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VCE Studio Arts: Administrative information for School-based Assessment in 2021Units 3 and 4

School-assessed TaskSchool-assessed Task

The School-assessed Task (SAT) contributes 60 per cent to the study score and is commenced in in Unit 3 and completed in Unit 4.

Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a score against each criterion that represents an assessment of the student’s level of performance for Unit 3 Outcomes 1 and 2 and Unit 4 Outcomes 1 and 2. The recorded scores must be based on the teacher’s assessment of the student’s performance according to the criteria on pages 8–17. This assessment is subject to the VCAA’s statistical moderation process.

The 2021 VCE Studio Arts Assessment Sheet on page 27 is to be used by teachers to record scores. The completed assessment sheet must be made available on request by the VCAA.

The mandated assessment criteria are published annually on the Studio Arts study page of the VCAA website and notification of their publication is given in the February VCAA Bulletin.

Details of authentication requirements and administrative arrangements for School Assessed Tasks will be published in the VCE and VCAL Administrative Handbook 2021.

The Authentication record form on pages 20–25 is to be used to record information for each student and must be made available on request by the VCAA.

The SAT has four components:

Unit 3 Outcome 1

Unit 3 Outcome 2

Unit 4 Outcome 1Unit 4 Outcome 2.

Teachers should be aware of the dates for submission of scores into VASS in June and November. These dates are published in the 2021 Important Administrative Dates and Assessment Schedule, published annually on the VCAA website. vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx

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VCE Studio Arts: Administrative information for School-based Assessment in 2021

Unit 3

Studio practices and processes

Outcome 1On completion of this unit the student should be able to prepare an exploration proposal that formulates the content and parameters of an individual studio process including a plan of how the proposal will be undertaken.

Nature of taskAn exploration proposal that presents an individual studio process, which explores and develops the concepts and ideas set out in the exploration proposal, and produces a range of visual explorations and potential directions that will form the basis of at least two finished artworks in Unit 4

Scope of taskThe exploration proposal should include:

a discussion of the conceptual possibilities and an explanation of the ideas to be explored

a description and explanation of the focus and subject matter to be communicated and developed in the studio process

a description of the art form/s to be explored referencing the ideas to be explored

a discussion of the sources of inspiration to be investigated and analysed in relation to the student’s individual ideas

communication of the aesthetic qualities to be explored in relation to ideas to be explored

an explanation of the selection of appropriate materials to be explored in reference to the student’s ideas

an explanation of the selection of techniques to be explored and propose how these may support the communication of ideas

a plan for how the exploration proposal will be implemented.

The area of exploration should be defined in the exploration proposal in enough breadth to allow for substantial exploration during the studio process to facilitate the development of a range of potential directions.

The exploration proposal should be developed prior to the commencement of the individual studio process. However, as the exploration proposal sets out the content and parameters of the student’s future proposed work and is not a summary of what has been done.

The exploration proposal should, where possible, be word processed and may be presented as an extended statement or a series of short paragraphs and may be written using dot points. Visual reference material must be included, cited and appropriately acknowledged. This visual reference material may include illustrations, diagrams or images of other artists’ work as a means of clarifying ideas expressed in the exploration proposal.

Outcome 2

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Outcome 2On completion of this unit the student should be able to progressively present an individual studio process recorded in written and visual form that produces a range of potential directions, and reflects the concepts and ideas documented in the exploration proposal and work plan.

Nature of taskA visual diary that presents an individual studio process, which explores and develops the concepts and ideas set out in the exploration proposal and produces a range of visual explorations and potential directions that will form the basis of at least two finished artworks in Unit 4.

Scope of taskStudents progressively refine their ideas, techniques, materials and processes and aesthetic qualities discussed in the exploration proposal.

Throughout the individual studio process, students keep a visual diary and investigate the focus, subject matter, sources of inspiration and art form/s through the exploration and development of ideas, materials, techniques, art elements, art principles and demonstration of aesthetic qualities. Where possible, the student should date and number each page in the visual diary.The studio process is developed in sufficient breadth and depth to support students to produce a range of potential directions that will be progressively developed and evaluated. The student must produce a minimum of two potential directions in Unit 3.

Students further develop their understanding of key terminology of the art forms identified in their exploration proposal. Reflection, analysis and evaluation of experimental and developmental work are documented in written and visual annotations, providing clarification of ideas and working processes. Through these annotations students progressively record their studio practice as outlined in the Cross-study specifications on page 10 of the VCE Studio Arts study design.

Students should fully acknowledge any borrowed visual or written material, with clear evidence, through annotations, of the relevance of this material to their own art making and explain how it will inform the exploration and development of ideas and subject matter.

The use of other artists’ aesthetic qualities should be carefully considered during the studio process. Over-use or direct copying of aesthetics of others may not allow students to develop individually creative explorations. All developmental work should relate directly to the students’ individual ideas expressed in the exploration proposal. If students appropriate the visual or intellectual property of others, teachers must ensure that this is clearly acknowledged and that the use of such material does not constitute plagiarism or contravene copyright and licensing agreements and these details should be noted on the Authentication record form. All images used in the studio process should appear with evidence of their source and any development that clearly establishes the work as that of the student.

Potential directionsPotential directions are developed progressively, evolving from the individual studio process, and should be seen in this context rather than as finished artworks. The nature of the potential directions will vary according to the characteristics of individual art forms and may contribute in their entirety or in part to final artworks.

Students select, identify and evaluate all potential directions in Unit 3. To assist in identifying potential directions, it is recommended that each potential direction should be numbered and titled, and clearly documented in the visual diary. Students select the potential directions to effectively communicate concepts, ideas and aesthetics, and to provide the scope to demonstrate the refinement of techniques and the application of materials appropriate to the communication of ideas.

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Annotation throughout the studio process should identify potential directions as part of the students’ process of evaluation. It should be noted that at least two potential directions are required and that the presentation of one potential direction does not satisfy the requirements for this task. Students must select and clearly identify and evaluate the potential directions.

Students might select potential directions that:

most effectively communicate concepts, ideas and demonstrate aesthetic qualities documented in the exploration proposal

offer the opportunity to demonstrate an appropriate level of technical skill

provide the appropriate qualities to support the production and presentation of a range of cohesive artworks.

Students may have access to the potential directions produced during Unit 3. Students should keep an electronic copy of each potential direction produced to refer to during Unit 4. It is also recommended that students photograph or scan their completed visual diary and the visual diary submitted for assessment for authentication purposes.

Work submitted for assessment in Unit 3 cannot be resubmitted for assessment in Unit 4. Potential directions provide starting points for the generation of two finished artworks. Therefore, all artworks (including analogue and digital photographic and video-based images) must be developed and refined in Unit 4. Evidence must be provided in the Authentication record form of the Potential Directions from Unit 3 and the development of subject matter, technical and conceptual development in Unit 4.

Scoring of criteria for the School-assessed TaskBefore scoring the task for Unit 3 and Unit 4, the school should determine if the student has met the requirements of the task to receive an S or an N. The task is then scored by the school. If a student does not submit any of the SAT, a score of N/A should be entered for the School-assessed Task. A score of ‘zero’ is deemed a score for each criterion. A zero is only awarded if the work has not met the minimum requirements of the criterion.

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Unit 4

Studio practice and art industry contexts

Outcome 1On completion of this unit the student should be able to present at least two finished artworks based on selected and evaluated potential directions developed through the studio process, which demonstrate refinement and application of materials and techniques, and that realise and communicate the student’s ideas expressed in the exploration proposal.

Nature of taskThe presentation of at least two finished artworks that are cohesively linked.

Scope of taskIn this task students are expected to develop and refine at least two potential directions identified in Unit 3 to contribute to the production and presentation of at least two artworks. The potential directions must have further evidence of their development in Unit 4. The proposed potential directions should be presented at the start of Unit 4 with a brief outline or statement of intent that links to the exploration proposal and discusses the cohesive relationship between the artworks that will be developed and refined in Unit 4. The presentation of proposed potential directions are not included in the evaluation document nor is the intent an evaluation of potential directions, as the evaluation was assessed in Unit 3.

Students focus on the refinement and presentation of artworks developed from the selected potential directions. The presentation of artworks demonstrates cohesive relationships between the artworks that are linked through the aesthetic qualities, subject matter, themes, conceptual possibilities and/or materials and techniques that were discussed in the exploration proposal.

The artworks are created and presented in a manner appropriate to the art form/s selected by the student. They reflect an understanding of the art form/s and related materials and techniques. The use of materials and techniques are refined, Ideas and aesthetic qualities are resolved.

At least two finished artworks demonstrate:

realisation and communication of individual ideas

a connection of ideas between finished artworks

an understanding of the inherent characteristics of materials, techniques and processes to support the resolution of ideas and aesthetic qualities

use of aesthetic qualities that contribute towards an interpretation of subject matter and communicate ideas in the finished artworks

an application of art elements and principles that contribute towards the development and resolution of aesthetic qualities

appropriate methods of presentation that demonstrates a cohesive link between the finished artworks and an understanding of the student’s selected artform/s.

No fewer than two finished artworks should be produced. There must be a cohesive relationship between the artworks. However, the number of finished artworks will be determined by the nature, scale and complexity of the work undertaken, relevant to the art form/s. For example, a series of small, intricately designed art works,

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such as sculptures, produced through a process of complex techniques may be equivalent in time and effort to two large, expressively painted canvases or a series of digitally manipulated images.

Work submitted for assessment in Unit 3 cannot be resubmitted for assessment in Unit 4. The artworks produced in Unit 4 must demonstrate a clear link and development from the potential directions in subject matter, conceptual and technical development. Therefore, all artworks (including analogue and digital photographic and video-based images) must be further developed and refined in Unit 4. Evidence must be provided in Authentication record form that the work has been developed and produced in Unit 4.

Documentation of student workAny documentation undertaken in Unit 4, Outcome 1, (except the requirements for Criterion 6), demonstrating refinement and resolution of materials and techniques, is to be considered part of the process of authentication. They should be labelled as ‘Authentication’ and should be documented in the Authentication record form. It is not assessed work. Students should provide evidence of the refinement of their artworks, particularly in digital form, with a discussion of the methods used to print the final artworks demonstrating refinement of materials, techniques and aesthetic qualities.

Presentation of final artworksConsideration of the presentation of artworks is part of the assessment for Unit 4, Outcome 1. Presentation should be carefully considered to ensure that the surface qualities of the work are not obscured, and the close examination of aesthetic qualities and technical application is not obstructed.

Framing of artworks is not required; however, if it is considered as part of the presentation of the finished artworks then the student should ensure that this is part of the process of refinement of the finished works. Decisions surrounding the presentation of the framed or mounted work should be documented in visual and written form in Unit 4, Outcome 2.

It should be remembered that the use of glass, perspex, plastic or other such materials may obscure the surface and obstruct the close examination of the techniques and texture of the medium/media used in the work presented for assessment. If these materials are used they are considered to be part of the finished artwork. Any framing, mounting or use of these materials should be undertaken by the student. Presenting a series of images in a concertina book would be considered one artwork. Mounting more than one piece of work in a multi-cut mount may be considered one final artwork as such and does not present a range of finished artworks. An installation work, documented in the final evaluation document, may consist of many individual works but should be considered in refinement as one work.

Outcome 2On completion of this unit the student should be able to provide visual and written documentation that identifies and evaluates the extent to which the artworks reflect the selected potential directions, and effectively demonstrates a cohesive relationship between the works.

Nature of taskAn evaluation of studio process, the refinement of finished works and a discussion of the cohesive relationship between the works.

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Scope of taskA visual and written statement is completed after the production of the art works. Students reflect on the selection of potential directions that form the basis, development and presentation of artworks. Students provide visual and written documentation of the selected potential directions that are the basis for the development of the artworks in Unit 4, Area of Study 1. The documentation identifies any development, refinement and production of artworks. When the artworks have been completed, students examine and reflect on the communication of ideas, the use of materials and techniques, the demonstration of aesthetic qualities and the relationships that have been formed through the presentation of artworks. They may explain any refocusing and provide visual support materials that demonstrate the refinement of techniques and processes employed in the artworks. The document also discusses the cohesive relationships between the final artworks.

The student must use appropriate art language and terminology to complete the visual and written statement that will:

identify and describe the focus and subject matter of the artworks

explain ways in which potential directions contributed to the development and refinement of finished artworks

provide visual evidence of selected potential directions used to develop the artworks

explain further refinement to the potential directions in order to develop the artworks

explain and evaluate how materials and techniques were applied in the finished artworks

explain how aesthetic qualities were resolved in the finished artworks

reflect on the effectiveness of finished artworks to communicate ideas as described in the exploration proposal

discuss the refinement and presentation of artworks

evaluate the presentation of artworks

explain the cohesive relationship between artworks.

The written component of the Evaluation should be word processed and may be presented as an extended statement or short paragraphs and where appropriate may include dot points. The evaluation document should be between 1000–1500 words. Images of artwork one and artwork two (and any additional artworks produced) must be clearly labelled and placed at the start of the Evaluation.

Visual material that must be included in the extended statement and collated prior to the commencement of Unit 4 must include photographs, screen dumps or photocopies of selected and evaluated potential directions from Unit 3.

Scoring of criteria for the School-assessed TaskBefore scoring the task for Unit 3 and Unit 4, the school should determine if the student has met the requirements of the task to receive an S or an N. The task is then scored by the school. If a student does not submit any of the SAT, a score of N/A should be entered for the School-assessed Task. A score of ‘zero’ is deemed a score for each criterion. A zero is only awarded if the work has not met the minimum requirements of the criterion.

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VCE Studio Arts: School-assessed Task Assessment Sheet 2021

Assessment CriteriaLevels of Performance

Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)

Unit 3 Outcome 11. Preparation of an

exploration proposal and work plan that formulates the content and parameters of an individual studio process.

Written and visual material uses art terminology to define and plan how a studio process will be structured.

The exploration proposal and work plan use art terminology to present written and visual material that identifies how an individual studio process will be structured.

The exploration proposal and work plan use art terminology to discuss written and visual material that outlines ideas and communicates how an individual studio process will be structured.

The exploration proposal and work plan use art terminology to discusswritten and visual material that elaborates upon ideas and outlines how an individual studio process will be structured and managed.

The exploration proposal and work plan use art terminology to succinctly discuss written and visual material that connects and justifies ideas to explain how an individual studio process will be structured and managed.

0 1 2 3 4 5 6 7 8 9 10

Evidence EXPLORE

The exploration proposal is in the range of 1000 – 1500 words.

Visual material is cited and referenced to support the ideas, subject matter and conceptual possibilities explained in the exploration proposal.

The exploration proposal must address the following content:

˗ the focus and subject matter to be developed

˗ the ideas to be explored

˗ the art forms that will be explored through the studio process the analysis and interpretation of sources of inspiration relevant to student ideas

˗ conceptual possibilities

˗ the use of art elements, art principles and aesthetic qualities to be investigated

˗ the materials and techniques to be explored and developed

˗ plan of the studio process. At the end of the exploration proposal there is a work plan that provides a weekly overview to explain how the studio process will be structured and managed.

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Unit 3 Outcome 22. Interpretation of

and response to sources of inspiration to explore, develop and refine ideas throughout the studio process

Sources of inspiration are evident in the studio process.

A range of sources of inspiration are linked to ideas in the studio process.

Sources of inspiration are documented to explore, develop and refine ideas in the studio process.

Investigation and use of sources of inspiration interpret individual ideas to explore, develop and refine in the studio process.

Detailed annotations and citations of sources of inspiration that evaluate the exploration, development and refinement of individual ideas, aesthetic qualities, materials and techniques in a studio process.

0 1 2 3 4 5 6 7 8 9 10

Evidence EXPLORE – DEVELOP – REFINE There are written and visual references in the form of annotations and citations that explain how artistic and personal influences will be used and interpreted throughout

the studio process.

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Unit 3 Outcome 23. Exploration of

conceptual possibilities in the studio process that develops individual and personal subject matter as discussed in the exploration proposal and work plan.

Subject matter is presented and there is reliance upon borrowed imagery.

Subject matter is identified, and conceptual possibilities are documented.

A range of conceptual possibilities are identified and documented to explore individual and personal subject matter and ideas in a studio process.

A range of conceptual possibilities are identified and documented to explore and develop individual and personal subject matter and ideas in a studio process.

A range of related conceptual possibilities are clarified and documented to explore, develop and refine individual and personal subject matter and ideas in a studio process.

0 1 2 3 4 5 6 7 8 9 10

Evidence EXPLORE – DEVELOP – REFINE Exploration of conceptual possibilities is linked to the selection and development of individual and personal subject matter discussed in the exploration proposal and

work plan.

In response to conceptual possibilities, personal and individual subject matter is progressively explored, developed and refined through documentation in the studio process.

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Unit 3 Outcome 24. Apply skills to

explore art elements, art principles, materials, techniques and processes that communicate individual ideas and demonstrate aesthetic qualities.

Materials and techniques, art elements and principles have been used to demonstrate aesthetic qualities.

Application of skills in the use of art elements and principles, materials, techniques and processes relevant to the art form/s and aesthetic qualities.

Demonstrates skills in the exploration of art elements and principles, materials, techniques and processes relevant to the art form/s to communicate individual ideas and to communicate aesthetic qualities.

Progressive and considered application of skills in the exploration of art elements and principles, materials, techniques, and processes relevant to the art form/s to communicate individual ideas and aesthetic qualities.

Accomplished and considered application of skills in the exploration and refinement of art elements and principles, materials, techniques, processes and aesthetic qualities that demonstrate connections between art form/s and individual ideas.

0 1 2 3 4 5 6 7 8 9 10

Evidence EXPLORE – DEVELOP – REFINE

use of materials, techniques and processes relevant to the art form/s discussed in the exploration proposal. use of art elements and principles to demonstrate aesthetic qualities. application and refinement of skills in the use of materials, techniques and processes relevant to the art form/s discussed in the exploration proposal. use of materials, techniques and processes to demonstrate aesthetic qualities and develop visual language.

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Unit 3 Outcome 25. Documentation of

exploratory and developmental work in the studio process clarifies ideas to identify and evaluate potential directions.

Exploratory and developmental work is evident in the studio process.

Exploratory and developmental work is evident in the studio process and relates to the exploration proposal and work plan.

Exploratory and developmental work is evident in the studio process and is linked to the ideas explained in the exploration proposal and work plan.

Individual ideas are clarified through written annotation to analyse the exploratory and developmental work as explained in the exploration proposal and work plan.

An organised collection of exploratory and developmental work that progressively advances and elaborates upon the individual ideas explained in the exploration proposal and work plan.

Potential directions are identified.

Identification and explanation of potential directions.

Identified and evaluated potential directions.

Identified and evaluated potential directions drawing on different individual ideas, materials and processes that are refined s in the studio process.

A selected range of Identified and evaluated potential directions drawing on different individual ideas, materials and processes, that have been clarified and refined in the studio process.

0 1 2 3 4 5 6 7 8 9 10

Evidence EXPLORE – DEVELOP – REFINE

Written and visual documentation in a visual diary that includes research, trials and experiments relating to the ideas expressed in the exploration proposal and work plan.

Methods for progressively recording and documenting visual and written explorations in a visual diary. (For example: The visual diary is paginated, and most pages are dated).

Strategies for identifying, developing and evaluating a range of potential directions: (For example: A range of potential directions are clearly numbered and titled At least two potential directions have been identified and evaluated using art terminology. There is associated exploration and developmental work with each potential direction.

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Unit 4 Outcome 16. Use of selected

and evaluated potential directions in the resolution of future artworks.

Identification of at least two potential directions

At least two potential directions are identified as a basis to resolve the development of at least two artworks.

At least two potential directions have been considered to resolve ideas and subject matter through the refinement of art elements and principles, aesthetic qualities and materials and techniques in the development of at least two finished artworks.

At least two potential directions have been discussed to resolve ideas and subject matter through the refinement of art elements and principles, aesthetic qualities and materials and techniques in the development of at least two finished artworks.

At least two potential directions have been succintly discussed and evaluated to resolve ideas and subject matter that will lead to the cohesive refinement of art elements and principles, aesthetic qualities and materials and techniques in the development of at least two finished artworks.

Written and/or visual documentation is evident.

Brief written and visual documentation suggests planning for the resolution of at least two finished artworks.

Written and visual documentation outlines of how selected potential directions will be used to resolve at least two finished artworks.

Organised written and visual documentation communicates an overview of how selected potential directions will be used to resolve two finished artworks.

Organised and succinct written and visual documentation communicates an overview of how selected potential directions will be used to resolve two finished artworks.

0 1 2 3 4 5 6 7 8 9 10

Evidence RESOLVE

A brief written outline should be presented at the start of Unit 4 to explain the use of selected potential directions and how they will be used to resolve two artworks (This is not included in the word count for the evaluation for Unit 4, Outcome 2).

At least two potential directions have been selected to resolve the ideas, subject matter, art elements and principles, aesthetic qualities, materials and techniques that will lead to the cohesive presentation of two finished artworks. The potential directions have been selected from a range in Unit 3 and provide the scope for further resolution and refinement of materials, techniques and aesthetic qualities.

Documented planning for the resolution of finished artworks is presented for authentication purposes.

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Unit 4 Outcome 17. Application of

materials, techniques and processes appropriate to the selected art forms that utilise their inherent characteristics in the resolution of at least two finished artworks.

Uses materials, techniques and processes to develop at least two finished artworks.

Applies and understands the materials, techniques and processes to develop at least two finished artworks.

Applies materials, techniques and processes and inherent characteristics of the art form to develop at least two finished artworks.

Considered and refined application of materials, techniques and processes that reflects the use of the inherent characteristics of the art form/s leading to the development of at least two finished artworks.

Consistent and refined application of materials, techniques and processes that reflects the consistent use of the inherent characteristics of the art form/s leading to the development of at least two finished artworks.

0 1 2 3 4 5 6 7 8 9 10

Evidence RESOLVETHIS CRITERION IS ASSESSED IN THE FINAL PRESENTATION OF THE ARTWORKS, NOT IN A VISUAL DIARY

Application of materials and techniques in the resolution of at least two finished artworks based upon selected and evaluated potential directions. Appropriate use of the inherent characteristic of materials relevant to the art form identified in the exploration proposal.

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Unit 4 Outcome 18. Demonstration

and resolution of aesthetic qualities in relation to the communication and realisation of ideas in at least two finished artworks.

Applies aesthetic qualities and depicts subject matter in at least two finished artworks.

Applies aesthetic qualities and depicts subject matter to communicate ideas in at least two finished artworks.

Applies aesthetic qualities to communicate ideas, depicts and interprets subject matter in at least two finished artworks.

Considered realisation of aesthetic qualities to communicate individual ideas, depict and interpret personal subject matter in at least two finished artworks.

Consistent and resolved aesthetic qualities to communicate individual ideas, depict and interpret personal subject matter in at least two finished artworks.

0 1 2 3 4 5 6 7 8 9 10

Evidence RESOLVETHIS CRITERION IS ASSESSED IN THE FINAL PRESENTATION OF THE ARTWORKS NOT IN A VISUAL DIARY

Resolution of aesthetic qualities and personal subject matter to communicate individual ideas in at least two finished artworks through the consistent and considered application of art elements and art principles.

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Unit 4 Outcome 19. Demonstration

of the cohesive relationship between at least two finished artworks.

At least two finished artworks have been presented.

Relationships have been established between at least two finished artworks.

Cohesive relationships are presented through at least two finished artworks.

Considered and cohesive relationships are established through the presentation of at least two finished artworks.

Consistent, cohesive and unified relationships are established through the presentation of at least two finished artworks.

0 1 2 3 4 5 6 7 8 9 10

Evidence PRESENTTHIS CRITERION IS ASSESSED IN THE FINAL PRESENTATION OF THE ARTWORKS NOT IN A VISUAL DIARY

The presentation of at least two artworks is cohesive and linked by themes and ideas. As referenced in the exploration proposal and work plan, cohesive relationships in the two artworks may be established through the depiction of subject matter and/or

aesthetic qualities and/or application of materials, techniques and processes.

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Unit 4 Outcome 110. Written

documentation that evaluates and reflects on the studio process.

The evaluation outlines the studio process.

The evaluation describes the studio process selected to present at least two finished artworks.

The evaluation uses art terminology to discuss the studio process and to clarify the presentation of at least two finished artworks.

The evaluation uses appropriate art terminology to reflect on the studio process and to clarify the presentation of at least two finished artworks.

The evaluation uses considered art terminology and reflect on and critique the studio process and to clarify the presentation at least two finished artworks.

0 1 2 3 4 5 6 7 8 9 10

Evidence PRESENT The evaluation is in the range of 1000 – 1500 words.

The document includes visual references to the potential directions that form the basis of the two finished artworks.

The evaluation document must include the following:

˗ Description of focus subject matter and ideas in at least two finished artworks.

˗ Visual evidence of selected potential directions in at least two finished artworks.

˗ Evaluation of the contribution of potential directions to the refinement and resolution of artworks.

˗ Analysis of the realisation and communication of ideas in at least two finished artworks

˗ Evaluation of the resolution of materials, techniques and aesthetic qualities used to communicate ideas.

˗ Evaluation of the cohesive relationships between artworks.

˗ Evaluation of the presentation of at least two artworks.

The presentation of at least two finished artworks should include a discussion of the space in which the artworks will be displayed, lighting, wall colour and arrangement or sequence of the artworks in the space through illustrations, diagrams, images or photographs.

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Authentication of VCE Media School-assessed Task (SAT)

Authentication of VCE Studio Arts School-assessed Task (SAT)Teachers are reminded of the need to comply with the authentication requirements specified in the Assessment: School-based Assessment section of the VCE and VCAL Administrative Handbook 2021 . This is important to ensure that ‘undue assistance [is] not … provided to students while undertaking assessment tasks.

Teachers must be aware of the following requirements for the authentication of VCE Studio Arts SAT:

1. The body of work created for the SAT is based on work developed and completed in Unit 3 Outcomes 1 and 2 and Unit 4 Outcomes 1 and 2.

2. Teachers are required to fill out the Authentication record form and provide the student with feedback on their progress at each observation.

3. The study design requires students to document how any assistance will be sought and/or use of appropriated images or other material will be acknowledged or copyright observed. Students should refer to the VCAA Copyright guidelines of the VCAA Season of Excellence webpage for information regarding copyright and third-party material. It should be noted that all applications to Top Arts must have written copyright clearance for the use of third-party material: vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/generalinfo/copyright.aspx.

The VCE Studio Arts Study Design notes that ‘work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student’s own’. Undue assistance should not occur at any time during the development of the body of work and teachers need to be vigilant. Students are required to demonstrate development of their studio practice. Teachers are reminded that it is not appropriate to provide ‘detailed advice on, corrections to, or actual reworking of students’ drafts or productions or folios.

4. Teachers must sight and monitor the progressive development and documentation of the student’s thinking and working practices throughout the unit to authenticate the work as the student’s own. Students must acknowledge the source of materials and information used to support the development of ideas, including materials identified for inspiration and further development. This includes documentation of any appropriated imagery, with information detailing how the work has evolved from the source imagery.

5. Students should be encouraged to complete their work at school. Where they use external service providers, their documentation should demonstrate that they have researched and identified the appropriate and correct technical methods required and that they have created their own specifications for the service provider. This includes visual documentation. Receipts are not acceptable as documentation. The student’s documentation will show their complete creative control over the making of their work. Without this evidence the teacher may not be able to authenticate the student’s work or apply the SAT assessment criteria fairly.

6. During development of the body of work, teachers must plan and use observations of student work in order to monitor and record each student’s progress as part of the authentication process. Teachers must ensure that all source and reference material, all appropriate imagery used in the final work, all use of non-school (home, outsourced) resources and any external assistance (for example, tutors) are acknowledged on the Authentication record form. The development and refinement of Potential Directions from Unit 3 in Unit 4 should be clearly documented for authentication purposes. Teachers cannot assess any work produced in Unit 3 in Unit 4. If a student acknowledges using appropriated imagery, outsourcing production and/or receiving external assistance the teacher should record complete details as an attachment to the Authentication record form.

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http://www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/generalinfo/copyright.aspx

https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/Pages/index.aspx


7. The use of external support and/or equipment must be planned and documented with appropriate detail to demonstrate that the student has retained complete creative control; teachers must certify that such support does not constitute undue assistance. This ensures the body of work can be authenticated and that the student is not receiving undue assistance and in turn ensures that all students are assessed equitably.

8. Teachers are reminded that the authentication procedures are required to be followed for all student work in relation to this SAT. The School-based Assessment Audit includes the inspection of Authentication record forms. Authentication record forms will also be required to be forwarded for all works nominated for the Season of Excellence Awards in 2021. Incomplete Authentication record forms will result in an automatic disqualification of the student work from the nomination process.

If a student is not meeting the expectations of the study or is at risk of not completing the studio process, teachers must indicate this on the Authentication record form and advise the student of this situation. Clear evidence about what the student needs to do to complete the studio process in order to receive a satisfactory assessment must be recorded on the Authentication record form and must be discussed directly with the student.

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Authentication record form: VCE Studio Arts School-assessed Task 2021This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-based Assessment Audit.

Student name ……………………………………………………………………Student No.

School………………………………………………………………………………………… Teacher ……………………………………..…………………………………………….

Component of School-assessed Task(At least 4 observations should be carried out throughout the Semester)

Teacher commentsUse the Criterion Evidence and Descriptors to inform the comments.

Teacher initials and Date

Student initials and Date

Criterion 1: Preparation of an exploration proposal and work plan that formulates the content and parameters of an individual studio process.

Observation comments:

Comment on submission Criterion 1:

Is the exploration proposal within the word limit? Is there a weekly work plan that outlines the structure of the studio process? Is visual information presented in the exploration proposal appropriately acknowledged?

Criterion 2: Interpretation of and response to sources of inspiration to explore, develop and refine ideas throughout the studio process.



Have a range of sources of artistic and personal inspiration used to explore ideas in the studio process? Have the sources of inspiration been appropriately acknowledged in the studio process?

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Unit 3


Criterion 3: Exploration of conceptual possibilities in the studio process that develops individual and personal subject matter as discussed in the exploration proposal and work plan.



Is there a consistent theme in the studio process? Does the studio process address a range of related ideas to address a theme? Is there a clear use of personal subject matter in the studio process? Is there a relationship between the subject matter identified in the exploration proposal and ideas explored in the studio process?

Criterion 4: Apply skills to explore art elements and principles, materials, techniques and processes that communicate individual ideas and demonstrate aesthetic qualities.



Have the ideas presented in the exploration proposal been examined through a range of trials and experiments? Have materials and techniques relevant to the art form/s discussed in the exploration proposal been explored through a range of trials and experiments? Has the work plan been annotated to reflect the progress of the studio process?

Criterion 5: Documentation of exploratory and developmental work in the studio process clarifies ideas to identify and evaluate potential directions.



Is the exploratory and developmental work presented and organised in a visual diary? Do written annotations and visual material clarify the ideas presented in the visual diary? Have a range of potential directions been identified and evaluated in the visual diary?

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Unit 3 Checklist Student has referenced all imagery and sources in the visual diary by annotating the source next to the images.

All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3 rd party material.

List any copyright or trademark material used in the folio or final artworks.

I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.

Student signature ……………………………………………………………………………………………………………………………………………………………………………

Teacher signature: ………………………………………………………………………………………………………………………… Date: ……………………………………….

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Authentication record form: VCE Studio Arts School-assessed Task 2021This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-based Assessment Audit.

Student name ……………………………………………………………………….Student No.

School……………………………………………………………………………………Teacher ……………………………………..……………………………………….

Component of School-assessed Task

Teacher commentsUse the Criterion Evidence and Descriptors to inform the comments.

Teacher initials and Date

Student initials and Date

Criteria 6: Use of selected and evaluated potential directions in the resolution of future artworks.



Have at least two potential directions or parts of potential directions been identified to resolve the development of at least two finished artworks? Has a brief written outline about the resolution of two artworks been presented to clarify the use of selected potential directions?

Criteria 7: Application of materials, techniques and processes appropriate to the selected art forms that and their inherent characteristics in the resolution of at least two finished artworks.



How has the student used materials, techniques and processes of a selected art form? How has the use of materials, techniques and processes advanced on the potential directions? How has the student used the characteristics of the materials, techniques and processes of the art form?

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Unit 4


Criteria 8: Demonstration and resolution of aesthetic qualities in relation to the communication and realisation of ideas in at least two finished artworks.



What are the aesthetic qualities used by the student that communicate ideas expressed in the exploration proposal? What is the subject matter depicted and how does it communicate and realise ideas in two finished artworks?

Criteria 9: Demonstration of the cohesive relationship between at least two finished artworks.



How are the finished artworks cohesive? What are the links between the artworks? What are the relationships between the artworks?

Criteria 10: Written documentation that evaluates and reflects on the studio process.



Is the evaluation within the word limit? Is the presentation of the artworks addressed through photographs, diagrams, illustrations or mock-ups? Have the artworks been clearly labelled on the evaluation document alongside the potential directions employed to resolve the artworks?

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Unit 4 Checklist Student has referenced all imagery and sources in the visual diary by annotating the source next to the images.

All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3 rd party material.

List any copyright or trademark material used in the folio or final artworks:

I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.

Student signature ……………………………………………………………………………………………………………………………………………………………………………

Teacher signature: ………………………………………………………………………………………………………………………………. Date ……………………………………

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Media

Studio ArtsAdditional information to be used in conjunction with the Assessment Sheet.

Criteria Score

If a student does not present an exploration proposal for Unit 3 Criteria 1

the student is scored N/A for Unit 3

If a student presents an exploration proposal but has not satisfactorily met the requirements for Unit 3 Criteria 1, 2, 3, 4 and 5

the student is scored between 0–2 for Unit 3 Criteria 1, 2 ,3, 4 and 5

If a student does not present two finished artworks for Unit 4 Criteria 6, 7, 8, 9 and 10


If a student presents two unfinished artworks for Unit 4 Criteria 6, 7, 8, 9 and 10

the student is scored between 0–2 for Unit 4 Criteria 6, 7, 8, 9 and 10

If a student presents one finished artwork this is deemed to have not satisfactorily met the requirements for Unit 4 Criteria 6, 7, 8, 9 and 10

the student is scored 0 for Unit 4 Criteria 6, 7, 8, 9 and 10

If a student does not present an evaluation document for Unit 4 Criteria 6–10


If a student presents an evaluation document but has not satisfactorily met the requirements for Unit 4 Criteria 6–10

the student is scored between 0–2 for Unit 4 Criteria 6–10

If a student does not submit the School-assessed Task at all

N/A is entered in the total score box

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2021Victorian Certificate of EducationStudio Arts Assessment Sheet

School-assessed Task: Exploration proposal, studio process, production and presentation of artworks and evaluation

STUDENT NAME

This assessment sheet will assist teachers to determine their score for each student. Teachers need to make judgments on the student’s performance for each criterion. Teachers will be required to choose one number from 0–10 to indicate how the student performed on each criterion with comments, as appropriate. Teachers then add the subtotals to determine the total score.

STUDENT NUMBER

ASSESSING SCHOOL NUMBER

Criteria for the award of grades Not Shown (0)

Very Low (1–2)

Low (3–4)

Med (5–6)

High (7–8)

Very High (9–10)

Performance on Criteria: Teacher’s CommentsYou may wish to comment on aspects of the student’s work that led to your assessment.

The extent to which the folio demonstrates:

Unit 3, Outcome 11 preparation of an exploration proposal and work plan that formulates the content and

parameters of an individual studio process Unit 3, Outcome 22 interpretation of and response to sources of inspiration to explore, develop and refine

ideas, throughout the studio process 3 exploration of conceptual possibilities in the studio process that develops individual and

personal subject matter as discussed in the exploration proposal and workplan 4 apply skills to explore art elements, principles, materials, techniques and processes that

individual ideas communicate and demonstrate aesthetic qualities 5 documentation of exploratory and developmental work in the studio process that clarifies

ideas to identify and evaluate potential directions Unit 4, Outcome 16 use of selected and evaluated potential directions in the resolution of future artworks 7 application of materials, techniques and processes appropriate to the selected art forms

that utilise their inherent characteristics in the resolution of at least two final artworks 8 demonstration and resolution of aesthetic qualities in relation to the communication and

realisation of ideas in at least two finished artworks 9 demonstration of the cohesive relationship between at least two finished artworks Unit 4, Outcome 210 written documentation that evaluates and reflects on the studio process

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If a student does not submit the School-assessed Task

at all, N/A should be entered in the total score box.SUBTOTALS

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TOTAL SCORE

Documents

VCE Studio Arts: Administrative information for School ...€¦ · Web viewVCE Studio Arts: Administrative information for School-based ... The exploration proposal should, where