history topic.

This involves:

• evaluating key ideas to drawing insightful conclusions based on information gathered
• using supporting evidence gathered from art works and other sources

This student has investigated Jacques-Louis David’s The Death of Marat and Théodore Gericault’s The Raft of Medusa.

Evidence of perceptive understanding is apparent in the insightful conclusions drawn from the evaluation of The Death of Marat (1), and the evaluation of the concerns of Romanticism and Neoclassicism (2).

These have been supported by evidence from art works (3) and evidence from other sources (4).

Insight is also apparent in the final conclusions, which draw on the preceding evaluations of David and Gericault (5).

For a more secure Excellence, the student could include more detail in their evaluative discussion of key ideas, and integrate relevant supporting evidence into their final conclusion.

For Merit, the student needs to communicate in-depth understanding of an art history topic.

This involves:

• explaining key ideas using supporting evidence gathered from art works and other sources
• drawing reasoned conclusions based on information gathered

This student has investigated Antonio Canova’s art work Napoleon as Mars the Peacemaker.

This student has demonstrated in-depth understanding by explaining key ideas about their selected topic (1) using supporting evidence from art works (2) and other sources (3).

The explanation of key ideas leads to reasoned conclusions about relationships between patron and artist (4), and the role of art in creating an image (5).

To reach Excellence, the student could evaluate key ideas and draw insightful conclusions.

For Merit, the student needs to communicate in-depth understanding of an art history topic. 

This involves:

• explaining key ideas using supporting evidence gathered from art works and other sources
• drawing reasoned conclusions based on the information  gathered

This student has examined three paintings by J.A.D. Ingres: Napoleon I on his Imperial Throne, The Bather of Valpincon and La Grande Odalisque.

In-depth understanding is apparent in the explanations of key ideas about the selected topic (1), and the use of supporting evidence from art works (2) and other sources (3).

The student has drawn conclusions about key ideas (4) and provides reasoned conclusions about the topic (5).

For a more secure Merit, the student could stay focused on the key ideas of their selected topic, rather than the iconography of the art work (6) and include more detail in their conclusions.

For Achieved, the student needs to communicate understanding of an art history topic.

This involves:

• selecting and processing relevant information
• describing key ideas using supporting evidence gathered from art works and other sources
• drawing conclusions based on the information gathered

This student has examined the art and ideas of three female Impressionist painters: Mary Cassatt, Eva Gonzales and Marie Bracquemond.

This student has selected and processed relevant information about women Impressionists and describes key ideas about the role of women in general (1) and women artists in particular (2).

Supporting evidence from art works (3) and other sources (4) have been used.

Provided conclusions which are based on the gathered information (5).

To reach Merit, the student could:

• explain key ideas
• re-word the generalised conclusions to provide reasoned conclusions (6).

For Achieved, the student needs to communicate understanding of an art history topic.

This involves:

• selecting and processing relevant information
• describing key ideas using supporting evidence gathered from art works and other sources
• drawing conclusions based on the information gathered        

This student has used J.A.D. Ingres’ Napoleon I on his Imperial Throne as an example in his discussion of relationships between politics and art.

This student has communicated understanding of relationships between politics and art by selecting and processing relevant information about images of Napoleon (1), describing key ideas about this topic (2), and by using supporting evidence from art works and other sources (3).

Conclusions, about the topic, have been drawn from the gathered information (4).

For a more secure Achieved, the student could make more connections between Napoleon and the topic of art and politics in France, such as the description of how Napoleon used art to enhance his position.

For Achieved, the student needs to communicate understanding of an art history topic

This involves:

• selecting and processing relevant information
• describing key ideas using supporting evidence gathered from art works and other sources
• drawing conclusions based on the information gathered

This student has looked at Impressionist art in Paris in the nineteenth century, with reference to works by Degas, Monet and Renoir.

The student has selected and processed some information relevant to the selected topic(1) (2), and supported it with evidence gathered from an art work (3); 

To reach Achieved, the student could:

• focus on the selected topic,
• select and process relevant information to communicate understanding of the selected topic (3)
• use a greater range of information to draw conclusions about the topic (4).