Exemplar for Internal Assessment Resource Visual Arts Level 2. Resource title: Drawing with type

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1 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Exemplar for Internal Assessment Resource Visual Arts Level 2 Resource title: Drawing with type This exemplar supports assessment against: Achievement Standard Use drawing methods to apply knowledge of conventions appropriate to design Student and grade boundary specific exemplar The material has been gathered from student material specific to an A or B assessment resource. Date version published by Ministry of Education December 2011 To support internal assessment from 2012 Crown 2010

2 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard This resource focuses on the exploration of typography conventions and requires students to examine and apply aspects of font selection, size, style, placement, kerning, colour, and other manipulated effects to create visual interest and communicate meaning. The resource outlines a series of activities that progressively increase in terms of complexity to enable students to advance and deepen their knowledge of specific typographic conventions. Students use collage, hand drawn and digital processes and procedures to demonstrate their knowledge of the particular design conventions associated with the use and application of typography in a variety of contexts. The stronger samples begin to develop personal ideas in response to particular tasks although the assessment of evidence for this standard needs to be based on the knowledge of design conventions demonstrated in the work rather than developmental duration or advancement. The approach can result in episodic submissions from weaker students where a series of unrelated outcomes are generated. Stronger students have transferred the knowledge gained in preceding activities into the work for subsequent briefs. Drawing methods refers to the use of media, techniques and processes to arrange elements (line, shape, space, colour, tone, point, texture, form, mass, etc) and principles (balance, harmony, rhythm, tension, contrast, etc) to inform art work. Design drawing may include research, analysis, recording, concept visualisation, roughs, prototypes, models and evaluative notes, refinements and solutions. Conventions appropriate to design refer to the characteristics and constraints applicable, relevant and fitting to the field. Crown 2010

3 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Grade Boundary: Low Excellence 1. For Excellence samples need to: use drawing methods to apply in-depth knowledge of conventions appropriate to design. Apply in-depth knowledge means the critical selection and use of particular processes, procedures, materials, techniques and pictorial conventions according to an intended purpose when making artworks. Strengths: This sample presents a consistent application of the design conventions associated with each activity. The student attempts to use the particular characteristics and constraints of each approach in new and innovative ways from the Boba Fett collage to the digital type portrait on page two. The decision making between the first and final versions of Daydreaming and Futility on page nine reveal a restrained intelligence that meets the in-depth knowledge expectations of the standard at level two. The final cover design presents a well balanced solution that uses colour, font weighting, transformations, placement, simple graphic elements, and positive/negative balance that elegantly communicates and enhances the atmospheric content of the text. The sample is Low Excellence because: Not all evidence is convincingly operating at Excellence level. While some digital word images on pages four and five show mastery of the software and appropriate decision making (burn, earthquake, target, messy) other outcomes reveal a less considered relationship between style and meaning (tulips, skittles). A more sustained consideration of one option for the last brief (pages eight and nine) would have enabled the student to meet Excellence more securely by developing a deeper understanding of the particular conventions associated with book cover design. Crown 2010

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9 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Grade Boundary: High Merit 2. For Merit samples need to: use drawing methods to apply specific knowledge of conventions appropriate to design. Apply specific knowledge means the selection and use of particular processes, procedures, materials, techniques and pictorial conventions according to an intended purpose when making artworks. Strengths: The sample demonstrates proficiency in the application of specific conventions for all the activities undertaken. The text portrait and Obama pages present a degree of facility with these conventions that begins to demonstrate the in-depth knowledge needed for Excellence. The initial digital outcomes are less convincing although page seven and eight demonstrate a sound understanding of the use of hierarchical typography devices (size, colour, and placement) to manage and prioritise text elements. The final two outcomes on page eight present a confident use of typography conventions that articulates the pictorial plane, creates visual interest, and enhances the communicative meaning of the design context. The sample is not yet Excellence because: The sample contains examples of Merit and Excellence levels of performance. Pages four to six reveal the technical inconsistencies and partial successes associated with Merit level evidence. For Excellence the sample needs to demonstrate more consistency of understanding and management of the particular typographic characteristics evident in the first and last pages. Crown 2010

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14 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Grade Boundary: Low Merit 3. Strengths: The hand drawn and collage font faces demonstrate a sound understanding of the potential of this particular approach in use of colour to enhance visual interest. The sample presents a more sustained engagement with each activity with some transference of the collage approach used to create decorative effects in the word images on page four. The handmade outcomes on this page reveal a degree of innovative experimentation that is only possible where a student understands the specific characteristics of the approach. From page five the student presents a sustained consideration to the relationship between typographic elements and negative space although the outcomes occasionally confuse rather than enhance the meaning of the text. The critical annotations on from page six onwards may help to contribute towards the considered success of the final design on page eight which present sufficient application of font style, colour, placement conventions, and the relationships of typography to negative space and graphic elements, to enable the sample to meet the standard for Merit. The sample is Low Merit because: The Obama text on page three begins to enhance meaning but reveals an inconsistent understanding of the typographic potential of the activity. While the application of specific conventions builds towards appropriate outcomes on page seven, the preceding pages include regular decorative arrangements rather than considered management of layout to enhance meaning. To meet the standard more securely for Merit the sample would need to present more consistent application of the specific typography and layout conventions being investigated. Crown 2010

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19 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Grade Boundary: High Achieved 4. For Achieved samples need to: use drawing methods to apply knowledge of conventions appropriate to design. Apply knowledge means the use of processes, procedures, materials, techniques and pictorial conventions when making artworks. Strengths: The digital font face on page one demonstrates a Merit level application of specific design conventions with the size, tone and transformed elements of type effectively representing the different qualities of eyes, lashes, lips and hair. The hand drawn elements on page three reveal the technical limitations associated with Achieved level samples while the final two pages demonstrate a consideration of the relationships between typographic elements and negative space more typically occurring in Merit submissions. The annotations present in the final two pages are not a requirement of the standard although the strategy of identifying the strengths and weaknesses of particular outcomes often leads to the degree of understanding of specific conventions needed for higher levels of Achievement. The sample is not yet Merit because: Overall the sample presents an inconsistent application of typography conventions with the preponderance of evidence falling on the Achieved side of the grade boundary. Pages two, three, and four are well short of the specific knowledge needed for Merit while only the right side of page one, and pages five and six are approaching the specific application needed for Merit. Page two reveals a random distribution of typographic elements that confuses rather than enhances the message of the text. To meet the requirements of the standard for Merit the sample would need to operate more consistently at the higher level or to produce additional evidence at Merit level. Crown 2010

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23 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Grade Boundary: Low Achieved 5. Strengths: Page three begins to explore how the size, style and placement of type can enhance the content and meaning of a given text although the hand drawn elements are aesthetically and technically problematic. The hand drawn concepts on page four demonstrate a clear understanding of the relationships between typographic characteristics and the meaning of words. The most successful of the digital outcomes such as the clown on page six use colour and font selection to enhance the meaning of the message although the difficultly in reading the surrounding words reveals an inconsistent understanding of typographic conventions and purpose. The sample is Low Achieved because: Some digital solutions, particularly on page five, use digital effects for decorative rather than communicative purposes. For example the spots in the bottom left bold outcome significantly undermines the meaning of the word. A more sustained exploration of both hand drawn and digital outcomes would enable the student to critically edit the most successful outcomes and present a more consistent body of evidence to meet Achieved more securely. Crown 2010

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27 Exemplar for internal assessment resource Visual Arts Design 2.2 for Achievement Standard Grade Boundary: High Not Achieved 6. Strengths: Pages three to five begin to show some relationship between font characteristics such and style, size, colour and the meaning of the word. The control of drawing, collage, and digital processes is operating at the beginning of the Achieved grade range with reference to the level two status of the standard as defined by explanatory note one. The sample is not yet Achieved because: The knowledge of the relationship between type and meaning is not yet sufficiently consistent with numerous words such as beautiful and fuzzy on page four overlooking more suitable font/colour/style selections. The five page submission is limited in relation to the expectations of the scope of the standard. Students need to present the sustained body of evidence that demonstrates the level of knowledge needed for Achieved. For design this means an output appropriate to six weeks study which in a typical programme for design will mean six or more A3 pages and hand drawn and digital work. Crown 2010

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