Clarification details
Updated December 2014.This document has been updated in its entirety to highlight key issues identified through 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.
Knowledge of conventions
Knowledge of conventions means the appropriate use of the particular characteristics and constraints of the field. These include:
- technical conventions such as processes, procedures, materials, and techniques
- pictorial conventions such as colour, contrast, tone, composition, balance, rhythm, stylisation, fragmentation, distortion, etc.
- communicative conventions such as the treatment of subject matter, juxtaposition of imagery, symbolism, metaphor, narrative, conceptual ideas, etc.
Specific and in-depth knowledge
Specific knowledge means using field-specific technical and pictorial devices successfully to support an intended purpose. The intended purpose may be formal, decorative, narrative, conceptual, symbolic, metaphorical or expressive. Students will competently manage all aspects of the production process.
In-depth knowledge means demonstrating a consistently high level of technical and pictorial skills to effectively realise an intended outcome. Students will demonstrate a high level of competence in a range of generic drawing and field specific conventions.
Appropriate evidence
Students should select and apply field specific drawing conventions from established practice to their own subject matter. A copy of an art work provides limited opportunity for students to demonstrate independent knowledge of conventions.
Written annotations may clarify students’ understanding of particular conventions. Annotations support rather than replace the required visual evidence.
A wide range of approaches provides a rich foundation for subsequent standards, but can lead to limited understanding. Deeper exploration of one or two conventions can result in more comprehensive understanding, but can lead to narrow options for later development.
Contemporary artist models and those relevant to the cultural milieu of students are recommended. New Zealand models are often particularly relevant.
Evidence for this standard may also validly contribute to assessment for the developing ideas standard in the same field.
Evidence for this standard may also validly contribute to assessment for the developing ideas standard in the same field.