AS 91319 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.

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TKI Visual Arts assessment resources (external link)

For Excellence, the student needs to extend ideas in a related series of drawings appropriate to established sculpture practice.

This involves critically analysing, evaluating, and further developing a concept, subject matter, problem or situation, in drawings appropriate to established practice.

The outcomes at the end of the submission (7) (8) show extension of the ideas developed in the three initial maquettes (3) (4) (5).

The student begins the investigation by selecting a personal object (1). They then identify sculptural practices which could be used to develop the qualities of this object into sculptural outcomes (2). The systematic nature of this process means that the maquettes each clarify a property of the object. These properties include: craft work (3), repetition and decoration (4), and treasured mementos (5). 

In the second phase of the investigation the student evaluates these initial outcomes and produces plans for new work (6). The final pieces (7) (8) integrate and extend the preceding ideas to produce elegant responses to the themes of home craft and domesticity. The ideas extend beyond the object itself to reference the political status of women and domestic activities.

For a more secure Excellence, the student could further refine the environment of the installation to retain focus on the central idea. For example, the block wall (7) is more institutional than domestic. A more domestic context, such as carpet and subtly patterned wallpaper, or purely neutral gallery space, may enhance this outcome.

For Merit, the student needs to clarify ideas in a related series of drawings appropriate to established sculpture practice.

This involves analysing, reflecting on, and further developing a concept, subject matter, problem or situation, in drawings appropriate to established practice.

The student identifies a range of different sculptural approaches (1) that could be used to modify their chosen teapot. The diversity of technical and conceptual approaches provides a sound foundation for future development. Three ideas are selected and used to develop appropriate sculptural outcomes (2) (3) (4).

The student then identifies the most promising approach and uses this as the foundation for further planning (5). The pot-bag-pot installation (6) advances the teabags/teapot concept in terms of scale and complexity. This outcome is a strong clarification of this particular approach.

To reach Excellence, the student could further advance the final outcome (6) beyond the technical strategy already established in the first maquette (2). This may include suspending the teabags, forming them into a three dimensional version, or fabricating giant tea bags that are larger than the original teapot.

Alternatively the student could extend technical ideas by reconsidering the wax teapot and candle concepts from the second and third maquettes (3) (4). This could lead to time-based outcomes that subvert the functionality of the object (i.e. that the teapot itself could melt rather than boiling the water it contains).

For Merit, the student needs to clarify ideas in a related series of drawings appropriate to established sculpture practice.

This involves analysing, reflecting on, and further developing a concept, subject matter, problem or situation, in drawings appropriate to established practice.

The student develops ideas from the initial research (1) through concept drawings (2) into two maquette outcomes (3) (4). The student evaluates the strengths and weaknesses of each maquette (5) with the strongest features then integrated into a final design (6). The final product (7) clarifies ideas about scale and the animation of inanimate objects.

The systematic and cohesive nature of the investigation meets the related series requirement of the criteria. The management of drawing and fabrication skills shows understanding of the characteristics and constraints of the identified sculptural practice (Explanatory Note 5).

For a more secure Merit, the student could further refine the scale and form of the life size nesting doll concept. This may include more rigid construction materials or even an architectural approach to scale as implied in the second maquette (4).

The student could also extend the narrative ideas beginning to emerge in the documentation of the final work (7) where the doll interacts with students. For example, a storyline could be developed that references the pseudo family dynamic of Russian nesting dolls.

For Achieved, the student needs to develop ideas in a related series of drawings appropriate to established sculpture practice.

This involves responding to and building on a concept, subject matter, problem, or situation, in drawings appropriate to established practice.

The student has based their sculptural investigation on the relationship between the bracelet and the hand (1). A variety of sculptural responses to this theme are generated (2) that make reference to ideas of constriction and line versus mass.

Three ideas are developed into sculptural outcomes (3) (4) (5) using appropriate materials and techniques. Each idea focuses on a different aspect of the hand/bracelet relationship. The most evocative of these ideas are the bound and connected fingers (4) and the hard back wire cutting soft white wax tension (5).

All maquettes have been appropriately documented.

The student focuses on the linked finger marquette (4) to undertake planning for a new outcome (6). This new outcome, once constructed, would present the clarification of sculptural ideas needed for Merit.

To reach Merit, the student could fabricate a final outcome that resolves the conceptual and technical potential of the maquettes. The three initial outcomes clearly develop ideas, but further refinement of a particular approach is needed for Merit.

Clarification may involve combining or refining the aspects of technical approaches undertaken, or further resolution of the symbolic ideas suggested by the hand and bracelet combination.

For Achieved, the student needs to develop ideas in a related series of drawings appropriate to established sculpture practice.

This involves responding to and building on a concept, subject matter, problem, or situation, in drawings appropriate to established practice.

This student has chosen to base their sculptural investigation on a treasured bone carving (1). This object offers numerous developmental opportunities in terms of sculptural form and cultural metaphor.

The initial maquettes focus on the autobiographical (2) and cultural (3) properties of the Taonga. The materials and techniques of these outcomes demonstrate sufficient control of fabrication processes to realise the intended outcome. 

The third maquette (4) explores the shapes and forms of the hook. The enlargement and wall installation of the later work (5) is intended as a development of the preceding outcome in terms of scale and design complexity.

For a more secure Achieved, the student could further develop the lighting and shadow potential of the third maquette (4). A more neutral setting for the final work (5) may also enhance the aesthetic qualities of this outcome. For example, a pure white wall would show consideration of the effect of the background rather than the distracting concrete blocks.

The use of more substantial materials such as painted plywood would show more sustained development of the concept. This development could also include forms that adhere to more regular geometry, or to the cultural context of the original object.

For Achieved, the student needs to develop ideas in a related series of drawings appropriate to established sculpture practice.

This involves responding to and building on a concept, subject matter, problem, or situation, in drawings appropriate to established practice.

The student identifies a number of sculptural conventions (2) that can be used to generate ideas using the chosen object of a personalised ring (1). The student then produces three sculptural outcomes (3) (4) (5). These outcomes use materials appropriate to the maquette function of testing two dimensional concepts in a three dimensional form.

To reach Achieved, the student could reflect and build upon at least one of the three outcomes generated. This could be either through the technical or conceptual aspects of the work.

Technically the outcomes could be more refined in terms of the physical construction. The student could show more considered use of sculptural processes, procedures, materials and techniques (Explanatory Notes 4 and 5).

Conceptually, the outcomes could move beyond the rendering of the ring in different materials and scale to suggest a more developed symbolic idea. For example, the relationship between the ring and owner, or the typographic aspect of the letters, could provide directions for the development of narrative or metaphor.