Visual Art Friday 23 October 2015 Paper One Focus book

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1 2015 Senior External Examination Visual Art Friday 23 October 2015 Paper One Focus book 9 am to 1:10 pm Time allowed Perusal time: 10 minutes Working time: 4 hours Examination materials provided Paper One Focus book Paper One Artwork book 3 sheets of A2 art paper Equipment allowed QCAA-approved equipment art media (pens, pencils, paints, brushes, rags, water container, etc.) resource container (containing two-dimensional and/or low-relief resources) drawing board Directions You may write in this book during perusal time. You are not permitted to borrow any equipment or art media during the examination. Assessment Paper One assesses the following assessment criteria: Visual literacy Application Assessment standards are at the end of this book. After the examination session Take this book when you leave. For all Queensland schools

2 Planning space

3 Concept Paper One is a practical examination. You are required to create a resolved artwork or artworks in response to a concept. Use one or more of the focuses developed from the concept to construct your response. The concept for 2015 is I wish. The stimulus materials in this book are organised into three focus areas: Focus 1 Hope Focus 2 Social issues Focus 3 Change. Each focus defines possible artist interpretations and responses to the concept of I wish. Your artwork/s may incorporate two-dimensional or low-relief resources. Your artwork/s may be one or more of the following: a literal representation of the concept a symbolic interpretation that identifies and depicts representations associated with your experiences relating to the concept an abstract and non-representational interpretation that deals with a highly personalised response to the concept a metaphoric representation that communicates something about your interpretation of the concept. 1

4 For your resolved artwork/s you may present visual interpretations of one or more of the following focuses derived from the concept of I wish. Focus 1 Hope, e.g. hopes and dreams of individuals and communities to create meaning using context and composition in visual art. Focus 2 Social issues, e.g. social issues and the exploration of context to explore the use of visual language in composition. Focus 3 Change, e.g. transformation and adjustments of the past and present to explore change in our world. The work may be submitted in the artwork book and/or on A2 art paper. If you wish, you may remove images from this book and incorporate them into your response. Ask the supervisor for another copy of the paper if you need one. Submit your working ideas in the artwork book. You may also provide a rationale for your work. Focus 1 Hope Artists find inspiration from ideas and imagery to challenge the viewer to dream of a better world. The following artworks interpret the concept of I wish through the exploration of compositional arrangements that communicate aspects of hope. Create an artwork that is a literal or abstract interpretation of hope. Use the following artworks as stimulus to create your composition. Image 1A Tyler Varsell Nucleus 2012 Paper, acrylic and thread on canvas 20 cm x 20 cm 2

5 Image 1B Shepard Fairey Hope 2008 Painting Size unknown Image 1C Jannick Deslauriers Pavots (detail) Installation textile Size variable Focus 1 images continue 3

6 Image 1D Melissa Zexter Woman with Veil 2013 Thread, digital print 43 cm x 56 cm (close up) 4

7 Image 1E George Frederic Watts Hope 1886 Oil on canvas 142 cm x 112 cm Image 1F Del Kathryn Barton Mother (a portrait of Cate) 2011 Watercolour, gouache, acrylic and pen on polyester canvas 240 cm x 180 cm 5

8 Image 1G Rosemary Laing Flight research # Photograph Size unknown Image 1H Banksy Balloon Girl There is always hope, 2007 Stencil Year unknown Size unknown 6

9 7 Focus 1 continues fold out this page

10 Focus 2 Social issues After studying the stimulus material, make an artwork using visual language and context to explore social issues and communicate what I wish. Image 2A Hush Graffitified Geishas 2008 Oil paints Size unknown 8

11 Image 2B Alexandra Bellissimo Infringement 2012 Photo collage 43 cm x 20 cm Image 2C MadeIn Company (Xu Zhen) Spread B Collage on canvas, cloth, mixed media 198 cm x 300 cm 9

12 Image 2D Banksy Elephant in the room 2006 Installation Life-size Image 2E Bindi Cole (Wathaurung people, Australia) I forgive you 2012 Emu feathers on MDF board Size unknown 10

13 Focus 2 continues fold out this page 11

14 Focus 3 Change The following artworks explore change and how artists represent ideas and imagery using visual arrangements. Make a resolved artwork that uses change to represent I wish. Image 3A Su Blackwell While you were sleeping 2004 Paper sculpture Life-size (close up from reverse side) Image 3B Do Ho Suh Fallen Star (two views) 2012 Installation Life-size 12

15 Image 3C Kenneth Martin Chance, Order, Change 12 (Four Colours) 1980 Oil on canvas 91 cm x 91 cm 13

16 Image 3D David M Thomas Untitled self-portraits from the series Every day I am a day older 1992 Photographs Size unknown Image 3E Blake Little Isaiah 2014 Honey, Photograph from performance artwork Life-size End of Paper One 14

17 Focus 3 continues fold out this page 15

18 Assessment standards from the Visual Art Senior External Syllabus 2006 Paper One Criterion Standard A Standard B Standard C Standard D Standard E Visual literacy The candidate: develops and resolves individualised artworks, reflecting a developed personalised aesthetic defines and solves complex problems relevant to the concept uses visual language and contexts to construct and effectively communicate intended meanings. The candidate: develops and resolves individualised artworks, reflecting a personalised aesthetic defines and solves problems relevant to the concept uses visual language and contexts to construct and communicate intended meanings. The candidate: develops and resolves individualised artworks solves problems relevant to the concept uses visual language and contexts to reproduce meanings. The candidate: develops artworks solves some problems relevant to the concept uses images and/or objects and contexts. The candidate: copies ideas and information explores simple problems uses images and/or objects. Application The candidate: applies knowledge and understanding when selecting, exploring, manipulating and exploiting materials, techniques and processes. The candidate: applies knowledge and understanding when selecting, exploring and manipulating materials, techniques and processes. The candidate: applies knowledge when selecting and using materials, techniques and processes. The candidate: selects materials and uses techniques and processes. The candidate: uses materials and techniques. 16

19 Acknowledgments Image 1A Tyler Varsell (image obtained from Image 1B Shepard Fairey (image obtained from Image 1C Jannick Deslauriers (image obtained from Image 1D Melissa Zexter (image obtained from Image 1E George Frederic Watts (image obtained from Image 1F Del Kathryn Barton (image obtained from Image 1G Rosemary Laing (image obtained from Image 1H Banksy (image obtained from Image 2A Hush (image obtained from Image 2B Alexandra Bellissimo (image obtained from Image 2C MadeIn Company (Xu Zhen) (image obtained from Image 2D Banksy (image obtained from Image 2E Bindi Cole (image obtained from Image 3A Su Blackwell (image obtained from Image 3B Do Ho Suh (image obtained from Image 3C Kenneth Martin (image obtained from Image 3D David M Thomas (image obtained from Image 3E Blake Little (image obtained from All websites accessed 23 April Every reasonable effort has been made to contact owners of copyright material. We would be pleased to hear from any copyright owner who has been omitted or incorrectly acknowledged.

20 The State of Queensland (Queensland Curriculum and Assessment Authority) 2015 Copyright enquiries should be made to: Manager Publishing Unit Queensland Curriculum & Assessment Authority PO Box 307, Spring Hill QLD 4004 Australia Level 7, 154 Melbourne Street, South Brisbane T F