AS 91308 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, 21 MB]

TKI Visual Arts assessment resources (external link)

For Excellence, the student needs to demonstrate an in-depth understanding of methods and ideas from established practice appropriate to printmaking.

This involves identifying and documenting particular information through the analysis of methods and ideas from established practice, in order to explain how and why art works are related to the context in which they are made, viewed and valued.

In this extract the student has investigated the work of Emma McCleary and Terry Winters.

The student convincingly explains how and why the art works are made in the symbolism and meaning sections. The Emma McCleary discussion (3) explains the meaning behind the fantail, roses and red stitching. This indicates that thorough research has been undertaken.

The discussion of Terry Winters is also supported by sound research with the reference to the ideas underpinning the image and reasons for the title (4).

In-depth understanding is further demonstrated in the student’s ability to make clear connections between methods and ideas. For example, in the McCleary page, the formal element of colour is used to create visual space and also evoke an emotional response (2).

For a more secure Excellence, the student could ensure that all parts of the analysis are at the same level of accuracy and depth. In the discussion of McCleary’s personal style (1), the student refers to the artist’s use of oval formats while the example used is rectangular. This disconnection reveals the repeating of generic ideas rather than analysis of the specific work.

For Merit, the student needs to demonstrate an informed understanding of methods and ideas from established practice appropriate to printmaking.

This involves identifying and documenting particular information about how methods and ideas from established practice are used, with reference to the context in which artworks are made, viewed and valued.

In this extract the student has investigated the work of Pat Steir and Georgio Morandi.

The student presents a consistently high level of understanding of the technical and pictorial aspects of art works. The Pat Steir analysis contains accurate and complete explanations of printmaking procedures (2) and visual devices (3).

The Georgio Morandi page includes some passages showing the in-depth understanding needed for Excellence. The discussion of how artworks are made, viewed and valued (6) summarises the economics of printmaking in general, and the particular value of Morandi’s prints. This level of understanding moves the sample to the higher end of the Merit grade range.

The student has used social, political and historical prompt questions to focus on how the art work relates to wider contexts (1) (5). This specific research has resulted in a higher level of understanding.

To reach Excellence, the student could discuss the ideas in the same consistent depth as shown in the explanation of methods. For example the Berlin Waterfall (4) refers to the fall of communism rather than World War 2.   

For Merit, the student needs to demonstrate an informed understanding of methods and ideas from established practice appropriate to printmaking.

This involves identifying and documenting particular information about how methods and ideas from established practice are used with reference to the context in which artworks are made, viewed and valued.

In this extract the student has investigated the work of Rick Amor and Robert Indiana.

The student shows informed understanding in the use of research information to support their explanations of technical and pictorial devices. For example, in the Robert Indiana page the student includes specific explanations of silk screen printing (4) and colour symbolism (3).

The symbolism and meaning section for Rick Amor shows further evidence of research from appropriate sources. The relationship between the artist’s biographical details (1) and the meaning of the art work demonstrates an informed understanding of the ideas underpinning the work.    

For a more secure Merit, The Robert Indiana discussion would need to show the same level of informed analysis provided in the Rick Amor page. Further research would help the student avoid repetition, as evident with the word ‘hope’ used for political reasons being mentioned in three different sections (3) (5) (6).

The sustained explanation of the formal elements of Armor’s work is clearly informed by through research, including references to light, tone, imagery, composition, and techniques (2). For a more secure Merit the Indiana formal elements discussion (5) (7) would need to be equally sustained.

For Achieved, the student needs to demonstrate an understanding of methods and ideas from established practice appropriate to printmaking.

This involves identifying and documenting information about methods and ideas from established practice, with reference to the context in which artworks are made, viewed and valued.

In this extract the student has investigated the work of Dick Frizzell and Marian McGuire.

The student demonstrates understanding by summarising key information in their own words about Marianne Maguire’s personal style (1). The student then supports this explanation with relevant quotes (2) which shows the understanding is beginning to be informed by appropriate research.

Further understanding is shown in the connections between art works and wider contexts. For example in the Frizzell page the student shows awareness of the artist’s pop influences and irreverent use of commercial icons (5). This wider context places the sample at the higher end of the Achieved grade range.

To reach Merit, the student could ensure that all explanations are consistently informed by appropriate research. For example, Frizzell’s Mickey to Tiki Tu Meke work (4) was the subject of some controversy as being culturally insensitive. This is a key aspect of the work for a discussion of the context in which art is made, viewed and valued.

The student could also extend the discussion of features beyond simple descriptions of technical (3) and visual features (6). For example, in the formal features section (6), the student could explain how the Māori colours and wood grain relate to the ideas that underpin the image.

For Achieved the student needs to demonstrate an understanding of methods and ideas from established practice appropriate to printmaking.

This involves identifying and documenting information about methods and ideas from established practice, with reference to the context in which artworks are made, viewed and valued.

In this extract the student has investigated the work of Robert Rauschenberg and Richard Hamilton.

The student correctly identifies a variety of printmaking processes and techniques. In the Richard Hamilton page, the origin of the image and the process of creation are accurately explained (4).            

Understanding is demonstrated in the connection between visual devices and a communicative intention. For example in the symbolism section of the Hamilton page (5) the student begins to explain that repetition has been used to create a narrative.

For a more secure Achieved, the student could move beyond generic descriptions to explain the particular methods and ideas of the identified art works. For Rauschenberg, the student provides an accurate summary of the lithography process, but not how it has been used to create misaligned layers in For Ferraro (1).

The student could also explain the purpose of particular technical or visual features rather than simply identify them. For example, what pictorial effect or symbolic idea has been created by the transparent quality of the statue of liberty (2)? 

For a more secure Achieved, the student could ensure that all information was relevant. While ‘combines’ (3) are important to understanding Rauschenberg’s wider oeuvre, the student could make a connection to Rauschenberg’s lithography work.

For Achieved the student needs to demonstrate an understanding of methods and ideas from established practice appropriate to printmaking.

This involves identifying and documenting information about methods and ideas from established practice, with reference to the context in which artworks are made, viewed and valued.

In this extract the student has investigated the work of Sabina Ott and Jasper Johns.

In some parts the student is beginning to demonstrate the understanding required for Achieved. For example, the section about Sabina Ott’s symbolism states that the layering is used to create movement (2).  

The student also provides correct descriptions of specific technical processes (1). This indicates that some appropriate research has occurred.

To reach Achieved, the student would need to provide more sustained explanations of how the visual and technical methods relate to the ideas that underpin the work. For example, the student could explain exactly what meaning is created by the choice of colour and dripping technique in Mater Rosa #2 (3).

Further research could ensure that the explanations are more complete and accurate. For example the idea that Jasper Johns’ Three Flags is about pride and patriotism (5) overlooks the far more interesting and complex ideas behind these works.

An investigation of prints rather than painting (4) could provide the student with a better opportunity to show the understanding of printmaking methods and ideas needed for Achieved.