Visual Art Friday 21 October 2016 Paper One Focus book

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1 2016 Senior External Examination Visual Art Friday 21 October 2016 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 2016 is Excess. The stimulus materials in this book are organised into three focus areas: Focus 1 Desired Focus 2 Compulsivity Focus 3 Scarcity. Each focus defines possible artist interpretations and responses to the concept of excess. 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 excess. Focus 1 Desired images and objects that visually represent what people perceive as needed, acceptable or desirable. Focus 2 Compulsivity to explore what drives people to create images and objects that explore what is obsessive or compelling. Focus 3 Scarcity within the context of social issues and cultural concerns of deficiency. 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, if you wish. Focus 1 Desired Artists interpret what people perceive as necessary for their lives and what is acceptable or desirable by different cultures and societies through their artwork. The following artworks interpret the concept of excess by exploring how compositional arrangements communicate aspects of what is wanted by many but not by all. Make an artwork that is a literal or abstract interpretation of excess. Use the following artworks as stimulus to create your resolved artwork. Image 1A Aaron Johnson Freedom from Want 2011 Acrylic on polyester knit mesh 213 cm x 168 cm 2

5 Image 1B Peter Smith Excess 5D Mk III Focus Stacked (19 images) 2015 Native Hibiscus, 40 cm long glass Photograph Size unknown Image 1C Fu Lei Paradise No Oil on canvas 200 cm x 250 cm Focus 1 images continue 3

6 Image 1D Chloe Wise Pancakes No Oil paint, urethane, leather and hardware 35.5 cm x 30.5 cm Image 1E John William Godward Mischief and Repose 1895 Oil on canvas 58 cm x 131 cm 4

7 Image 1F Nick Gentry Design of Desire 2015 Film negatives, x-rays, acrylic paint and plywood in LED lightbox 150 cm x 150 cm (close up) 5

8 Image 1G Salvador Dali The Accomodations of Desire 1929 Oil and cut-and-pasted printed paper on cardboard 22 cm x 35 cm Image 1H Yael Kanarek Potentially Endless A 2007 Lambda print, Edition of cm x 178 cm 6

9 7 Focus 1 continues fold out this page

10 Focus 2 Compulsivity After studying the stimulus material, make an artwork that communicates excess by exploring obsession or what is compelling. Image 2A Huguette Despault May Sacked 2006 Vine charcoal drawing 244 cm x 244 cm Image 2B Matt Doust Move on 2012 Oil on archival paper 74 cm x 98 cm (each panel) 8

11 Image 2C Gordon Bennett Notes to Basquiat (Jackson Pollock and his other) 2001 Synthetic polymer paint on canvas 152 cm x 304 cm Image 2D Justin Bartels Impression series Our best-selling hourglass-flaunting corset, Head Turning Heels and Underwire Cups Give Lauren s Boobs a Boost 2014 Photographs Size unknown 9

12 Image 2E Dane Patterson Kitchen Arrangement 2013 Graphite on paper 55 cm x 55 cm Image 2F Andy Goldsworthy Untitled Year unknown Leaves installation Lifesize 10

13 Focus 2 continues fold out this page 11

14 Focus 3 Scarcity The following artworks explore scarceness and the social issues and cultural concerns of deficiency represented by artists. Make a resolved artwork that explores a shortage to represent excess. Image 3A Raumlaborberlin Project The Big Crunch 2011 Cardboard, wood and building materials Size unknown Image 3B Zander Olsen Untitled (Cader) 2008 Site-specific wrapped trees Photograph Size unknown 12

15 Image 3C Georgiana Draghiciu The Scarcity of Life Year unknown Oil on canvas / mixed media 80 cm x 100 cm (side view) 13

16 Image 3D B Wurtz Untitled 2015 Brightly painted takeaway cartons and roasting trays at the Baltic Size unknown Image 3E Rodrigo Lara Scarcity 2016 Ceramics and found objects Size unknown 14

17 Focus 3 continues fold out this page Image 3F Agim Sulaj Capitalism 2016 Drawing Size unknown Image 3G Therdkiat Wangwatcharakul Poverty vs Excess 2009 Oil and acrylic on canvas 195 cm x 230 cm End of Paper One 15

18 Assessment standards from the Visual Art Senior External Syllabus 2006 Paper One Criterion A B C D 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 Aaron Johnson (image obtained from Image 1B Peter Smith (image obtained from Image 1C Fu Lei (image obtained from Image 1D Chloe Wise (image adapted from Image 1E John William Godward (image obtained from Image 1F Nick Gentry (image obtained from Image 1G Salvador Dalí (image obtained from Image 1H Yael Kanarek (image obtained from Image 2A Huguette Despault May (image obtained from Image 2B Matt Doust (image obtained from Image 2C Gordon Bennett (image obtained from Image 2D Justin Bartels (image obtained from Image 2E Dane Patterson (image obtained from Image 2F Andy Goldsworthy (image obtained from Image 3A Raumlaborberlin Project (image obtained from Image 3B Zander Olsen (image obtained from Image 3C Georgiana Draghiciu (main image obtained from side view image obtained from Image 3D B Wurtz (image obtained from Image 3E Rodrigo Lara (image obtained from Image 3F Agim Sulaj (image obtained from Image 3G Therdkiat Wangwatcharakul (image obtained from All websites accessed 29 February 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) 2016 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