VCE Studio Arts: Administrative advice for School-based Assessment in 2015

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1 VCE Studio Arts: Administrative advice for School-based Assessment in 2015 Unit 3 School-assessed Task 1 School-assessed Task 1 contributes 33 per cent to the study score and is commenced and completed in Unit 3. Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) through VASS a score against each criterion that represents an assessment of the student s level of performance for Unit 3 Outcomes 1 and 2. The recorded scores must be based on the teacher s assessment of the student s performance according to the criterion on pages This assessment is subject to the VCAA s statistical moderation process. The 2015 Studio Arts assessment sheet on page 7 is to be used by teachers to record scores. The completed assessment sheet for each student s School-assessed Task must be available on request by the VCAA. The performance descriptors for the assessment criteria are published annually on the Art study page on 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 will be updated annually and published in the current year s VCE and VCAL Administrative Handbook. The School-assessed Task for Unit 3 has two components: Outcome 1 Exploration proposal Outcome 2 Design process. Outcome 1 Prepare an exploration proposal that formulates the content and the parameters of an individual design process, and that includes a plan as to how the proposal will be undertaken. Nature of task An exploration proposal should create a framework for an individual design process in which the student plans how their subject matter, ideas, aesthetics, materials and techniques will be explored and developed through the design process. The student s exploration proposal needs to be developed on an individual basis and personal and creative responses should be encouraged throughout the preparation. The teacher and student should negotiate the contents of the exploration proposal and the art form/s in which the work will be undertaken to ensure the student is working within the range of art form/s and facilities the school is able to offer. It is expected that the exploration proposal will be of a substantial length that comprehensively addresses the scope of the task. VCAA

2 VCE Studio Arts: Administrative advice for School-based Assessment in 2015 Scope of task The exploration proposal should include: an explanation of the focus and subject matter to be explored and developed in the design process. a discussion of the conceptual possibilities and an explanation of the ideas to be explored a description of the art form/s to be explored in reference to the ideas to be explored. a discussion of the sources of inspiration to be investigated an explanation of the aesthetic qualities to be explored in relation to ideas to be explored. an explanation of the appropriate materials to be explored in reference to ideas to be explored. an explanation of the techniques, processes and skills to be developed in reference to ideas to be explored. a plan for how the exploration proposal will be implemented. The area of exploration should be defined in the exploration proposal in enough breadth to allow for substantial exploration during the design process to facilitate the development of a range of potential directions. The exploration proposal should be developed prior to the commencement of the individual design process but may be expanded upon during the initial stages of the design process. However, it should be noted that the exploration proposal sets out the content and parameters of the student s future proposed work and is not a summary of what has been done. The exploration proposal should, where possible, be word processed and may be presented as an extended statement, a series of short paragraphs and may include dot points and visual reference material. This visual reference material may include illustrations, diagrams or images of other artists work as a means of clarifying ideas expressed in the exploration The visual reference material must be cited or appropriately acknowledged. If an exploration proposal is not presented a student has not satisfactorily achieved the outcome and is unable to score in Criteria 1, 2, 3, 4, and 6 of School-assessed Task 1 and should be assessed as NS (Not Shown) for these criteria. Outcome 2 Present an individual design process that produces a range of potential directions, which reflects the concepts and ideas documented in the exploration Nature of task The individual design process should consist of experimental and developmental work that clearly addresses aesthetic qualities, techniques and processes related to the student s individual ideas and subject matter defined in the exploration Students should use the exploratory and developmental stage to investigate, clarify and consolidate ideas. They should explore, develop and refine the application of techniques, the use of materials and the manipulation of visual and other elements related to their ideas, concepts and aesthetic qualities as outlined in the exploration Students undertake annotation throughout the individual design process to reflect, analyse and evaluate the experimental and developmental work and the refinement of ideas. Students should clarify their thinking and working processes via images and annotations throughout the design process. The annotation will identify and select aspects of the individual design process that will contribute to the production of a folio of artworks in Unit 4. All annotations and written documentation should use appropriate art language and terminology Students should fully acknowledge any borrowed visual or written material, with clear evidence, through annotations, of VCAA Page 2

3 VCE Studio Arts: Administrative advice for School-based Assessment in 2015 the relevance of this material to their own art making, and explain how it will inform the exploration and development of ideas and subject matter. Potential directions Potential directions should reflect and demonstrate approaches undertaken by the student to communicate ideas and concepts discussed in the exploration Potential directions are developed progressively, evolving from and throughout the individual design process and should be seen in this context rather than as finished The nature of the potential directions will vary according to the characteristics of individual art forms and may contribute in their entirety or in part to final Annotation throughout the design process should identify potential directions as part of the students process of evaluation. It should be noted that a range of potential directions is required and that the presentation of one potential direction does not satisfy the requirements for this task. At the completion of SAT 1 students should have presented a range of potential directions. From this range students must select and clearly identify and evaluate the potential directions that will be used to develop artworks in Unit 4 for the production of a cohesive folio. Students might select potential directions that: most effectively communicate concepts, ideas and aesthetics documented in the exploration proposal offer the opportunity to demonstrate an appropriate level of technical skill provide the appropriate qualities to support a cohesive folio of work. If students appropriate the visual or intellectual property of others, teachers must ensure that this is clearly acknowledged and that the use of such material does not constitute plagiarism or contravene copyright and licensing agreements. All images used in the design process should appear with evidence of their source and any development that clearly establishes the work as that of the student. The use of other artists aesthetic qualities should be carefully considered during the design process. Over-use or direct copying of aesthetics of others may not allow students to develop individually creative explorations. All developmental work should relate directly to the students individual ideas expressed in the exploration At the conclusion of Unit 3 it is expected that the students will have developed a range of potential directions. At the commencement of Unit 4 students select the potential directions that will be used to create finished artworks in a cohesive folio. Students may have access to Unit 3 potential directions when undertaking the School-assessed Task in Unit 4. Access to this exploratory work should be controlled and where possible take place under supervised conditions. Access should only be given to the exploratory work that is relevant to the production of a cohesive folio of finished artworks in Unit 4. VCAA Page 3

4 VCE Studio Arts: Administrative advice for School-based Assessment in 2015 Unit 4 School-assessed Task 2 School-assessed Task 2 contributes 33 per cent to the study score and is commenced 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 4 Outcomes 1 and 2. The recorded scores must be based on the teacher s assessment of the student s performance according to the criteria on pages This assessment is subject to the VCAA s statistical moderation process. The 2015 Studio Arts assessment sheet on page 13 is to be used by teachers to record scores. The completed assessment sheet for each student s School-assessed Task must be available on request by the VCAA. Details of authentication requirements and administrative arrangements for School-assessed Tasks will be updated annually and publication of updated documents will be advised in the February VCAA Bulletin VCE, VCAL and VET and in the current year s VCE and VCAL Administrative Handbook. The School-assessed Task 2 for Unit 4 has two components. Outcome 1 Folio Outcome 2 Focus, reflection and evaluation. Outcome 1 Present a cohesive folio of finished artworks, based on selected potential directions developed through the design process, that demonstrates skilful application of materials and techniques and that realises and communicates the student s ideas. Nature of task A cohesive folio of finished artworks, which demonstrates the refinement and resolution of themes, concepts, ideas, techniques and aesthetics explored and developed in the design process. The artworks should be presented in a manner appropriate to the art form/s. Finished artworks in the folio demonstrate: Realisation and communication of individual ideas. A connection of ideas between finished Application of materials, techniques and processes to support the resolution of ideas and aesthetic qualities. An understanding of the inherent characteristics of materials, techniques and processes and their relationship to the depiction of subject matter. Use of aesthetic qualities that contribute towards an interpretation of subject matter and communicate ideas in the finished An application of art elements that contribute towards the development and resolution of aesthetic qualities. Understanding and appropriate use of materials, techniques, processes and methods of presentation that demonstrates an understanding of the student s selected artform/s. VCAA Page 4

5 VCE Studio Arts: Administrative advice for School-based Assessment in 2015 Scope of task In this task students are expected to develop, refine and evaluate artworks in order to contribute toward the production of a cohesive folio of finished artworks based on the investigation and development of potential directions in the design process in Unit 3. The term materials and techniques may not be relevant to all art form/s, for example in relation to digital media the art forms could be explained as media and processes. The folio must consist of no fewer than two finished There should be a cohesive relationship between the artworks, illustrating related concepts. Each artwork should contribute to the development of a cohesive folio. Finished artworks can be connected through the depiction of subject matter, the use of aesthetic qualities and the application of materials and techniques However, the number of finished artworks will be determined by the nature of the artworks, the scale and complexity of the work undertaken, the art form/s and the design process completed. For example, a series of small intricately designed art forms produced through a process of complex techniques may be equivalent in time and effort to two large, expressively painted canvases or a series of digitally manipulated images. If only one finished artwork is submitted for assessment a student has not satisfactorily achieved the outcome and is unable to score in Criteria 1, 2, 3, 4, 5 and 6 of School-assessed Task 1 and should be assessed as NS (Not Shown) for these criteria. The submission of only one finished artwork deems that the student has not satisfactorily completed the Outcome and could receive an N for Unit 4. Presentation of artworks for assessment should be carefully considered to ensure that the surface qualities of the work are not obscured and the close examination of aesthetic qualities and technical applications is not obstructed. Framing of artworks is not required; however, it may be considered as part of the presentation of the finished artwork. Decisions surrounding the presentation of the framed or mounted work should be documented in visual and written form. 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. 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 piece of artwork and as such does not present a folio of artworks, which is required for Unit 4.An installation work, documented in the final reflection and evaluation document, may consist of many individual works but should be considered in refinement as one work. The process of evaluation and refinement must be clearly documented throughout Unit 4. Outcome 2 Provide visual and written documentation that identifies the folio focus and evaluates the extent to which the finished artworks reflect the selected potential directions, and effectively demonstrate a cohesive relationship between the works. Nature of task A visual and written statement completed after the production of the art works.. The documentation identifies the refined focus of the folio, reflects on the communication of ideas, use of materials and techniques, the resolution of aesthetics and the relationship between the artworks that form the cohesive folio. The documentation should be produced at the end of the folio in Unit 4. It is not a repetition of the design process; rather it is a clear and succinct visual and written document that clearly defines the VCAA Page 5

6 VCE Studio Arts: Administrative advice for School-based Assessment in 2015 folio focus, provides evidence of the potential directions that informed the focus of the folio and provides evidence of the student s reflection and evaluation of the cohesive folio. Depending on the degree of resolution in the potential directions, the student may need to further refine them prior to commencing the final Where further refinement is undertaken evidence of such refinement and a description and/or explanation of the processes involved must be documented. Refinement of potential directions must be resolved within the first two weeks of Unit 4, to allow the student sufficient time to complete the cohesive folio of This refinement should not supplement work that should have been undertaken in Unit 3, School-assessed Task 1.Prior to the commencement of the folio the student must provide visual evidence of the potential directions selected at the end of Unit 3, which will contribute to the production of finished After the completion of the folio the student must use appropriate art language and terminology to complete the visual and written statement that will: identify and discuss the refined focus and subject matter of the folio discuss ways in which potential directions contributed to the production of finished artworks identify and discuss reasons why particular potential directions were selected discuss, in visual and written form, any further refinement, development and refocusing of potential directions completed in order to produce artworks in a cohesive folio. explain how materials and techniques were applied in the finished artworks explain how aesthetic qualities and ideas were communicated, resolved and realised in the finished artworks analyse how the finished artworks realise the student s communication of ideas evaluate how relationships between finished artworks were established. discuss the presentation of the cohesive folio. Scope of task The written component of the Focus, Reflection and Evaluation should be word processed and may be presented as an extended statement, short paragraphs and where appropriate may include dot points. Visual material that must be included in the extended statement and collated prior to the commencement of the folio may include photographs, screen dumps or photocopies of selected potential directions from Unit 3, School-assessed Task 1. Students may also include sketches and plans of the proposed artworks, images, drawings and/or screen dumps demonstrating the application of software to be used to create Annotations should accompany all the visual material. Potential directions may include further refinement such as maquettes, mock ups, sketches and highly effective plans that support the development of the finished The folio Focus, Reflection and Evaluation Document is used by the teacher to directly inform the assessment of Criteria 1, 4 and 6. The documentation may be used in conjunction with the cohesive body of work to support the assessment of Criteria 2, 3 and 5. Without a folio Focus, Reflection and Evaluation Document the student cannot be assessed in Criterion 6. If a folio focus, reflection and evaluation document is not presented a student cannot score in Criterion 3 of School-assessed Task 2 and should be assessed as NS (Not Shown). Failure to submit the Focus, Reflection and Evaluation Document deems that the student has not completed Outcome 2 and may receive an N for the Unit. VCAA Page 6

7 VCE Studio Arts: School-assessed Task 1 Assessment Sheet Assessor: Student: Student no: Assessment Criteria 1. Use of an exploration proposal to define the development of an individual design process that includes a plan of how the proposal will be undertaken Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) An exploration proposal and An exploration proposal and A personal and clearly A personal and well-defined A personal and plan that provides limited plan that provides evidence of defined exploration proposal exploration proposal and plan comprehensively defined, evidence of aspects of the aspects of the individual and plan that satisfactorily that clearly demonstrates how highly detailed and articulate individual design process. design process and its demonstrates how the the individual design process exploration proposal and plan The proposal demonstrates development. individual design process will will be developed. that demonstrates how the limited sense of exploration be developed. individual design process will and development. be developed. The subject matter is poorly defined, with little indication of the process for investigation. Very little discussion of conceptual possibilities and reference to art forms is unclear. Little discussion of ideas to be explored or investigated. Very limited use of art language. Very limited reference to aesthetic qualities, with little indication of how they relate to the Ideas presented. Art form(s) or some materials, processes or techniques to be used are listed with very limited reference to ideas. The subject matter is identified and simple ideas to be investigated are described. Limited discussion of conceptual possibilities. Some reference to art forms and ideas to be explored or investigated. Limited use of art language.aesthetic qualities are suggested or described, with some indication of how they relate to the ideas presented. Art form(s) and some materials, techniques and skills to be explored and developed are listed with some reference to ideas Satisfactory explanation of the focus and subject matter to be explored, with a discussion about the sources of motivation and inspiration to be investigated. Adequate discussion of the conceptual possibilities relevant to the subje ct matter and art forms and a range of related ideas to be investigated. Use of art language and explanation of some aesthetic qualities to be developed in relation to the ideas presented. Satisfactory description of the art form(s), materials, techniques and skills to be explored and developed in reference to ideas. Clear explanation of the focus and subject matter to be explored, with a discussion about the sources of motivation and inspiration to be investigated. Thoughtful discussion of the conceptual possibilities relevant to the subject matter and art forms and a range of related ideas to be investigated. Sophisticated use of art language and clear explanation of the aesthetic qualities to be developed in relation to the ideas presented. Confident description of the art form(s), materials, techniques and skills to be explored and developed in reference to ideas. The focus and subject matter to be explored are clearly defined and detailed and provide insight into the sources of motivation and inspiration to be investigated. Perceptive and thoughtful discussion of conceptual possibilities relevant to the subject matter and art forms and a range of related ideas to be investigated. Highly sophisticated use of art language and comprehensive explanation of the aesthetic qualities to be explored and developed in relation to the ideas. Demonstrates thorough, detailed documentation and visual material. Comprehensive description of the art form(s), materials, techniques and skills to be explored and developed in reference to ideas VCAA Page 7

8 VCE Studio Arts: School-assessed Task 1 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Limited exploration of ideas within the design process related to the subject matter as described in the exploration proposal, with limited investigation of sources of inspiration and motivation. Limited suggestions as to how ideas and subject matter contribute to the development of the imagery as described in the exploration proposal, and reliance on heavily borrowed imagery. Some exploration of ideas related to the subject matter within the design process, with limited investigation of sources of inspiration and motivation. Demonstration of considered exploration of a number of related ideas in developing subject matter within the design process. Demonstration of creative and well-articulated approaches in the exploration and development of a range of ideas and conceptual possibilities within the design process. Demonstration of highly creative and insightful approaches in the exploration and development of a range of ideas and conceptual possibilities within the design process. 2. Exploration and development of subject matter and ideas within the design process that are related to concepts and ideas described in the exploration proposal Limited investigation of sources of inspiration and motivation. Very limited evidence of documentation of the development of imagery. Some suggestions as to how ideas and subject matter contribute to the development of the imagery as described in the exploration Some investigation of sources of inspiration and motivation. Little documentation of the development of imagery. Relevant exploration develops and refines ideas and subject matter as described in the exploration Adequate investigation of sources of inspiration and motivation, including documentation of the development of imagery. Clear and thoughtful exploration that develops and refines ideas and subject matter in the development of the personal imagery as described in the exploration Well-informed investigation of sources of inspiration and motivation, including documentary evidence of the development of personal imagery. Comprehensive and thoughtful exploration that progressively develops and refines ideas and subject matter in the development of the personal imagery as described in the exploration proposal and supported by visual evidence. Highly informative and detailed investigation of sources of inspiration and motivation, including documentary evidence of the development of personal imagery. Very limited evidence of individual ideas in the exploration and development of the design process. Limited reference to the exploration Limited evidence of individual ideas in the exploration and development of the design process. Little relationship to the exploration The visual effectiveness of the imagery is adequately developed to communicate ideas described in the exploration The visual effectiveness of the imagery is developed and refined to communicate ideas described in the exploration The imagery is progressively developed and refined to effectively communicate ideas described in the exploration VCAA Page 8

9 VCE Studio Arts: School-assessed Task 1 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Some visual art elements and principles in visual and/or written documentation are used with very limited reference to aesthetic qualities and ideas mentioned or listed in the exploration Limited visual and/or written documentation provides some indication as to how art elements are used to create aesthetic qualities and reflect ideas. Satisfactory visual and written documentation demonstrates how a range of art elements communicate the aesthetic qualities related to ideas and/or subject matter. Effective visual and written documentation demonstrates how a range of art elements communicate the aesthetic qualities related to ideas and subject matter. Comprehensive and effective visual and written documentation that demonstrates how a range of art elements communicate the aesthetic qualities related to ideas and subject matter. 3. Exploration and development of aesthetic qualities in the design process relevant to the ideas described in the exploration proposal Very limited evidence of exploration and development of aesthetic qualities relevant to the individual ideas. Some evidence of exploration and development of aesthetic qualities relevant to the individual ideas are demonstrated in the design process. Satisfactory evidence of exploration and development of aesthetic qualities relevant to the individual ideas are demonstrated in the design process. Creative exploration and development of aesthetic qualities relevant to the individual ideas demonstrate a thorough investigation throughout the design process. Consistently creative exploration and development of aesthetic qualities relevant to the individual ideas demonstrate an extensive investigation throughout the design process. Very limited use of art language or terminology that reflects ideas. Written material uses some art language and terminology that reflect ideas. Written material uses appropriate art language and terminology that reflect ideas. Detailed written material uses appropriate art language and terminology that reflect ideas. Comprehensive written material confidently uses art language and terminology that reflect ideas VCAA Page 9

10 VCE Studio Arts: School-assessed Task 1 Assessment Sheet Assessor: Student: Student no: Assessment Criteria 4. Exploration of materials and development of techniques and processes within the design process relevant to the art form(s) and ideas described in the exploration proposal Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Little written or visual documentation accompanying the exploration of materials and techniques related to the selected art form(s) and ideas. Little reference to this in the exploration Limited development in the use and exploration of materials and techniques and limited understanding of the selected art form(s) are evident. Some written and/or visual documentation accompanies the exploration of materials and techniques related to the selected art form(s) and ideas as articulated in the exploration Evidence of some development of skill in the use and exploration of materials and techniques. Limited appreciation of materials and/or understanding of particular characteristics of materials. Adequate exploration and written and visual documentation of a range of materials, and the development of techniques relevant to the selected art form(s) and ideas as articulated in the exploration Clear demonstration of development of skills in the use and exploration of materials and techniques, showing some appreciation and/or understanding of particular characteristics of materials. Consistent exploration and considered written and visual documentation of materials, and the development of techniques appropriate to the selected art form(s) and ideas as articulated in the exploration Demonstration of consistent development and refining of skills in the use and exploration of materials and techniques, showing appreciation and understanding of particular characteristics of materials. Extensive and thoughtful exploration and comprehensive written and visual documentation of materials, and the development of techniques appropriate to the selected art form(s) and ideas as articulated in the exploration Demonstration of consistent, progressive development and refinement of a very high level of skill in the use of materials and techniques, showing sensitivity to and awareness and understanding of particular characteristics of materials VCAA Page 10

11 VCE Studio Arts: School-assessed Task 1 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Inconsistent and very limited evidence of ideas and aesthetics and/or techniques that contribute to the development of the design process. Annotations provide some evidence of refinement of ideas, aesthetics and/or techniques that contribute to the development of the design process. Relevant annotations document a process of evaluation and development of ideas, aesthetics and techniques in the design process. Clear and informative annotations document the processes of analysis, evaluation and refinement of ideas, aesthetics and techniques in the design process. Comprehensive and highly informative annotations document the processes of analysis, evaluation and refinement of ideas, aesthetics and techniques in the design process. 5. Evaluation of exploratory and developmental work throughout the design process Little documentation of thought processes using art and visual language. Some documentation of thought processes using art and visual language. Satisfactory level of evidence of thought processes with appropriate use of art and visual language. Clear evidence of thought processes with confident use of art and visual language. Strongly evident consolidation of thought processes with accomplished use of art and visual language. Limited use of art elements in the presentation of a range of potential directions.. Some use of art elements in the presentation of a range of potential directions. Satisfactory evidence of the use of art elements in a range of potential directions. Thoughtful use of art elements in a range of potential directions. Insightful use of art elements and principles in a range of potential directions VCAA Page 11

12 VCE Studio Arts: School-assessed Task 1 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Very limited visual and written evidence of potential directions, which bear little relationship to material on which future artworks will be based. Limited visual and written material evidence of potential directions that could be used for the production of future Selection of a range of potential directions that provide adequate written and visual material on which future artworks will be based. Thorough selection of a range of potential directions that provide sufficient written and visual material on which future artworks will be based. Comprehensive selection of a range of potential directions that provide substantial written and visual material on which future artworks will be based. 6. Selection and evaluation of a range of potential directions that will form the basis of artworks in Unit 4 Little identification and evaluation of potential directions and little connection to the ideas expressed in the exploration Limited number of potential directions, visually and/or in writing. Contains very limited connection to the ideas, techniques and/or aesthetics expressed in the exploration Some identification and evaluation of potential directions and some connection to the ideas expressed in the exploration Potential directions reflect limited investigation, visually and/or in writing, and development of ideas, techniques and/or aesthetics discussed in the exploration Potential directions are evaluated and demonstrate effective approaches to the communication of ideas expressed in the exploration Potential directions reflect, visually and/or in writing, the investigation and development of ideas, aesthetics and techniques discussed in the exploration Potential directions are evaluated and demonstrate effective and creative approaches in the communication of concepts and ideas expressed in the exploration Potential directions clearly reflect, visually and in writing, the investigation, development and refinement of ideas, aesthetics and techniques discussed in the exploration Potential directions are evaluated and demonstrate effective, creative and innovative approaches in the communication of concepts and ideas expressed in the exploration Potential directions comprehensively reflect, visually and in writing, the investigation, development and refinement of ideas, aesthetics and techniques discussed in the exploration VCAA Page 12

13 VCE Studio Arts: School-assessed Task 2 Assessment Sheet Assessor: Student: Student no: Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) 1. Selected use of potential directions in producing finished Presentation of the potential directions demonstrates very limited links to the selected art form(s) of the finished Very limited evidence of the use of the potential directions in the development of the finished Presentation of the potential directions demonstrates limited links to the selected art form(s) of the finished Limited evidence of the use of the potential directions in the development of the finished Clear presentation of potential directions appropriate to the selected art form(s) of the finished Satisfactory evidence of the use of the potential directions as the basis for the development of the finished Effective presentation of potential directions appropriate to the selected art form(s) of the finished Clear evidence of the use of the potential directions as the basis for the development of the finished Highly effective presentation of potential directions appropriate to the selected art form(s) of the finished Comprehensive evidence of the use of the potential directions as the basis for the development of the folio of finished VCAA Page 13

14 VCE Studio Arts: School-assessed Task 2 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Evidence of inconsistent and limited realisation of the communication of individual ideas in at least one of the finished Evidence of limited realisation of the communication of individual ideas in at least one of the finished Evidence of sound realisation and resolution of the communication of individual ideas in finished Evidence of creative realisation and resolution of the communication of individual ideas in finished Evidence of highly creative and innovative realisation of the communication of individual ideas in finished 2. Communication and resolution of ideas presented in cohesive finished The resolution of ideas is lacking and does not make a clear connection between the The resolution of ideas is intermittent and does not make a clear connection between the The resolution of ideas makes a connection between the This is evident in the subject matter, techniques and aesthetic qualities of the The resolution of ideas makes a strong connection between the This is evident in the strong subject matter, techniques and aesthetic qualities of the The resolution of ideas makes a very strong connection between the This is evident in the highly individual subject matter, techniques and aesthetic qualities of the VCAA Page 14

15 VCE Studio Arts: School-assessed Task 2 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Very limited understanding and application of materials, techniques and processes throughout the folio barely support the resolution of ideas and aesthetic qualities. Limited understanding and application of materials, techniques and processes throughout the folio. There is inconsistency in the supporting resolution of ideas and aesthetic qualities. Satisfactory understanding and application of materials, techniques and processes throughout the folio supports the satisfactory resolution of ideas and aesthetic qualities. Thorough understanding of, consistent and skilful application of materials, techniques and processes in the art works supports the clear resolution of ideas and aesthetic qualities. Comprehensive understanding of consistent and highly skilful application of materials, techniques and processes in the art works supports the strong resolution of ideas and aesthetic qualities. 3. Application of materials and skills in the use of techniques and processes relevant to the finished Demonstration of limited understanding of the inherent characteristics of materials, techniques and processes. The use of materials, techniques, processes and methods of presentation demonstrates a very limited understanding of the selected art form(s). Demonstration of some understanding of the inherent characteristics of materials, techniques and processes The use of materials, techniques, processes and methods of presentation demonstrates a limited understanding of the selected art form(s). Demonstration of a satisfactory understanding of the inherent characteristics of materials, techniques and processes. Appropriate use of relevant materials, techniques, processes and methods of presentation demonstrates a satisfactory understanding of the selected art form(s). Demonstration of a sound understanding of and sensitivity to the inherent characteristics of materials, techniques and processes. Skilful and appropriate use of relevant materials, techniques, processes and methods of presentation demonstrates a sound understanding of the selected art form(s). Demonstration of a thorough understanding of and sensitivity to the inherent characteristics of materials, techniques and processes. Highly skilful and appropriate use of relevant materials, techniques, processes and methods of presentation demonstrates an insightful understanding of the selected art form(s) VCAA Page 15

16 VCE Studio Arts: School-assessed Task 2 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Presentation of visual and/or written documentation may include an outline of the subject matter and/or focus of the folio. Presentation of visual and/or written documentation includes a description and/or discussion of the subject matter and/or focus of the folio. Presentation of visual and written documentation includes a competent description and discussion of the subject matter and focus of the folio. Presentation of visual and written documentation includes an effective description and discussion of the subject matter and focus of the folio. Presentation of visual and written documentation includes a comprehensive description and discussion of the subject matter and focus of the folio. 4. Documentation that clarifies the focus of the folio evaluates the use of potential directions in the finished artworks and reflects on the cohesive folio. Minimal discussion of refinement or refocusing undertaken when producing finished artworks for the cohesive folio. Very limited discussion using art language of how the finished artworks reflect the potential directions. Limited discussion of refinement or refocusing undertaken when producing finished artworks for the cohesive folio. Limited discussion using art language of how the finished artworks reflect the potential directions. Adequate discussion of refinement or refocusing undertaken when producing finished artworks for the cohesive folio. Satisfactory discussion using art language of how the finished artworks reflect the potential directions. Informative discussion of refinement or refocusing undertaken when producing finished artworks for the cohesive folio. Informative evaluation using art language of how the finished artworks reflect the potential directions. Comprehensive and informative discussion of refinement or refocusing undertaken when producing finished artworks for the cohesive folio. Thorough and informative evaluation using art language of how the finished artworks reflect the potential directions. Very limited discussion using art language or indication of how finished artworks were produced and presented and how the relationships between them were established. Limited discussion using art language or indication of how finished artworks were produced and presented and how relationships between them were established. Satisfactory evaluation using art language of how finished artworks were produced and presented and how relationships between them were established. Comprehensive evaluation using art language of how finished artworks were produced and presented and how relationships between them were established. Clear and comprehensive evaluation using art language of how finished artworks were produced and presented and how relationships between them were established. VCAA Page 16

17 Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Very limited discussion using art language or identification of how materials, techniques and aesthetic qualities to communicate and/or resolve ideas have been applied. Limited discussion using art language or identification of how materials, techniques and aesthetic qualities to communicate and/or resolve ideas have been applied. Adequate explanation using art language of how materials, techniques and aesthetic qualities to communicate and/or resolve ideas have been applied. Informative explanation using art language of how materials, techniques and aesthetic qualities to communicate and/or resolve ideas have been applied. Comprehensive and informative explanation using art language of how materials and techniques and aesthetic qualities to communicate and/or resolve ideas have been applied. Very limited discussion l of how ideas have been communicated resolved and/or realised in the finished There is evidence of lack of resolution of ideas in the finished Limited discussion of how ideas have been communicated resolved and/or realised in the finished There is evidence of lack of resolution of ideas in the finished Satisfactory discussion using art language on how ideas have been communicated resolved and realised in all of the finished Reflective discussion using art language on how ideas have been communicated resolved and realised in all of the finished Highly reflective discussion using art language on how ideas have been communicated resolved and realised in all of the finished VCAA Page 17

18 VCE Studio Arts: School-assessed Task 2 Assessment Sheet Assessor: Student: Student no: Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Very limited use of aesthetic qualities to support the communication of ideas in the Limited use of aesthetic qualities to support the communication of ideas in the Sound use of aesthetic qualities provides support for the successful communication of ideas in the Effective use of aesthetic qualities provides support for the successful communication of ideas in the Highly effective use of aesthetic qualities provides strong support for the successful communication of ideas in the 5. Resolution of aesthetic qualities in the artworks that realises and communicates the student s ideas. Application of art elements makes minimal contribution towards the development of aesthetic qualities but remains unresolved throughout the folio. The aesthetic qualities evident in the finished artworks offer minimal support toward the interpretation of subject matter. Application of art elements makes some contribution towards the development of aesthetic qualities but remains unresolved throughout the folio. The aesthetic qualities evident in the finished artworks offer some interpretation of subject matter. Appropriate application of art elements contributes towards the development and resolution of aesthetic qualities throughout the folio. The aesthetic qualities evident in the finished artworks contribute toward a creative interpretation of subject matter. Considered and skilful application of art elements contributes towards the development and resolution of aesthetic qualities throughout the folio. The aesthetic qualities evident in the finished artworks contribute towards a creative interpretation of subject matter. Highly skilful and thoughtful application of art elements contributes towards the development and resolution of aesthetic qualities throughout the folio. The aesthetic qualities evident in the finished artworks contribute towards a highly creative and innovative interpretation of subject matter VCAA Page 18

19 VCE Studio Arts: School-assessed Task 2 Assessment Sheet Assessor: Student: Student no: Assessment Criteria 6. Cohesive relationship between finished Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Little demonstration of and underdeveloped cohesive relationships between the final Finished artworks may indicate limited connections regarding subject matter or common ideas, the use of aesthetic qualities and/or applications of materials and techniques. Limited cohesive relationships between the artworks, based partly on related concepts. Some artworks contribute to the development of the cohesive Finished artworks may be connected through the depiction of subject matter, some consistent use of aesthetic qualities and/or applications of materials and techniques. Cohesive relationships between the artworks, based on related concepts. Each artwork contributes to the development of the cohesive. Finished artworks are connected through the depiction of subject matter, the use of consistent aesthetic qualities and applications of materials and techniques. Consistent cohesive relationships between the artworks, based on related concepts. Each artwork contributes to the development of the highly cohesive Finished artworks are clearly connected through the effective depiction of subject matter, the use of appropriate and consistent aesthetic qualities, and applications of materials and techniques. Strong cohesive relationships between the artworks, illustrating consistency in related concepts. Each artwork contributes to the development of the highly cohesive Finished are very clearly connected through the highly effective depiction of subject matter, the use of strong and consistent aesthetic qualities, and applications of materials and techniques VCAA Page 19

20 Authentication of VCE Studio Arts School-Assessed Tasks (SATs) 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 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 Studio Arts Schoolassessed Tasks: 1. The exploration proposal and developmental folio created for SAT 1 and the cohesive folio created for SAT 2 in VCE Studio Arts are based on work completed in Unit 3, Outcomes 1 and 2 and Unit 4, Outcomes 1 and Teachers are required to fill out the Authentication Record form and provide the student with feedback on their progress at each observation. 3. 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. 4. The VCE Studio Arts 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. 5. Undue assistance should not occur at any time during the development of the Unit 3 exploration proposal and developmental folio and/or the Unit 4 folio and teachers need to be vigilant. Students are required to present an individual design process, a range of visual explorations and potential directions and a cohesive folio of finished 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 6. During the development of each folio 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. 7. All use of external support must be planned and documented in the student s folio and teachers must certify that such support does not constitute undue assistance. 8. Teachers must ensure that where students appropriate the visual or intellectual property of others, the source is clearly acknowledged and that the use of such material does not constitute plagiarism or contravene copyright and licensing agreements. All images used in the design process must appear with evidence of their source and any development that clearly establishes the work as that of the student. The use of other artists aesthetic qualities should be carefully considered during the design process. Over-use or direct copying of aesthetics of others may not allow students to develop individually creative explorations. All developmental work must relate directly to the student s individual ideas expressed in the exploration proposal 9. Students should be encouraged to complete their artwork in school. Where students 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 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. Observations and additional documentation should ensure that all source and reference material not developed by the student, appropriated imagery, use of non-school (home, outsourced) VCAA Page 20

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