Clarification details
Published March 2025 to address issues that have arisen from moderation.
Visual Arts practice-based inquiry modes
The most appropriate inquiry modes for Visual Arts investigations are practical, hands-on research rather than text-based approaches. Greater independence and purposeful application of drawing and/or digital modes are features of higher achieving submissions. For example, line drawings (using pencil or pen) focus on structure, while tone (via ink, paint, or charcoal) record form and mass. Photographic documentation is most useful where it records details and objects from various viewpoints.
Collage incorporating illustrations, diagrams, maps, and internet imagery may be useful as visual resources. Annotations may include personal responses and summaries of cultural information.
Inquiry into two cultural contexts
Both cultural contexts need to be sufficiently investigated to meet the standard. This typically means at least three to four weeks for each context, with visual and written documentation across four or more pages. For higher levels of achievement, both cultural contexts need to be examined with equal depth.
Selecting contexts that resonate with the student’s identity (ahurea tuakiri), personal interests, or cultural heritage often enhances engagement with the inquiry process and provides greater opportunity for the depth of personal reflection needed for Excellence.
Aligned common topics between cultural investigations, such as architecture, navigation, costume, or weapons, can help students make links and connections between cultural contexts.
Mātauranga Māori (Explanatory Note 2)
Submissions received for external moderation presented a high level of engagement with Mātauranga Māori imagery and information. Best practice in relation to cultural respect includes appropriate referencing of knowledge sources, and the proper use of macrons when using Te Reo Māori.
Sufficiency and page requirements
Most submissions for 91912 were between eight and ten pages, as specified in the Conditions of Assessment. Higher achieving samples combined a rich range of practice-based inquiry modes in fully occupied pages to purposefully explore cultural imagery and information.
Some research styles may naturally require more pages to allow for more open spaces or flexible exploration of the topics. This means that samples may exceed this limit, if necessary, as there is no penalty for going beyond ten pages in internal assessments.
Examination for Merit
For Merit, samples need to present sustained examination of both cultural contexts. This often involves four or more pages exploring each context, followed by two or more pages focusing on the connections between them. Key features of examination include media chosen to align with specific recording and analysis objectives, such as pencil or pen for line, pattern, and detail, and then liquid media for tonal, form, colour, and textural properties.
Comparative tools like Venn diagrams can be useful for identifying similarities and differences between cultural elements. Personal reflection and/or visual responses to subject matter that show thoughtful engagement often place samples more securely within the Merit grade range.
Reflection for Excellence
A key requirement for Excellence is the reflective analysis of the relationships between cultural contexts that may include personal connections with cultural elements. This can involve written or visual work, such as integrated compositions or identity portraits that integrate elements from different cultures. Accompanying explanations of why certain images or objects have been combined with each other can reveal deeper critical thinking.
Venn diagrams and network maps help visually organize relationships, although reflection involves more than a list of similarities and differences. Excellence responses unpack how and why cultural elements are affected by values, beliefs, geography, technology, and historical influences.