Level 3 Visual Arts internal assessment resource



Internal Assessment Resource

Visual Arts Level 3

|This resource supports assessment against: |

|Achievement Standard 91448 Printmaking |

|Use drawing to demonstrate understanding of conventions appropriate to printmaking |

|Achievement Standard 91453 Printmaking |

|Systematically clarify ideas using drawing informed by established printmaking practice |

|Resource title: Printed surface |

|4 (3.2) and 4 (3.3) credits |

|This resource: |

|Clarifies the requirements of the Standard |

|Supports good assessment practice |

|Should be subjected to the school’s usual assessment quality assurance process |

|Should be modified to make the context relevant to students in their school environment and ensure that submitted |

|evidence is authentic |

|Date version published by |December 2012 |

|Ministry of Education |To support internal assessment from 2013 |

|Quality assurance status |These materials have been quality assured by NZQA. NZQA Approved number |

| |A-A-12-2012-91448-01-6310 |

|Authenticity of evidence |Teachers must manage authenticity for any assessment from a public source, because |

| |students may have access to the assessment schedule or student exemplar material. |

| |Using this assessment resource without modification may mean that students’ work is not|

| |authentic. The teacher may need to change figures, measurements or data sources or set |

| |a different context or topic to be investigated or a different text to read or perform.|

Internal Assessment Resource

Achievement Standard Visual Arts 91448: Use drawing to demonstrate understanding of conventions appropriate to printmaking

Resource reference: Visual Arts 3.2 Printmaking

Credits: 4

Achievement Standard Visual Arts 91453: Systematically clarify ideas using drawing informed by established printmaking practice

Resource reference: Visual Arts 3.3 Printmaking

Credits: 4

Resource title: Printed surface

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standards Visual Arts 91448 and 91453. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the Standard and assessing students against it.

Context/setting

Before starting this activity it is expected that students will have knowledge and understanding of specific printmaking practices that would allow them to meet the requirements of Achievement Standards 91448 and 91453.

Prior to being able to clarify and regenerate their ideas students need to develop a proposal and context that they will explore and investigate in this activity. It is important that this proposal is rich enough to engage the student for the duration of the assessment (12 weeks), but not so broad that it does not provide traction to enable regeneration of ideas. It would be advisable to discuss their proposal with them before they undertake this activity.

Conditions

This combined assessment activity will take place over 12 weeks of in-class and out-of-class time.

Resource requirements

Students will need to have appropriate access to digital equipment and facilities.

Students will need a journal/visual diary of some form in which to record the development of their ideas.

See Resource B for a list of suggested printmaking books and websites.

Additional information

The work that is produced during this assignment could be further developed for assessment against Achievement Standard 91458.

Internal Assessment Resource

Achievement Standard Visual Arts 91448: Use drawing to demonstrate understanding of conventions appropriate to printmaking

Resource reference: Visual Arts 3.2 Printmaking

Credits: 4

|Achievement |Achievement with Merit |Achievement with Excellence |

|Use drawing to demonstrate understanding |Use drawing to demonstrate understanding |Use drawing to demonstrate in-depth |

|of conventions appropriate to |of specific conventions appropriate to |understanding of specific conventions |

|printmaking. |printmaking. |appropriate to printmaking. |

Achievement Standard Visual Arts 91453: Systematically clarify ideas using drawing informed by established printmaking practice

Resource reference: Visual Arts 3.3 Printmaking

Credits: 4

|Achievement |Achievement with Merit |Achievement with Excellence |

|Systematically clarify ideas using |Systematically extend ideas using drawing|Systematically regenerate ideas using |

|drawing informed by established |informed by established printmaking |drawing informed by established |

|printmaking practice. |practice. |printmaking practice. |

Resource title: Printed surface

Student instructions

Introduction

This assessment activity requires you to:

produce a body of drawings using various 2D print surfaces that demonstrates your understanding of the printmaking conventions of surface and scale

make a series of 2D or 3D prints that regenerate your ideas.

You will be assessed on your ability to demonstrate understanding of specific conventions by producing a body of work that systematically regenerates ideas informed by established printmaking practice.

This combined assessment activity will take place over 12 weeks of in-class and out-of-class time.

Evidence generated throughout the task will be used to assess both Standards.

Task

Develop a proposal

To begin this activity you are required to develop a proposal – a direction in which you intend to head. Provide details of your selected key pictorial devices, conceptual issues or ideas, key artist models, and contexts that you intend to reference in your project. To develop a proposal, think about these questions:

What is your broad theme?

What are specific features that interest you conceptually or visually?

What key artists will you refer to?

What pictorial devices might you employ?

What methods and media might you employ?

See Resource A for more information on developing proposals.

See Resource B for more information on appropriate artist models.

Use printmaking conventions

Working from the ideas developed in your proposal and collected visual material, produce a series of printmaking drawings that explore selected elements and principles, with each drawing investigating the conventions of surface and scale.

You need to make at least six images with at least three different printing processes. Printing processes include woodcut, monoprint, collotype, intaglio, dry point, engraving, screen print, transfer, and lithograph.

Receive critique from your teacher and peers about how successfully your prints use elements and principles to demonstrate your knowledge of the selected conventions of surface and scale in printmaking practice. Think about how the unique characteristics of each print process and procedure have enhanced or diminished the particular outcome. Some themes and subjects may be more suited to particular print processes. Make notes around your work prints, indicating how they might be improved to show those conventions more successfully.

Based on the feedback from your critique use at least three different print processes/techniques to produce a series of prints that trial at least four different 2D surfaces (for example, paper, textured paper, coloured paper, tissue, thin card, corrugated card, plastic wrappers, clear plastic, plexiplate, Perspex, or plant matter).

Teacher note: Ensure students use a range of 2D print surfaces when trialling processes/techniques.

You have six weeks to complete this activity.

Outcome: Six images using at least three different print processes and four different surfaces. Additional works may use the generated print plates on a variety of surfaces.

Clarify, extend and regenerate your ideas

Clarify

Evaluate the strengths and weaknesses of the outcomes generated for Use printmaking conventions. Make brief notes about how particular print processes have been used to communicate the ideas generated in the initial proposal. Generate an A3 page of new concept drawings that extend ideas by building upon the strengths of the previous material. You may need to look at new artist models to generate new options (pictorial and/or technical) for development. Make at least two prints that systematically regenerate ideas, using the trialling of different surfaces from Use printmaking conventions as a starting point.

Extend

Investigate 2D or 3D surfaces by directly making three works that print onto selected surfaces or apply cut-out and/or collage methods to a chosen site. This may include a printing directly onto or applying work to a specific site such as an interior or exterior wall. Refer to Swoon in Resource B.

Regenerate

Generate further technical or pictorial ideas in response to your surface and site experiments. On an A3 page make concept drawings accompanied by technical annotations.

Produce a series of three to four 2D or 3D prints to regenerate your ideas through the consideration of format, surface, and scale. These prints may use cut-out and/or collage processes or be directly printed onto selected surface(s).

Document your work, either by taking a series of photographic stills or making a video. Print your photographic stills (A4 or A5) and present on an A1 panel accompanied by your journal or workbook pages, or submit your video.

Teacher note: You may wish to guide your students as to how many works they produce and the size or scale of the works.

You have six weeks to complete this activity.

Outcome: A3 page of concept drawings, two new prints, three site/surfaces works, A3 page of new concepts, three to four final prints.

Resource A

Proposals for visual arts projects

A proposal is much like a brief, but less directive. Rather than outlining a specific problem that will be solved, a proposal presents a direction that the art-maker intends to head in, and provides detail of some of the key pictorial and conceptual issues that will be investigated. In an educational context (for example, developing an NCEA folio project) the proposal will probably also include a list of key artist models that the student intends to reference in their project.

Successful proposals provide sufficient direction to help the art-maker get started, but are not so specific that they anticipate the finished product before the project has been started. To quote art educator Anna Miles: “It’s like driving a car at night. You never see further than your headlights, but you can make the whole trip that way.” The proposal is not a great light that illuminates the journey from beginning to end. It is simply an outline of the direction you intend to head in, a beginning for the adventure.

(Adapted from Saying What You See, Annals, Cunnane and Cunnane, 2009.)

Resource B

Books

Swoon by Swoon

Printmaking at the Edge by Richard Noyce

Critical Mass by Richard Noyce

Websites

Albrecht Durer:

Jim Dine:

Andy Warhol:

Nicola Lopez:

Norman Ackroyd:

Swoon, Dietch Projects:

Alicia Candiani:

John Hitchcock:

Scott Betz: and



Aine Scannell:

Rebecca Beardmore:

Faisal Abdu’Allah:

Marilene Oliver:

Cecilia Mandrile:

Binh Danh:

Assessment schedule: Visual Arts 91448 Printmaking – printed surface

|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |

|The student uses drawing to demonstrate understanding of conventions |The student uses drawing to demonstrate understanding of specific |The student uses drawing to demonstrate in-depth understanding of |

|appropriate to printmaking. |conventions appropriate to printmaking. |specific conventions appropriate to printmaking. |

|The student’s drawings and prints demonstrate conventions appropriate|The student’s drawings and prints demonstrate specific conventions |The student’s drawings and prints demonstrate specific conventions. |

|to the 2D printed surface. |that are purposefully selected to thoughtfully reflect the intention |These have been applied with fluency and facility to the 2D printed |

|The drawings demonstrate the application of these conventions towards|of the 2D printed surface. |surface. |

|a particular outcome. |The drawings demonstrate skills in chosen print processes to enhance |Particular processes have been critically selected to successfully |

|For example, a student dealing with family possessions/ancestry uses |the thematic and/or communicative intent of the work. |enhance the thematic and/or communicative intent of the work. |

|a limited number of conventions in their drawings. They alter |For example, a student dealing with family possessions/ancestry uses |For example, a student dealing with family possessions/ancestry uses |

|particular conventions but rely heavily on their found |conventions and may combine a variety of pictorial ideas and |an extensive number of conventions and combines many into a single |

|imagery/material. They work with limited printed surfaces to show |technical approaches together. The student explores relationships |idea. The student explores complex relationships between surface and |

|exploration. |between surface and scale. They experiment with different media and |scale. They experiment with a variety of media and test out many |

| |trial surfaces to show exploration. Their prints use combinations of |different surfaces. Their prints use sophisticated combinations of |

|The examples above relate to only part of what is required, and are |specific conventions to communicate emotion and personal belongings. |specific conventions to communicate history, emotion, and personal |

|just indicative. | |belongings. Conventions such as tension and movement are conveyed |

| |The examples above relate to only part of what is required, and are |through extreme changes in scale. |

| |just indicative. | |

| | |The examples above relate to only part of what is required, and are |

| | |just indicative. |

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

Assessment schedule: Visual Arts 91453 Printmaking – printed surface

|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |

|The student systematically clarifies ideas using drawing informed by|The student systematically extends ideas using drawing informed by |The student systematically regenerates ideas using drawing informed |

|established printmaking practice. |established printmaking practice. |by established printmaking practice. |

|The student’s body of prints is informed by established practice and|The student has generated ideas with a series of prints. Informed by|The student has generated ideas with a series of prints. Informed by|

|demonstrates generation, analysis, reflection, and further |established practice, they have selected their most successful |established practice, they have selected their most successful |

|development of surface and spatial ideas in installation |drawings for critical analysis and further development. The student |drawings for critical analysis and extension. The student has |

|printmaking. |has evaluated how their use of processes, surface, and context best |evaluated how their use of processes, surface, and context best |

|For example, the student selects, analyses, and further develops |communicates their ideas in installation printmaking. |communicates the intention of their installations. Their |

|some drawings and print outcomes from their subject matter. The |For example, the student analyses and further develops prints that |drawings/prints demonstrate how they have revisited earlier ideas to|

|sequence of their ideas shows that they have explored printing into |best communicate their ideas by locating their prints into an actual|reform and extend their thinking. |

|an actual space or site. |context (a wall in a room). The student revisits their |For example, the student analyses, revisits, and re-forms the |

| |drawings/prints and further develops them by considering the surface|drawings/prints that best communicate their ideas by locating prints|

|The examples above relate to only part of what is required, and are |and scale. |into an actual context. They reuse their earlier drawings/prints in |

|just indicative. | |new and unexpected ways by locating them into a chosen space or |

| |The examples above relate to only part of what is required, and are |site. The student fully explores the expressive potential of surface|

| |just indicative. |and scale. |

| | | |

| | |The examples above relate to only part of what is required, and are |

| | |just indicative. |

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

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