AS 91487 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, 644 KB]

TKI Art History assessment resources (external link)

For Excellence, the student needs to examine, perceptively, the different values placed on art works.

This involves integrating supporting evidence to produce an insightful analysis of the different values that are placed on art works.

This extract is part of an examination of the different values placed on modern and contemporary artworks.

This student integrates supporting evidence into their analysis of different values placed on art works (1). The analysis of the values placed on different versions of Fountain demonstrates the insight required (2).

For a more secure Excellence, the student needs to sustain and develop their analysis, including values such as the celebrity status and consumer values that are mentioned in the final paragraph (3).

For Merit, the student needs to examine, in depth, the different values placed on art works.

This involves using supporting evidence to analyse the different values that are placed on art works.

This extract is part of an examination of the different values placed on artworks in Nazi Germany.

The presents an expansive analysis of the values placed on art works by Hitler and his regime (1). The in-depth discussion of the work of Die Brucke and Kirchner provides strong supporting evidence for their analysis (2).

To reach Excellence, the student could demonstrate insight by expanding their analysis to include more discussion of the significance of the different values placed on art during the Nazi period, integrating supporting evidence.

For Merit, the student needs to examine, in depth, the different values placed on art works.

This involves using supporting evidence to analyse the different values that are placed on art works.

This extract is part of an exploration of the values placed on some of Damien Hirst’s artworks.

The student analyses spiritual values placed on For the Love of God (1), using supporting evidence (2).

For a more secure Merit, the student needs to avoid superfluous discussions of meaning (3) and expand their analysis to incorporate the other values that they have identified (4).

For Achieved, the student needs to examine the different values placed on art works.

This involves using supporting evidence to analyse the different values that are placed on art works.

This extract is part of an examination of the different values placed on public artworks in the student’s local area.

The student clearly explains several different values placed on the sculpture Russian Jack (1), using well-referenced supporting evidence (2). The explanatory discussion begins to analyse the different values (3).

To reach Merit, the student could make a more extensive analysis of the different values placed on the sculpture. For example, their analysis could be extended by including more supporting evidence about the popular and tourist values placed on the work.

For Achieved, the student needs to examine the different values placed on art works.

This involves using supporting evidence to analyse the different values that are placed on art works.      

This extract is part of an examination of the different values placed on artworks in Nazi Germany.     

This student explains different values placed on artworks (1) using supporting evidence (2).

For a more secure Achieved, the student needs to demonstrate a more complete understanding of the different values placed on artworks by including more detail in their explanations.

For Achieved, the student needs to examine the different values placed on art works.

This involves using supporting evidence to analyse the different values that are placed on art works.

This extract is part of an examination of the different values placed on Italian Renaissance artworks.

This student begins to explain different values placed on Botticelli’s Birth of Venus, however the explanations are generalised, and most lack supporting evidence (1). Some evidence has been used to support an explanation of the monetary value of the painting (2), however the explanation itself is generalised.

To reach Achieved, the student could fully explain the different values placed on Birth of Venus, and use more substantial evidence to support their explanations.