VCE Art: Administrative information for School-based ...



VCE Art: Administrative information for School-based Assessment in 2021Units 3 and 4School-assessed TaskThe School-assessed Task (SAT) contributes 50 per cent to the study score and is commenced 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 Outcome 2 and Unit 4 Outcome 2. The recorded scores must be based on the teacher’s assessment of the student’s performance according to the criteria on pages 6–15. This assessment is subject to the VCAA’s statistical moderation process.The 2021 VCE Art assessment sheet on page 25 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 Art 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 are published annually in the VCE and VCAL Administrative Handbook 2021. The Authentication record form on pages 18–23 is to be used to record information for each student and must be made available on request by the VCAA.The SAT has two components.Unit 3 Outcome 2Unit 4 Outcome 2.Finished artwork/s submitted at the completion of Unit 3 must have secure storage at school until such time as they are released to be assessed collectively with finished artworks completed in Unit 4. Dates for release to students are published in the 2021 Important Administrative Dates.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.aspxUnit 3Investigation and interpretation through art makingOutcome 2On completion of this unit the student should be able to use the art process to produce at least one artwork and use the Analytical Frameworks to document and evaluate the progressive development and refinement of their artistic practice.Nature of taskA body of work that presents explorations within selected art forms and that clearly demonstrates the development of the student’s thinking and working practices. The progressive realisation and resolution of the body of work reflects personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills, and includes at least two finished artworks that resolve the student’s intentions.Scope of taskA range of visual responses should be developed in a visual diary. Written and visual responses should demonstrate the student’s development of thinking and working with personal ideas and concepts, and employ the analytical frameworks to reflect upon and develop further works. The written and visual documentation should demonstrate how the student applies materials and techniques to develop visual language. The student’s use of visual language should demonstrate an aesthetic understanding at each stage of the art making process and the application of the art elements and the principles in art making. Documentation of sound and video recording of performance art or site-specific artwork may be required, depending on the medium selected by the student.At least one finished artwork must be produced with the developmental work. A finished artwork is one that is judged by the student to best demonstrate theirunderstanding of visual language, materials and techniques relevant to their selected art form. Evidence of initial ideas, exploration, investigation and experimentation of materials and techniques in the body of work accompanied by reflective annotations should be linked to the finished artwork. The finished artwork should be completed within the specified timeframe and clearly labelled ‘Finished artwork Unit 3’. Students should clearly identify the Analytical Frameworks when reflecting on, evaluating and annotating their art making. They should label and use appropriate aspects and language of the Analytical Frameworks. Use of the Analytical Frameworks should be identified and applied from the initial exploration of personal art responses, ideas, concepts and observations through to the development, refinement and resolution of finished artworks. Students should:develop their own art responses that are inspired by personal ideas, concepts and observationsdevelop a visual language that reflects imagination and demonstrates the development of personal ideas, concepts and the investigation of materials, techniques, processes and artform/sengage in personal exploration, reflection, analysis and evaluation as they progressively develop and refine their ideasdocument, analyse and reflect on thinking and working practices using the language and context of relevant Analytical Frameworks, as appropriate, to support their reflection on the structural, personal, cultural and contemporary aspects of their artworks. Selected Analytical Frameworks must be clearly identified and labelled within the content of the annotation.The body of work may have a number of starting points and multiple directions. Starting points in the art process might involve:experimental exploration of media and materialsinvestigation into the qualities of art form/sexploration of themes or concepts and aesthetic considerations used by artists In addition to the finished artwork/s, the exploration and experimentation is part of the student’s body of work. The refinement of ideas leading to at least one finished artwork might occur through:trialling and refining techniques and processesprogressive refinement of ideas progressive annotation and evaluation of explorations and investigationsrealisation of experiments, explorations and conceptsappropriate technical skill to complete at least one finished artwork by the end of Unit 3.The effective communication of the students’ artistic practice, as outlined in the Cross-study specifications on page 10 of the VCE Art Study Design, in the refinement of ideas and concepts must be documented with visual and written material. This may include:grouping, numbering, dating and/or commenting on specific aspects or sections of work from initial concept to the refinement of ideaswork organised chronologically, thematically and/or stylistically to reflect the students’ approach to their practical work.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. Unit 4Realisation and resolutionOutcome 2On completion of this unit the student should be able to apply the art process to progressively communicate ideas, directions and personal concepts in a body of work that includes at least one finished artwork and use selected aspects of the Analytical Frameworks to underpin reflections on their art making.Nature of taskA body of work that presents explorations within selected art forms and that clearly demonstrates the development of the student’s thinking and working practices. The progressive realisation and resolution of the body of work reflects personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills, and includes at least two finished artworks (one completed in Unit 3 and one completed in Unit 4), that resolve the student’s intentions.Scope of taskA range of visual responses are developed into a body of work that demonstrates the student’s ideas, concepts and observations using a range of materials and techniques. In Unit 4 students continue to explore and experiment with ideas, concepts, materials and techniques to develop, refine and resolve them into finished artwork/s.The use of visual language should demonstrate the ability to manipulate art elements and principles, and demonstrate the further exploration and experimentation, development and refinement of ideas, concepts, use of materials and technical skill. All the student’s investigation, experimentation, exploration, development, refinement and resolution contribute to and constitute their body of work. One finished artwork/s must be produced in Unit 4. A finished artwork is one that is judged by the student to best demonstrate their understanding of visual language, materials and techniques relevant to their selected art form. It should be evident that the finished artwork/s in this unit is a progression from the ideas, exploration, development and refinement of artwork/s presented at the completion of Unit 3. The progression should be evidenced in the ideas and concepts and the use of techniques, materials and processes in the body of work. Written annotations in Unit 4 should demonstrate further exploration, experimentation, progression and refinement on the work produced in Unit 3. The manipulation of art elements and principles and technical qualities should be supported by the application of materials and techniques. Evidence of initial ideas and exploration, investigation, experimentation, development and refinement of materials and techniques in the body of work and in accompanying annotations should be linked to the finished artwork.Students continue to select the appropriate aspects and language of the Analytical Frameworks to reflect on and annotate their work Students continue to select the appropriate aspects and language of selected Analytical Frameworks to support their developed and reflective annotation on the structural, personal, cultural and contemporary aspects of their art making. Students clearly indicate the explorations and experimentation or the continued development, progression and refinement of their ideas, directions, skills and application of materials and techniques and how these constitute a body of work.Students should:continue to develop the body of work begun in Unit 3 and complete at least one finished artwork/s for Unit 4continue to reflect on personal concepts as they further explore, experiment and progressively develop, refine and resolve their artworksinvestigate, explore, experiment, refine and show their developed knowledge of materials, processes and art formscontinue to analyse and reflect on thinking and working practices in an informed way, using the language and context of the Analytical Frameworks as appropriate to support their reflection on the structural, personal, cultural and/or contemporary aspects of their artworksapply and clearly identify selected Analytical Framework/s when annotating their work to demonstrate reflection on the influences on their work and refinement of a visual languageprovide documentation that indicates the initial idea/s or concepts, the refinement of these directions and the resolution of all finished artwork/s.The realisation and resolution of students’ thinking and working practices, the further exploration and experimentation, and the refinement of ideas and concepts must be effectively communicated and documented with visual and written material. This may include:grouping, numbering, dating and/or commenting on specific aspects or sections of work from initial concept to the resolution of ideasprogressive annotation, explanation and evaluation of ideas, concepts and visual directionswork organised chronologically, thematically and/or stylistically to logically reflect the students’ conceptual approach to their practical work.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. Framing of finished workStudents should consider carefully the presentation of their finished artworks. Presentation should be carefully considered to ensure that the surface qualities of the work are not obscured, and the close examination of the use of materials and techniques 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. 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.Any framing, mounting or use of these materials should be undertaken by the student and the considerations should be included in the Authentication record form. 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. VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 3Outcome 2Exploration of personal responses, ideas and concepts throughout artistic practice.Exploration and experimentation with art forms.Exploration and experimentation with art forms in ideas and responses.Exploration and experimentation with art forms in personal responses, ideas and concepts through artistic practice.Exploration and experimentation with art forms is relevant to the communication of personal responses, ideas and concepts through artistic practice.Exploration and experimentation with art forms is explicit to the communication of personal ideas, responses and concepts through artistic practice.0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPLORATION – EXPERIMENTATIONExploration of personal responses and ideas – Concepts and ideas come from personal responses.Experimentation of art forms and media relevant to student intentions – Responds to artistic inspiration visually-small studies with annotation indicating influences and student direction and approach from this influence.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 3Outcome 2Experimentation with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process.Experimentation with materials, techniques, processes and art forms.Experimentation with materials, techniques, processes and art forms linked to ideas and concepts throughout the art process.Experimentation with materials, techniques, processes and art forms to develop skills in relation to personal concepts throughout the art process.Experimentation with materials, techniques, processes and art forms to develop skills and to express personal concepts using visual language throughout the art process.Experimentation with materials, techniques, processes and art forms to develop and refine skills and to express and synthesise personal concepts using visual language throughout the art process.0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPERIMENTATION – EXPLORATIONExploration and investigation of selected art forms relevant to personal responses, ideas and concepts – Manipulates materials techniques and processes to strengthen visual language.Experimentation with materials, techniques and processes throughout the art process.Skill in the use of materials, techniques and processes throughout the art process.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 3Outcome 2Use of Analytical Frameworks that reflects the exploration and development of artworks through artistic practice.Frameworks are evident.Describes decisions using the analytical frameworks and art terminology.Analyses the effects of decisions made throughout artistic practice identifying and applying the analytical frameworks. Annotations use art terminology.Analyses and evaluates artistic practice selecting analytical frameworks to document decisions made.Annotations use art terminology to focus on the development of selected ideas and concepts.Relevant use of the Analytical Frameworks and art terminology in annotations throughout artistic practice to analyse, interpret and evaluate ideas. The analytical frameworks are applied, and decisions are evaluated with an indication for further expansion and improvement.0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPERIMENTATION – EXPLORATION – DEVELOPMENTUse of aspects of the Analytical Frameworks in annotations throughout artistic practice.Documentation and evaluation using the Analytical Frameworks in the exploration of personal art responses, ideas and concepts throughout artistic practice.Understanding of art terminology in documentation.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 3 Outcome 2Use of visual language to develop artworks relevant to the student’s intentions.Demonstrates the use of visual language in the art process.Uses visual language relevant to intentions in the art process.Demonstrates links between intentions and conceptual directions using visual language throughout the art process. Uses visual language in a variety of visual responses to intentions and in the development of conceptual direction throughout the art process. Uses visual language in a variety of visual responses and in the development and refinement of conceptual directions throughout the art process. 0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPERIMENTATION – EXPLORATION – DEVELOPMENTManipulation and application of materials, techniques and processes in visual language.Links between student intentions, conceptual directions and the development of artworks.Understanding of visual language through the experimentation, development and refinement of materials, techniques and processes in the development of artworks.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 3Outcome 2Refinement and resolution of personal ideas in the art process and finished artwork/s.Application of skill demonstrated in artwork(s).Application of skill linked to personal ideas, directions and concepts in artwork(s).The finished artwork(s) and art process demonstrate an application of skill and refinement of personal ideas, directions and concepts.The finished artwork(s) and art process demonstrate refinement in the application of skills to refinement and resolution of e personal ideas, directions and concepts.The finished artwork(s) and art process demonstrate refinement in the application of skill and the refinement and resolution of personal ideas, directions and concepts through evaluation in all stages of the art process. 0 1 2 3 4 5 6 7 8 9 10 EvidenceREFINEMENT – RESOLUTIONRefinement and resolution of personal ideas and concepts in finished artwork(s) linked to the art process.Use of materials, techniques and processes in finished artwork(s).Refined use of skill in finished artwork(s).Use of visual language and analytical frameworks throughout art practice to refine and resolve ideas and artwork(s).VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 4Outcome 2Exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4.Exploration, investigation and experimentation are evident.Exploration, investigation and experimentation is evident with techniques and processes relevant to personal ideas.Exploration, investigation and experimentation with materials, techniques and processes demonstrates the development of skill from Unit 3 relevant to personal concepts and ideas.Exploration, investigation and experimentation with materials, techniques and processes that demonstrates a progression and refinement of skills, using visual language relevant to personal concepts and ideas from Unit 3. Exploration, investigation and experimentation with materials, techniques and processes that demonstrates a progression from Unit 3 refining skills to express and synthesise personal concepts and ideas using visual language. 0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPERIMENTATION – EXPLORATION – DEVELOPMENT – REFINEMENTClear link and progression from Unit 3. Experimentation, exploration and investigation of personal concepts. Consistent progression of the art process from Unit 3 – focus on development and refinement of ideas, materials, techniques and processesRelevant use of materials techniques and processes.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 4Outcome 2Use artistic practice to refine and realise concepts in the body of work and finished artwork(s).At least one finished artwork is presented in the Unit 4 body of work. An art process is applied to develop concepts in the Unit 4 body of work with at least one finished artwork. An art process is applied to realise concepts in the body of work in Unit 4 with at least one finished artwork.An art process is applied using critical, creative and reflective thinking in conceptualisation of at least one finished artwork.An art process is applied using critical and creative thinking to refine and realise concepts in Unit 4 body of work with at least one finished artwork.0 1 2 3 4 5 6 7 8 9 10 EvidenceDEVELOPMENT – REFINEMENT – RESOLUTIONFocus on a body of work (Unit 3 and 4). Reflection on the development, refinement and realisation of ideas and concepts in Unit 4.Visual language contributing to a minimum of one final artwork from Unit 4. Use of critical, creative and reflective thinking in conceptualisation, development and refinement of artworks in Unit 4.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 4Outcome 2Manipulation of visual language and technical qualities to explore, develop, refine and resolve personal ideas and visual imagery throughout Unit 4.Use of materials and techniques and processes to create visual language. Manipulation of materials and techniques and processes to create visual language.Manipulate materials and techniques and processes to develop and refine visual language.Manipulation and application of materials and techniques, processes and visual language from Unit 3 is developed to create links between ideas, concepts and visual imagery. The development and application of materials and techniques, processes and visual language from Unit 3 is refined and resolved to create clear links between ideas, concepts and visual imagery. 0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPLORATION – DEVELOPMENT – REFINEMENT – RESOLUTIONApplication and manipulation of materials, techniques and processes to explore, develop and refine visual imagery in finished artworks. Links between visual language, ideas and concepts.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 4 Outcome 2Resolution of skills, ideas and personal concepts evident in Unit 4 finished artwork/s.Finished artwork/s are presented. Finished artwork/s demonstrate ideas and concepts. Finished artwork/s resolve ideas and concepts using an understanding of artistic practice. The finished artwork/s demonstrates aesthetic considerations, skills and understanding of artistic practice in the application of the selected artform. Aesthetic considerations, the refined application of skills and understanding of artistic practice are used to resolve finished artwork/s. 0 1 2 3 4 5 6 7 8 9 10 EvidenceRESOLUTION – REFINEMENTResolution of ideas and concepts in finished artwork/s across the body of work.Finished artwork/s demonstrate an understanding of artistic practice.VCE Art: School-assessed Task Assessment Sheet 2021Assessment CriteriaLevels of PerformanceNot shown1–2 (very low)3–4 (low)5–6 (medium)7–8 (high)9–10 (very high)Unit 4Outcome 2Use of the Analytical Frameworks in reflective and evaluative annotations throughout Unit 4.Analytical frameworks are evident. Describes decisions using the analytical frameworks and using art terminology.Evaluates the effects of decisions made throughout Unit 4 identifying and applying the analytical frameworks using art terminology. Selected and relevant frameworks are applied throughout the body of work. The use of the analytical frameworks and art terminology are applied in Unit 4 to evaluate and reflect on decisions and ideas.Selected and relevant frameworks are applied throughout the body of work. Consistent use of the analytical frameworks and art terminology are applied in Unit 4 to evaluate, reflect upon, and justify decisions and ideas. 0 1 2 3 4 5 6 7 8 9 10 EvidenceEXPLORATION – EXPERIMENTATION – DEVELOPMENT – REFINEMENT – RESOLUTIONApplication of art terminology in reflective and evaluative annotations throughout the art process.Application of selected Analytical Frameworks relevant to ideas and the resolution of artworks in evaluative and reflective annotations throughout the art process.Authentication of VCE Art 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 Art SATs:The body of work created for the SAT is based on work developed and completed in Unit 3 Outcome 2 and Unit 4 Outcome 2. Teachers are required to fill out the Authentication record form to provide the student with feedback on their progress for each criterion at each observation. 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.aspxThe VCE Art 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 artistic practices. The progressive realisation of the body of work should reflect personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills. 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. Teachers must sight and monitor the development and documentation of the student’s art process 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.Students should be encouraged to complete their artwork 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 also 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 artwork. Without this evidence the teacher may not be able to authenticate the student’s artwork or apply the SAT assessment criteria fairly.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. The further exploration, experimentation, development, refinement and resolution of student work should be clearly documented for Authentication purposes. Teachers cannot assess any work produced in Unit 3 in Unit 4. Teachers must ensure that all source and reference material, all appropriate imagery used in the final artwork, all use of non-school (home, outsourced) resources and any external assistance (for example, tutors) are acknowledged on the Authentication record form. 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.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. Framing of finished artworks or any aspect of the body of work is not required. However, students should use appropriate labelling to clearly identify their finished artwork and label as ‘Finished artwork Unit 3’ and ‘Finished artwork Unit 4’. If the artwork has the framing as part of the artwork then the student should clearly document the use of framing and how this contributes to the refinement of ideas, aesthetics, techniques and processes. Identification of the refinement is also required in their documentation and evaluation. 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.Authentication record form: VCE Art School-assessed Task 20218134350225425Unit 30Unit 3This 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 the 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 DateStudent initials and DateCriterion 1: Exploration of personal responses, ideas and concepts throughout artistic practice.Observation comments:Comment on submission Criterion 1:What are the personal ideas the student has explored? What studies or trials have they completed in response to personal ideas? What visual and/or written evidence is there that explains the expression of personal ideas?Criterion 2: Experimentation with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process. Observation comments:Comment on submission Criterion 2:What experimentation has the student completed using materials, techniques and processes? What are the links between the experimentation and the student’s personal ideas? How has the student used visual language in their expression of ideas? Criterion 3: Use of Analytical Frameworks that reflects the exploration and development of artworks through artistic practice.Observation comments:Comment on submission Criterion 3:Has the student documented the Structural, Cultural, Personal and Contemporary frameworks in their artistic practice? How has the student used the Analytical Frameworks to analyse and evaluate their artistic practice? Has the student used art terminology in their documentation? Criterion 4: Use of visual language to develop artworks relevant to the student’s intentions.Observation comments:Comment on submission Criterion 4:What evidence is there of the use of visual language in the experimentation, development and refinement of the artistic practice? How does the use of visual language relate to the student’s intentions? How has the student manipulated materials, techniques and processes using visual language? Criteria 5: Refinement and resolution of personal ideas in the art process and finished artworks.Observation comments:Comment on submission Criterion 5:What evidence is there of the refinement of materials, skills and techniques by the student in at least one finished artwork? How has the student resolved their ideas in at least one finished artwork? Has the student used visual language and the Analytical Frameworks in the refinement and resolution of one artwork?Unit 3 ChecklistStudent has referenced all imagery and sources in the visual diary by annotating the source next to the images.Student has submitted at least one final artwork at the completion of Unit 3.All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3rd 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 …………………………………………Authentication record form: VCE Art School-assessed Task 20218134350225425Unit 40Unit 4This 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 the School-based Assessment Audit.Student name …………………………………….……………… Student No.School…………………………………………………………………………………………Teacher ……………………………………..…………………………………………….Component of School-assessed TaskTeacher commentsUse the Criterion Evidence and Descriptors to inform the comments. Teacher initials and DateStudent initials and DateCriteria 6: Exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4.Observation comments:Comment on submission Criterion 6:What links are evident between Unit 3 and Unit 4 in the student’s artistic practice? How has the student progressively experimented with materials, techniques and processes from Unit 3? How has the student progressively explored personal concepts from Unit 3 in Unit 4? Criteria 7: Use artistic practice to refine and realise concepts in the body of work and finished artwork(s)Observation comments:Comment on submission Criterion 7:How has the student refined and realised a body of work across Units 3 and 4? How has the student further refined and realised ideas and concepts from Unit 3 the finished artworks in Unit 4? How has the student used visual language to refine and realise at least artwork in Unit 4? What evidence is there of critical, creative and reflective thinking? Criteria 8: Manipulation of visual language and technical qualities to explore, develop, refine and resolve personal ideas and visual imagery throughout Unit 4.Observation comments:Comment on submission Criterion 8:How has the student used visual language throughout Unit 4 to explore, develop and refine personal ideas in their art practice that demonstrates progression from Unit 3? What are the links between visual language, ideas and visual imagery in the body of work? Criteria 9: Resolution of skills, ideas and personal concepts evident in Unit 4 finished artworks. Observation comments:Comment on submission Criterion 9:How has the student resolved their ideas and personal concepts in the Unit 4 finished artworks? How has the student resolved skills in the Unit 4 finished artworks? Criteria 10: Use of the Analytical Frameworks in reflective and evaluative annotations throughout Unit 4.Observation comments:Comment on submission Criterion 10:Has the student documented the Structural, Cultural, Personal and Contemporary frameworks throughout the exploration, development and refinement of art works in Unit 4? How has the student used the Analytical Frameworks to analyse and evaluate their artistic practice in Unit 4 that indicates progression from Unit 3? Has the student used art terminology in their documentation? Unit 4 ChecklistStudent has referenced all imagery and sources in the visual diary by annotating the source next to the images.Student has submitted at least one final artwork at the completion of Unit 4 and has produced a body of work.All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3rd 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 …………………………………ArtAdditional information to be used in conjunction with the Assessment Sheet.CriteriaScoreStudents must submit at least one finished artwork for Unit 3 to be eligible for an S for the Unit.If a student does not present a finished artwork for Unit 3 Criteria 5the student is scored N/A for Unit 3 Criteria 5If a student has submitted a body of work but has not satisfactorily met the requirements for Unit 3 Criteria 1, 2, 3 and 4the student is scored between 0–2 for Unit 3 Criteria 1, 2, 3 and 4If a student does not present a body of work but has presented at least one finished artwork for Unit 4 the student is scored between 0–2 for Unit 4 Criteria 6, 7, 8 and 10 If a student presents at least one finished artwork but has not satisfactorily met the requirements for Unit 4 Criteria 9the student is scored between 0–2 for Unit 4 Criteria 9If a student presents a body of work but has not satisfactorily met the requirements for Unit 4 Criteria 6, 7, 8 and 10 the student is scored between 0–2 for Unit 4 Criteria 6, 7, 8 and 10If a student does not submit the School-assessed Task at allN/A is entered in the total score box 2021Victorian Certificate of EducationArt Assessment SheetSchool-assessed Task: Investigation and Interpretation,Realisation and ResolutionSTUDENT NAMEThis 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 numberassessing school numberCriteria for the award of gradesNot 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 2: Investigation and Interpretation through art making1exploration of personal responses, ideas and concepts throughout artistic practice??????2experimentation with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process??????3use of Analytical Frameworks that reflects the exploration and development of art work/s through artistic practice??????4use of visual language to develop artworks relevant to the student intentions??????5refinement and resolution of personal ideas in the art process and finished artwork/s??????Unit 4, Outcome 2: Realisation and resolution6exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4??????7use artistic practice to refine and realise concepts in the body of work and finished artwork/s??????8manipulation of visual language and technical qualities to explore, develop, refine and resolve personal ideas and visual imagery throughout Unit 4??????9resolution of skills, ideas and personal concepts evident in Unit 4 finished artwork/s??????10use of the Analytical Frameworks in reflective and evaluative annotations throughout Unit 4??????If a student does not submit the School-assessed Task at all, N/A should be entered in the total score box.SUBTOTALS??????581215549530TOTAL SCORETOTAL SCORE ................
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