Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Exemplar for Internal Achievement Standard

Visual Arts Level 3

This exemplar supports assessment against:

Achievement Standard 91460

Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context

An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade boundaries.

New Zealand Qualifications Authority

To support internal assessment

Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Grade Boundary: Low Excellence

1. For Excellence, the student needs to produce a resolved work that demonstrates mastery of skills appropriate to a visual arts cultural context. This involves the critical selection and command of art making processes, procedures, materials, and techniques to achieve an accomplished outcome. This student has demonstrated mastery of design and fabrication skills appropriate to the costume visual arts context. The identified Navajo theme is successfully applied to hairstyling (4) makeup (5), clothing (6) and beading accessories (7). The photoshoot (3) shows command of fashion/documentary photography techniques in terms of location, props, lighting and pose. The styling and critical selection of styling features (1) and materials such as cotton, suede, mesh, leather (2) is consistent with the sustained research of the Navajo cultural context in both traditional and contemporary fashion forms. The construction skills (cutting, seams, hem, etc.) are straight and secure to produce a functional and accomplished outcome. For a more secure Excellence, the student could focus more on the visual arts aspect of the standard rather than the garment production consideration. For example, more exaggerated face paint, weapons, or pronounced stylistic features would place the outcome in a more explicit visual arts context such as theatrical costume or wearable arts.

© NZQA 2015

© NZQA 2015

Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Grade Boundary: High Merit

2. For Merit, the student needs to produce a resolved work that demonstrates refined control of skills appropriate to a visual arts cultural context. This involves the deliberate, independent selection and proficient use of art making processes, procedures, materials, and techniques to achieve a particular outcome. This student has achieved a well-considered and executed outcome that is consistent with punk sub-culture. The student identifies a range of stylistic features (1) that are most consistently associated with the punk aesthetic. The student demonstrates refined control of garment making processes, procedures, materials and techniques in terms of the fitting and functionality that clearly allows a full range of movement (4). The visual identity of the ensemble is enhanced by the inclusion of appropriate accessories such as the dyed streaks in the model’s hair (5), badges (6) and leather bracelet (7). The choice of industrial location and confrontational pose for the photo-shoot (3) show proficient use of documentary photography conventions. To reach Excellence, the student could further emphasise the visually unique properties of the punk context. For example, the ‘Queen’s head’ screen-print and chain feature of the initial design (2) would place the outcome more securely within the visual arts scope of the standard. Other punk-specific visual features such as shaven hair, overloaded safety pins or staples, and Doc Marten boots, would more exclusively reflect the punk cultural context.

© NZQA 2015

Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Grade Boundary: Low Merit

3. For Merit, the student needs to produce a resolved work that demonstrates refined control of skills appropriate to a visual arts cultural context. This involves the deliberate, independent selection and proficient use of art making processes, procedures, materials, and techniques to achieve a particular outcome. This student has produced a resolved outcome that adheres to the particular stylistic conventions of the American West Coast Ivy League subculture, also known as ‘preppy’ (1). These features include colour (pink and cream), styling (pleats and cuffs) and accessories (bow tie, ankle socks with shorts). The management of textile processes and procedures is proficient in terms of tailored fit and robust functionality (3). The student’s understanding of the cultural context is further demonstrated in the selection of hair styling, the choice of a slim white male model (2), and the classic car (4) appropriate to the historical era most commonly associated with preppy culture. For a more secure Merit, the student could further enhance the design aspects of preppy style to move the outcome further away from a generic tailoring activity. For example, unique visual features of the preppy style could be exaggerated to place the sample more securely within a visual arts context. The student could also further develop the photo documentary part of the outcome to generate a dramatic narrative. For example, the costume could be presented in an image that references a scene from ‘The Dead Poet’s Society’. This would place the outcome securely within the visual conventions of the preppy cinema context.

© NZQA 2015

© NZQA 2015

Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Grade Boundary: High Achieved

4. For Achieved, the student needs to produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context. This involves the deliberate, independent selection and use of art making processes, procedures, materials, and techniques in a resolved work. This student has identified a variety of stylistic features appropriate to the ‘preppy’ or ‘valley girl’ subculture. These include short hem lines, bold colours, pleats and cuffs (1). The student shows a sound understanding of garment design conventions through the development drawings (2) and testing of the design concept by constructing a toile. The final outcome demonstrates consistent control of the processes and procedures of dressmaking (blind hemming, crochet cap shoulder, gathering, etc.) (3). The photoshoot documents the outcome appropriately in a suitable context (3). To reach Merit, the student could move beyond the technical focus of the investigation to further accentuate the unique visual features of the cultural context. More clearly expressing the stylistic properties of the genre would demonstrate more refined control of these conventions. This may include the more exaggerated features associated with cinema or stage costume. Alternatively the student could build upon the documentary narrative potential of the photoshoot. For example, the birds-eye surveillance view of the second photo (4) could be developed into a dramatic storyline featuring the outcome.

© NZQA 2015

© NZQA 2015

Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Grade Boundary: Low Achieved

5. For Achieved, the student needs to produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context. This involves the deliberate, independent selection and use of art making processes, procedures, materials, and techniques in a resolved work. This student has identified the ‘Bohemian Wedding Dress’ as a specific stylistic and cultural context. The styling, colour, fabric choice and construction present sufficient purposeful selection of visual styling and appropriate control of textiles processes, procedures, materials and techniques (1). The photographs document front, side and back views, and the garden/medieval structures location is appropriate to the bohemian theme (3). For a more secure Achieved, the student could move beyond the close emulation of design features from research samples (2). Further emphasis of the unique visual features of the bohemian style would also place the outcome more securely within the visual arts context of the standard. For example, the student could include the elaborate embroidery and beadwork associated with the gypsy and medieval aspects of the bohemian genre. This may require investigating historical examples of the cultural context rather than contemporary fashion outcomes.

© NZQA 2015

© NZQA 2015

Exemplar for internal assessment resource Visual Arts for Achievement Standard 91460

© NZQA 2015

Grade Boundary: High Not Achieved

6. For Achieved, the student needs to produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context. This involves the deliberate, independent selection and use of art making processes, procedures, materials, and techniques in a resolved work. This student has produced a garment based on the stylistic properties of the ‘bohemian/hippy’ cultural context. The outcome is complete and adequately documented (2). To reach Achieved, the student could build upon some of the unique visual features suggested in the initial planning drawings (1). For Achieved, the student needs to move beyond the generic dressmaking outcome to produce an outcome that shows more purposeful and deliberate use of the conventions appropriate to the identified cultural context. These may include buttons, lace, tassels, and layered or patterned fabrics most typically associated with the hippy style. The student could also employ the specific accessories frequently associated with the hippy culture such as beads, feathers, bangle, headbands, face paint, etc. There is also opportunity for the student to show more deliberate selection and management of photography techniques by documenting the outcome in a more evocative hippy setting such as a peace rally.

© NZQA 2015