Exemplar for Internal Assessment Resource Visual Arts Level 2. Resource title: Sculptural Doppelgangers

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1 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Exemplar for Internal Assessment Resource Visual Arts Level 2 Resource title: Sculptural Doppelgangers This exemplar supports assessment against: Achievement Standard Demonstrate an understanding of methods and ideas from established practice appropriate to sculpture 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 Sculpture 2.1 for Achievement Standard This resource presents an innovative approach to the research and documentation of sculptural methods and ideas where the student adopts the persona of the artist to prepare an exhibition proposal for a gallery. The teacher trialist reported that this novel approach generated a high degree of student engagement and ownership in the activity. The artist proposal is preceded by a period of research and analysis to ensure that discussion of art work is able the present the level of informed and in-depth understanding needed for Merit and Excellence. Where the final proposal is insufficient or incomplete this initial research investigation may validly contribute towards assessment decisions. The risk that the discussion of a single artist s work will result in a very narrow investigation is averted by looking a variety of different works by the artist and comparing the work with approaches by other sculptors. Established practice refers to works by artists that are recognised as belonging to a particular genre, style, convention, or way of working. Established practice involves the investigation of solutions found in past and contemporary artworks. Appropriate to sculpture refers to the characteristics and constraints applicable, relevant and fitting to the conventions of the field. Contexts may include gallery or museum; marae; public or private collections; urban and/or natural environment; studio or workshop situations; relevant publications (e.g. books, journals, magazines, catalogues); internet; video; films; slide library; the artists works studied; interviews; discussions. Sculpture drawing may include drawing in two-dimensions, three-dimensions, sketches, drawing notes, worksheets, plans, models, maquettes and photo-collage Crown 2010

3 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Grade Boundary: Low Excellence 1. For Excellence samples need to demonstrate an in-depth understanding of methods and ideas from established practice appropriate to sculpture. Demonstrate an in-depth understanding refers to identifying and documenting particular information through the analysis of methods and ideas from established practice, in order to explain how and why art works are related to the context in which they are made, viewed and valued. Strengths: This authentic response uses relatively plain language to correctly summarise quite complex relationships between visual elements and conceptual ideas. For example on page 2 for the Large Glass by Duchamp The bride has shed her physical state and is in the sky. The cloud is her dreams. The spaces are to show that she needs a man to fulfil her dreams, to complete her. The mechanism doesn t work, and both are left unhappy. The student also makes regular references to relationships between the works themselves and wider social issues (art in relation to society, the nature of value, ironic humour). The exhibition proposal from pages six to eight provide a sustained explanation of the key innovations and strategies that underpin the work such as the reasoning behind ready-mades and the alter egos of R Mutt and Rose Selavy. This contextual understanding is sufficiently in-depth to fulfil the requirements of the standard for Excellence. The selection of Jeff Koons and Michael Parekowhai, on page 7, as accompanying artists is highly appropriate although the student doesn t fully explain the social/historical differences between the these contemporary artists and the early twentieth century conditions within which Duchamp was working. The sample is Low Excellence because: A more secure Excellence response may provide a more sustained contextual explanation of how the innovations of Duchamp have been built upon by Koons and Parekowhai. A discussion of the social, historical, cultural, and geographic differences between the works may also provide opportunity for the student to demonstrate further in-depth understanding of the issues and ideas underpin all three approaches. Crown 2010

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12 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Grade Boundary: High Merit 2. For Merit samples need to demonstrate an informed understanding of methods and ideas from established practice appropriate to sculpture. Demonstrate an informed understanding refers to identifying and documenting particular information about how methods and ideas from established practice are used with reference to the context in which artworks are made, viewed and valued. Strengths: The first two research pages succinctly identify a variety of key technical and conceptual elements in different works by Annette Messager. The notes unpack progressive layers of depth in the work such as in The Boarders at Rest, on page 1 where the student makes reference to the impersonal/personal, child/adult, fantasy/reality and cosy/disturbing aspects of the installation. In pages two to four the sample presents four passages of writing that outline the underlying conceptual ideas of the artist, provide a detailed analysis of a particular work, explain how two other artists relate to the ideas, and describe how the work would occupy a specific space. The bibliography on page 5 is considered good practice and proves the student has drawn from a variety of research sources which is often necessary to demonstrate the informed understanding required for Merit. Teachers are reminded that bibliographies in themselves are not assessment requirement for the standard. The sample is not yet Excellence because: While the discussion of Voluntary Tortures, on page 3 is approaching the level of in-depth understanding needed for Excellence, it is not well supported by the subsequent evidence. For Excellence the sample could have made more explicit connections between the work of Messager and that of Sarah Lucas and Tracy Emin, on page 4. Explicit references may be made to how each work reflects and/or enhances the visual properties, technical strategies, and communicative meaning of the others. Crown 2010

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18 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Grade Boundary: Low Merit 3. Strengths: This sample begins with a sustained research investigation of a variety of works by Damian Ortega. The student identifies multiple layers of meaning and makes regular connections between the technical features (Methods) and communicative intent (Ideas). For example on page two for Controller of the Universe the student states The tools in this sculpture are separated by a line of nothing/space this resembles how Vietnam was separated in two. The exhibition proposal presents a sustained discussion of the personal ideas that underpin the work and includes well reasoned explanation of how the two additional artists relate to the work of Ortega. This identification of the relationships between different approaches is a useful strategy for demonstrating the informed understanding needed for Merit. The sample is Low Merit because: While the six works investigated is sufficient in relation to the informed understanding requirement of the Merit criterion, the responses are not entirely consistent with Classified Cob on the third page operating at Achieved level. The discussion of materials and techniques is generally limited although this is partly due to the readymade/found object nature of some work. The proposal is generic in nature and makes no real reference to gallery/site relationship with the art work. In relation to the exhibition proposal context of the resource a more secure Merit submission would explain how the art works would relate to the specific gallery space. Crown 2010

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23 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Grade Boundary: High Achieved 4. For Achieved samples need to demonstrate an understanding of methods and ideas from established practice appropriate to sculpture. Demonstrate an understanding refers to identifying and documenting information about methods and ideas from established practice, with reference to the context in which artworks are made, viewed and valued. Strengths: The initial pages present a succinct and intelligent summary of the methods and idea of five different works by Mark Dion, in pages 1 to 3. While the works use a variety of materials and techniques the cumulative outcome builds towards an informed understanding of the artist s approach to environmental and conservative themes. The exhibition proposal on page 4 outlines the ideas of one art work very well and begins to explain the relationships between methods, ideas and the specific space: I have chosen this space because of the simplicity and I don t want the room to drag attention away from the sculpture. The student indentifies two other related artists although the discussion does not go on to explain how and why these artists would align with the work of Dion. The sample is not yet Merit because: Significant parts of the artist proposal are summaries of the preceding research or biographical information unrelated to the methods and ideas of the sculpture. For Merit the sample would need to present a more sustained explanation of the identified methods and ideas which may include more than one work by the artist and/or fuller discussions of how the work of other artists relate to the indented thematic concerns of the proposed exhibition. Crown 2010

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28 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Grade Boundary: Low Achieved 5. Strengths: This sample explores a variety of art works by Marc Quinn with the first three pages making sustained lists of methods and ideas relating to six art works (although the student does not make explicit connections between the methods and ideas at this stage). This diligent research contributes to the success of the final statement. Page four presents an appropriate artist statement that explains the ideas that underpin the work and begins to discuss the relationship between methods and ideas. For example I made this self sculpture out of my own blood that makes it really about me and has my DNA I will do so every 5 years that I am alive to show the ageing process of my own life. The sample is Low Achieved because: While advanced sculptural terms are used such as hybridism in the second paragraph on page four, the student does not go on to explain what this means in the context of specific works. The initial pages are list of ideas and methods without explanations of how these are used within the specific works to create effects of communicate meaning. The sample includes regular spelling errors which are typically of Achieved level samples although these only affect assessment decisions where the meaning of the student response is compromised. To be placed more securely within the Achieved grade range the student would need to present a more sustained discussion of the how the technical aspects of the Alison Lapper sculpture (monumental scale, location, and realism) are used to support the communicative intention of the work. For example that the Trafalgar Square sculptures are typically famous male heroes on the world stage which is the opposite of a pregnant disabled woman. This challenges social and gender stereotypes. Crown 2010

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33 Exemplar for internal assessment resource Visual Arts Sculpture 2.1 for Achievement Standard Grade Boundary: High Not Achieved 6. Strengths: The student identifies some methods and ideas appropriate to the work of Cai Guo Qiang. While the artist statement on the final page is extremely limited in its understanding of methods and ideas, the preceding research pages identify particular thematic concerns and technical approaches undertaken by the artist. Some statements on page 3 begin to make connections between materials and meaning for example Inside there were some playing cards with photos of mushroom clouds at significant locations to nuclear testing / warfare while drinking mushroom tea. The sample is not yet Achieved because: The duration of the sample and level of understanding is insufficient in relation to the four credit weighting and level two status of the standard. To meet the standard the sample would need to present more sustained discussions like those on the third page and make specific references to how particular materials and techniques have been used. Crown 2010

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