Clarification details
Updated December 2016. This document has been updated in its entirety to address new issues that have arisen from moderation.
The purpose of clarifications
We create clarification documents to help people understand the current requirements of achievement standards. Clarifications do not introduce new criteria, change the intent of the standard, or change what we expect from assessment.
These documents unpack and explain the language and intent of the standard so people interpret and apply the standard consistently. We provide examples or guidance as illustrations only. They are not prescriptions or requirements.
For official requirements, always refer to the current version of the achievement standard as published by NZQA.
Appropriate cultural contexts
Assessment activities for this standard should clearly identify the unique conventions, characteristics and constraints of the selected visual arts context. These typically include the design intentions (form, style, size, cultural traditions, function, symbolism) and use of appropriate technical conventions (processes, procedures, materials).
Outcomes need to operate within a specific visual arts context, for example a wearable arts product rather than a ball dress. Outcomes should not be a sub-set of evidence generated for the existing fields. For example, an A3 painting generated as part of an assessment activity for 91451 would not be appropriate evidence for 91460.
Conventions appropriate to the chosen cultural context should be clearly identified. For example, the elements and skills appropriate to the cultural context of a flip book (see the exemplar for 3.5) include:
- photographic or image creation skills
- narrative engagement - humour, originality, and surprise
- narrative purpose - clear communication a particular message
- technical proficiency - fluency of animated movement and mechanical operation.
Group projects must allow individual contributions to be identified for assessment purposes.
Resolved work
Outcomes for this standard must be a single significant art work that is conceptually and technically resolved. The final outcome should reflect five to six weeks of sustained labour.
Research and developmental work, while a necessary precursor, does not contribute to assessment decisions for this standard, but may be included to support assessment and external moderation. An artist statement, summarising the conventions and intentions of the finished work, can also support assessment outcomes.
Refined control and mastery of skills
Refined control demonstrates a sound understanding of an identified cultural context in a successful design that clearly adheres to a recognised practice. A high level of consistent technical skill will support the effectiveness of the work.
Mastery is typified by a well-resolved and original personal response to a recognised practice. Consistently high technical skills are expected at this curriculum level.