9.6 Exit criteria The following exit criteria must be used in making judgments about a student’s level of achievement at exit from a course in Visual Art. The exit criteria are derived from the general objectives described in Section 3. Criterion 1: Visual literacy This criterion refers to the student’s ability to: define visual problems and communicate solutions with relevant concepts, focuses, contexts and media create and communicate meanings through the use of visual language and expression research, develop, resolve and reflect to demonstrate a personal aesthetic (style/expression). Criterion 2: Application This criterion refers to the student’s ability to: construct meaning using knowledge and understanding of materials, techniques, technologies and art processes select, explore and exploit materials, technologies, techniques and art processes, informed by researching, developing, resolving and reflecting. Criterion 3: Appraising This criterion refers to the student’s ability to: analyse, interpret, evaluate and synthesise information about visual language, expression and meanings in artworks, relevant to concepts, focuses, contexts and media justify a viewpoint through researching, developing, resolving and reflecting use visual art terminology, referencing and language conventions. 9.7 Determining exit levels of achievement On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories: Very High Achievement (VHA) High Achievement (HA) Sound Achievement (SA) Limited Achievement (LA) Very Limited Achievement (VLA). The school must award an exit standard for each of the criteria Visual literacy, Application and Appraising based on the principles of assessment described in this syllabus. The criteria are derived from the general objectives and are described in Section 3. The standards associated with the three exit criteria are described in the matrix in Section 9.9. When teachers are determining a standard for each criterion, it is not always necessary for the student to have met each descriptor for a particular standard; the standard awarded should be informed by how the qualities of the work match the descriptors overall. For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to suit the task. These standards are used to inform the teaching and learning process. For Year 12 tasks, students should be provided with opportunities to understand and become familiar with
9.9 Standards associated with exit criteria Criterion A B C D E Visual Literacy The student work has the following characteristics: astute defining and creative resolution of visual problems that expressively and innovatively address the concepts, chosen focuses, contexts and media effective and deliberate communication of intended and explicit meanings, demonstrating aesthetic choices through manipulation and control of visual language and expression research, development, resolution and reflection which consistently shows a creative, informed personal aesthetic. The student work has the following characteristics: defining and effective resolution of visual problems with sustained and consistent relevance to concepts, chosen focus, contexts and media considered communication of intended and explicit meanings, demonstrating aesthetic choices through application of visual language and expression research, development, resolution and reflection which consistently shows an informed personal aesthetic. The student work has the following characteristics: defining and resolution of visual problems relevant to concepts, chosen focus, contexts and media communication of meanings through use of visual language and expression, reflective of aesthetic choices research, development, resolution and reflection which shows a personal aesthetic. The student work has the following characteristics: some defining of visual problems and attempting of resolution relevant to concepts and suggested media replication and communication of meanings using visual language and expression research and development achieving some resolution and minimal reflection. The student work has the following characteristics: attempted resolution of visual problems using media use of images and/or objects copied ideas and information. Application The student work has the following characteristics: effective construction and clear communication of intended and explicit meaning applying deep knowledge and critical understanding of materials, technologies, techniques and processes purposeful and considered selection, manipulation and exploitation of materials, technologies, techniques and processes informed by discerning research, development, resolution and reflection. The student work has the following characteristics: credible construction and clear communication of intended meaning using and applying knowledge and understanding of materials, technologies, techniques and processes selection, experimentation and manipulation of materials, technologies, techniques and processes informed by relevant research, development, resolution and reflection. The student work has the following characteristics: construction and communication of meaning knowledge and understanding of materials, technologies, techniques and processes selection, exploration and use of materials, technologies, techniques and processes informed by research, development, resolution and reflection. The student work has the following characteristics: reproduction of meaning using some knowledge of materials, technologies, techniques and processes use of materials, technologies and techniques drawing on research, development, resolution and reflection. The student work has the following characteristics: use of materials, technologies and techniques.
Appraising The student work has the following characteristics: critical analysis, interpretation, evaluation and effective synthesis of information visual language, expression and meanings in artworks, emphasising the interrelationship between the chosen focuses, contexts and media relevant to concepts an independent and informed viewpoint substantiated by comprehensive and insightful research, development, resolution and reflection consistently accurate and skilful use of relevant visual art terminology, referencing and language conventions. The student work has the following characteristics: critical analysis, interpretation and evaluation of information visual language, expression and meanings in artworks, relevant to concepts, focuses, contexts and media a considered viewpoint justified by effective research, development, resolution and reflection skilful use of relevant visual art terminology, referencing and language conventions. The student work has the following characteristics: analysis and interpretation of information about visual language, expression and meanings in artworks, relevant to concepts, focuses, contexts and media a viewpoint justified by adequate research, development, resolution and reflection use of relevant visual art terminology, referencing and language conventions. The student work has the following characteristics: consideration of information about meanings in artworks relevant to concepts, focuses and media an opinion based on some research, development, resolution and reflection occasional use of suitable visual art terminology and language conventions. The student work has the following characteristics: description and classification of artworks related to concepts and some research to identify artworks use of some language conventions.
Sample one: Course overview Semester 1 Semester 2 Semester 3 Semester 4 Diversification Specialisation Concept Essence of form Social comment The artist’s condition Time 9 weeks 9 weeks 9 8 weeks 15 weeks 15 6 weeks Focus Through the focus Altering reality, students communicate their intended meaning, exploring the essence of form through abstraction. Through the focus or the students explore a range of styles and visual related to essence of form. Through the focus Vital elements, students explore a range of representations. The essence of a form is the selection of the subject’s vital elements to convey the intended meaning of the artist. Through the focus Reaction, students explore the social realist artworks that express an artist’s opinion, in visual form, as a reaction to social issues and events. Students determine their own focus, exploring the nature and meaning of the artist’s condition through: time place Students determine own focus, exploring the nature and meaning of the artist’s condition through: & values & Students explore the nature and meaning of the artist’s condition further, through a focus already developed in a body of work.
areas In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: 2-D media ceramics photography. In response to the concept and focuses, students explore and with and related to: In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: painting photography 3-D media electronic media. In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: sculpture body adornment painting printmaking. Student Choice is negotiable with the teacher but could include: digital imaging 2-D media 3-D media. Student Choice Media is negotiable with the teacher but could include: 2-D media 3-D media public art Student Choice
Students should research artists, artworks and art such as: Malevich, Calder, De Koonig, Rothko, Fiona Foley, Lee U Fan, Namok, Surrealist artists, Jenny Holtzer and John Dahlson. research artists, artworks and art such as: Diane Arbus, Joseph Beuys, Klimt, Munch, Franz Marc, Chagall, Soutine, Rothco, Beckmann, Mona Ryder, Lucille Martin, Fiona Foley, Brett Whiteley, Joy Hester, Robert Dickerson, Arthur Boyd, Julie Rrap, Fiona Hall, Ginger Riley, Sebastian De Mauro, Terry Summers and Robert Cindy Sherman, Olaf Martens, Ansel Adams, Robert Frank, Irving Penn, Walker Evans, Kahlo, Davida Allen, William Robinson,
Formative Summative Making and appraising responses Experimental Initial appraising experiences on a student's understanding of visual language and expression of artworks. Contexts of artworks Critique methodologies Speaking and writing skills Appraising instruments evolving from a folio of appraising learning experiences based on seen works. folio Oral focusing on a student's of of artists’ intent, and justifying judgment through their critique. evolving from a folio of learning based on seen works. Experimental folio Exhibition critique Appraising experiences focusing on a student's understanding of communication of artists’ intent and justifying judgment through their critique. Appraising instruments evolving from a folio of appraising learning experiences based on seen works. Formative “body of work” inclusive of: Making: Inquiry of the concept/focus Appraising: Research assignment, extended written (800–1000 words). Body of work 1, inclusive of: Making: Inquiry of the Appraising: Response to unseen works. Body of work 2, inclusive of: Inquiry of the written Further development of body of work 2, inclusive of: Making: Inquiry of the concept/focus Appraising: Oral (8–10 minutes). Sample one: Assessment overview Year Concept Focus Instrument Time Conditions Criteria Formative/ summative 11 Essence of form Unit 1: Altering Reality 9 Experimental folio 9 Teacher-directed Visual literacy Application Formative Essay 5 weeks 600 Appraising Formative words)
11 Unit 2: or the conceptual 9 weeks Experimental folio 9 Teacher-directed Visual literacy Application Formative Oral 4 weeks 4–5 minutes with notes and visuals Appraising Formative 11 Unit 3: Vital Elements 9 weeks Experimental 10 weeks Teacher–student negotiated Visual literacy Application Formative Critique 5 weeks 600–800 words Appraising Formative 11 Social comment Unit 4: Reaction 8 Body of work — making 10 Teacher–student negotiated Visual literacy Application Formative Body of work — research assignment 6 weeks 800–1000 words Appraising Formative 12 The artist’s condition Student-determined focus 36 weeks Body of work 1 — making 15 weeks Student-initiated Visual literacy Application Summative Body of work 1 — exam 6 weeks Extended writing: 800–1000 words Appraising Body of work 2 — making 15 weeks Student-initiated Visual literacy Application Body of work 2 — research assignment 6 weeks 800–1200 words Appraising Continue to work in body of work 1 or 2 — making 6 weeks Student-initiated Visual literacy Application Body of work 1 or 2 — oral 4 10 minutes with notes and visuals Appraising
Semester Concepts Assessment tasks Visual literacy Application Appraising Year 11: Formative 1 Essence of form Altering reality — Experimental folio C C Altering reality — B Non-representational — Experimental folio C C Non-representational — Oral A 2 elements — Experimental folio B B Vital elements — Critique B Social comment Body of work: Making B B Extended writing — research assignment B Proposed standard in each criteria at monitoring B B B Proposed OF ACHIEVEMENT at monitoring HA Year 12: Summative 3 The artist’s condition Body of work 1: Making B C Extended writing — exam A 4 Body of work 2: Making B B Extended writing — research assignment B Post-verification assessment Further development of Body of Work 2: Resolved making work B B Oral B Proposed standard in each criteria at verification B B B Proposed LEVEL OF ACHIVEMENT at verification HA Exit standard in each criterion B B B EXIT LEVEL OF ACHIEVEMENT HA
the elements and principles of art and design representations of the social and physical environment the relationships of form, content and context in visual representations their selected focus, context and media area. their selected focus, context and media area. their selected focus, context and media area.
drawing techniques with diverse media that explore the physical the local environment and landscape in 2-D and 3-D forms stimulus and response compositions that include 2-D and 3-D components Students should research artworks, art movements and individual artists, including Students should research artworks, art movements and individual artists,
collecting, cataloguing and classifying objects to explore reality art built-in, and designing for living anatomical studies of humans, plants, insects and animals Charles Blackman, Maw Dupain, Mary Kelly, Michael Nelson, Tjakammara, including Jill Orr, Davida Marion Borgelt, Fiona Hall, William Kentridge, Nam
Context Exploration of representations of reality within a variety of historical and sociocultural contexts. Historical: antiquity and Medieval Europe. Palaeography — the study of Exploration of representations of reality within a variety of historical, sociocultural and psychological contexts. Students select their own contextual references. Exploration of representations and expressions within: Students select own contextual references. Exploration of representations and expressions within:
Making & appraising responses Experimental making Research assignment, extended written (800–1000 Formative body of work, inclusive of: making: inquiry into the appraising :a transformative dialogue Body of work 1, inclusive of: making: inquiry of the appraising: research assignment, extended written (800–1200 Body of work 2 – inclusive of: making: Research, develop, resolve and reflect on the appraising: oral response in the format of an interview exposition
Media areas In to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: 2-D media ceramics In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: painting printmaking In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: painting photography In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: is negotiable with the teacher but could include digital imaging In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: Media is negotiable with the teacher but could include: 2-D media In response to the concept and focuses, students explore and experiment with materials, techniques, technologies and processes related to: painting photography 3-D media
photography or student choice in Year 12. sculpture time-based media or student choice in Year 12. 3-D media electronic media or student choice in Year 12. 2-D media 3-D media or student choice in Year 12. 3-D media public art or student choice in Year 12. electronic media or student choice in Year 12.
expression Making and appraising tasks applying the inquiry learning model to explore: elements of art principles of design, especially distortion and stylisation Making and appraising applying the inquiry learning model to explore: pattern, balance, sequence, space, size and colour dissecting and destroying the object: Making and Appraising tasks applying the inquiry learning model to explore: Representations of spiritual meanings from different cultural contexts Making and Appraising tasks applying the inquiry learning model to explore their selected focus with reference to: Attitudes: accepting, reflecting, opposing, changing, transitional, challenging, bias Making and Appraising tasks applying the inquiry learning model. To explore their selected focus with reference to: Personal: private, confidential Community: public and shared Making and Appraising tasks applying the inquiry learning model. To explore their selected focus with reference to: Personal: private, confidential Community: public and shared
mark-making with media What is form in visual art? How is it represented in 2-D and 3-D? “Abstract art depends upon the assumption that aesthetic value memory, shadow, impression and emotion the intellect in art: philosophy and psychology text and meaning. Students should research artists, Symbolism and metaphor Deconstructing and reconstructing meaning in images and objects Appropriation The icon, the shrine and the idol Values: beliefs, customs, traditions, ethics, positive and negative behaviours Students should research artists, artworks and art movements such as: Diane Arbus, Joseph Beuys, Klimt, Munch, Franz Marc, Chagall, Soutine, Rothco, Students should research artists, artworks and art movements such as: Cindy Sherman, Olaf Martens, Ansel Adams, Robert Frank, Irving Penn, Walker Evans, Kahlo, Davida Allen, William Robinson, John Davis, Michael Nelson Students should research artists, artworks and art movements such as: Cindy Sherman, Olaf Martens, Ansel Adams, Robert Frank, Irving Penn, Walker Evans, Kahlo, Davida Allen, William Robinson, John Davis, Michael Nelson
resides in form, shape, line and colour and are entirely independent of the subject of the painting or sculpture.” Students should research artists, artworks and art movements such as: artworks and art movements such as: Malevich, Mondrian, Kandinsky, Delaunay, Calder, De Koonig, Motherwell, Rothko, Fiona Foley, Lee U Fan, Namok, Surrealist Students should research artists, artworks and art movements such as: Early & 21st century painters including prehistoric artworks, Egyptian artists, medieval manuscripts, Beckmann, Mona Ryder, Lucille Martin, Fiona Foley, Brett Whiteley, Joy Hester, Robert Dickerson, Arthur Boyd, Julie Rrap, Fiona Hall, Ginger Riley, Sebastian De Mauro, Terry Summers and Robert McPherson. Tjakammara, Barbara Kruger, Julie Rrap, Rothco, Ginger Riley and traditional Indigenous artists. Tjakammara, Barbara Kruger, Julie Rrap, Rothco, Ginger Riley and traditional Indigenous artists.
and expression (continued) Realism, Cubism, Dada, Abstract expressionism and artists such as Picasso, Braque, Matisse, Cezanne, van Gogh, Duchamp, Archipenko, Miro, Balla, Boccioni, 20th & 21st century sculptural artists (Europe, Australian, Asian) e.g. Moore, Hepworth, Arp, Hartung, Picasso, David Smith, Raymond, Duchamp, Villon, Boccioni, Rodin Ken Unsworth, Claes
Margaret Preston, Warhol, Margaret Olley, Yasumasa Morimura, Jeffery Smart, Donald Friend, Judy Watson, Jenny Orchard, Alan Peascod and Brigiat Maltese. Oldenburg, Boomah, Lee U Fan and Donna Marcus. 20th & 21st century photographers & electronic including contemporary Australian photographers and