AS 91913 clarification

Clarification details

Sustained investigation: Scope

To meet the standard, samples need to demonstrate a sustained investigation, encompassing a scope and depth appropriate to the five-credit weighting for the standard. ‘Sustained’ refers to the time and effort spent researching, developing, and testing ideas, which typically occurs over 3 to 4 weeks and should result in 4 to 6 pages of evidence.

Successful investigations typically involve research into a specific visual arts context, exploration of a variety of concepts, and refining of context specific technical skills. Time should be provided for experimentation and improvement in both the conceptual ideas and technical processes. Ongoing critical reflection on progressive iterations is a recuring feature of higher achieving submissions.

Significant outcome: Substance

The final artwork should be substantial in terms of scale, complexity, or conceptual depth. ‘Significant’ refers to both the finished quality and the conceptual ambition of the piece. Between four and six weeks are typically needed to produce artworks of sufficient substance in relation to the credit weighting and curriculum level of the standard.

The artwork should be fully resolved and completed to a high production standard. Higher achieving samples need to show control (Merit) and fluency (Excellence) with relevant technical skills and pictorial or conceptual conventions of the selected artistic practice.

Specific Visual Arts context

Identifying a specific visual arts context enables investigations to be guided by, and final outcomes be assessed by, a particular set of related design and production protocols. Specific visual arts contexts include mural painting or portraiture rather than generic painting, or kinetic art or assemblage rather than generic sculpture. 

Typically, most visual arts contexts have a unique set of design and production conventions based on established practice. These include, but are not limited to:

•  Conceptual ideas or narrative – the meaning or intention of the artwork.
• Visual elements – composition, imagery, style, coherence.
• Technical conventions – processes, procedures, materials, and techniques. 

Teachers should ensure that students become familiar with the conventions relevant to the chosen visual arts context as part of their initial research. For example, students producing a zine would need to understand text hierarchy, pagination, and text/image relationships, while those working in representational portraiture would need to demonstrate drawing accuracy, control of media, and iconographic strategies.

Supporting materials

The Conditions of Assessment state that “Submissions must include evidence to show the research and development (decision-making) involved in supporting the artwork”. These supporting materials play a critical role in demonstrating a student’s understanding of both the visual arts context and their personal artistic journey.

Supporting evidence should be directly related to the final artwork in terms of research into established practice, resource gathering, planning, concept development, technical tests, and refinement of skills. The purpose of supporting materials is to ensure that assessment is informed by a full appreciation of the origins of the outcome, understanding of conventions, developmental journey, and conceptual, symbolic, or narrative intentions of the artwork.

The final outcomes should be adequately presented, which may include multiple images of the finished artwork and documentation of the construction process. This can include annotations, reflections, construction phases, and an artist statement about the thematic intentions.

While assessment decisions are based on the resolved artwork, the understanding of the resolved art is informed by supporting evidence.

Single finished artwork

For assessment purposes, students are required to present a single, finished artwork (Explanatory Note 2).

The final piece may be conceived as a suite or a cohesive series, provided that the works are intended to function together as a collective whole. However, a series of unrelated or alternative options will not meet the standard.

Activities should guide students to develop a cohesive idea to its fullest potential, allowing for deeper conceptual exploration and technical refinement. This ensures that students focus their efforts on refining and perfecting a singular artistic vision, rather than diluting their efforts across multiple or unrelated pieces.

Supporting statement

A supporting statement can be particularly useful for artworks that are deeply personal or conceptually driven.

The purpose of the artist’s statement is to clarify the intention behind the work, ensuring that assessors understand the narrative or symbolic elements that may not be immediately apparent. This is especially important for works with complex iconography or abstract concepts.

Ongoing annotations throughout the supporting evidence may include information not immediately evident in the resolved artwork. This may involve reasons for decision making, insights into the artistic process, influences drawn upon, challenges faced, and how these have been solved.