Exemplar for Internal Achievement Standard. Art History Level 1

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1 Exemplar for Internal Achievement Standard Art History Level 1 This exemplar supports assessment against: Achievement Standard Demonstrate knowledge of media and methods used to produce art works. An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade boundaries. New Zealand Qualifications Authority To support internal assessment

2 Grade Boundary: Low Excellence 1. For Excellence, the student needs to demonstrate in-depth knowledge of media and methods used to produce art works. This involves explaining the media and methods used to produce art works. This student investigates the production of Māori waka. The student demonstrates in depth knowledge of the media and methods used to produce waka by explaining several media and their methods of application (1) (2) (). The student explains the paint medium and the method used to apply this medium (4). For a more secure Excellence, the student could fully explain the media and methods, by including more details in their explanations about the selection of a particular tree (1), by including more details about the cultural concept of tapu (5), and by expanding the explanation of the media and processes used in haumi (6).

3 MAORI WAKA Method: First men went into the forest with a tohunga who chose the tree. The men recited karakia to Tane then chopped the tree own with their adzes. The branches were lopped off and kept for paddles and trims. Sometimes the log was worked on in the forest but usually it was carried or floated to the village where the carvers worked on it. It was man s work and tapu. A shelter was built over it to keep rain out. 5 5 Media: Trunk of timber tree usually kauri or totara or rimu, but kahikatea was used in the south island a lot. Tools: Traditionally adzes made from pounamu or others stones were used, but after Europeans came metal axes became common 1 2 In the old days paint made from seal or whale oil mixed with pigments (charcoal for black and ground clay for red) was rubbed onto outside to decorate and help make waterproof. Nowdays commercial paints are often used. 4 Adzemen worked on the log to hollow it. Sometimes fires were used to hollow it out and then the log was hollowed out and smoothed with adzes until the sides were about 10cms thick. Hollowing out the canoe took months and an expert waka builder supervised the work all the time. Important canoes like this were used to carry important people and for war. They had carved ends called prow and seats. The carved bits were done by a master carver and had patterns about the sea and stars. They were carved with thin sharp adzes and chisels into traditional tribal patterns. Plaited flax ropes were tie to them and sometimes feathers were in the ropes and paua shell eves. Maori craftsman had traditional joints call haumi which were used to join pieces of wood. These were special joints which were waterproof 6 Food was brought to the workers.

4 Grade Boundary: High Merit 2. For Merit, the student needs to demonstrate informed knowledge of media and methods used to produce art works. This involves describing in detail the media and methods used to produce art works. This student investigates the production of Marcel Duchamp s Bicycle Wheel. The student demonstrates informed knowledge of the media and methods used by Duchamp to produce his art work (1) (2) (). The references to particular aspects of the media used in the art work provide the detail required for Merit (4) (5). To reach Excellence, the student could develop their descriptions of media and methods, demonstrating in-depth knowledge with statements that clearly explain Duchamp s use of readymade objects to produce art (6).

5 BICYCLE WHEEL BY MARCEL DUCHAMP 2 Media: A bicycle wheel with steel frame and spokes and a rubber tyre. A wooden stool which has been painted with commercial white paint. Duchamp first of all went shopping. He went to ordinary everyday shops and bought an ordinary bicycle wheel and kitchen stool. 1 Two important parts of the making of this work were the concept Duchamp had to get the idea first and people who looked at it had to get the idea if it being an art work and making a comment about art. Then he went into his workshop and bored a hole in the stool with a drill and then he made a metal bracket from bits and pieces in his workshop. Then he screwed the bracket to the stool and fixed the wheel into the bracket with its axle in place so the wheel could spin. Then he got an art gallery to exhibit it as an art work. Duchamp made sure that you could walk right around this art work and see it from all sides and her also made sure that the wheel spun around so there was movement. 4 5 And it was important to get it exhibited in an art work because the point of the sculpture was that art works become art works because they are in art galleries so getting it in an art gallery was a part of making the art work. 6 Two important parts of the making of this work were the concept Duchamp had to get the idea first and people who looked at it had to get the idea of it being an art work and making a comment about art.

6 Grade Boundary: Low Merit. For Merit, the student needs to demonstrate informed knowledge of media and methods used to produce art works. This involves describing in detail the media and methods used to produce art works. This student investigates the production of piupiu. Informed knowledge is demonstrated in detailed descriptions of some of the media and methods used in their production (1) (2). The distinction between the softened harakeke of the border and the unsoftened flax of the skirt provides the detail required for Merit. For a more secure Merit, the student could improve the overall quality of their response by incorporating detail into all of her descriptions of the media and methods used to produce piupiu () (4).

7 PIUPIU 1 Harekeke leaves were stripped using shells then split and softened by pounding then rolled into threads. This left a fibre called muka which was used for the taniko weaving on the border. Media: Main Material is harekeke, coloured with vegetable dyes (but now will use bought commercial dyes) The piupiu was woven by hanging it on a plaited flax rope strung between to poles. Then the lengths of flax were tied to the rope and the taniko band was woven in a firm pattern to make a sort of belt at the top to make it strong. 2 Most of a piupiu consists of flax which has been cut into strips but not softened. These strips dry hard and rustle when worn. Patterns on them are because some part of the strip have been scraped and a bit softened The black bits on the skirt have been made with black dye, used to be made with animal oil and charcoal, and made into patterns which are traditional. The taniko patterns were traditional ones using dyed muka. 4

8 Grade Boundary: High Achieved 4. For Achieved, the student needs to demonstrate knowledge of media and methods used to produce art works. This involves describing the media and methods used to produce art works. This student investigates Robert Rauschenberg s Monogram. Knowledge is demonstrated through descriptions of the media and methods used to produce this art work (1) (2). To reach Merit, demonstrating informed knowledge, the student could provide more detailed in their description of the media and methods used by Rauschenberg, for example, by including more detail about the size and type of wood and the sources of the collage materials ().

9 Monogram Robert Rauschenberg 1 Media used: Angora goat, An old tyre, Old house paints, Platform, Wood, oil, Paper, Fabric, metal, tennis ball. How the Media was used: He shampooed the goat that he got from a Manhattan store. He then painted the face with old house paints. These paints were splattering across the face of the goat. These colours were red, yellow and white. He then added the tyre and painted it a creamy brown. 2 He finally made wood and had a collage of items on it including oil, paper, fabric, metal and even a tennis ball. The use of a goat maybe because when her was younger his father killed his pet goat I front of him. The old tyre may show the confinement he felt because of this event. The paints would be used to show the messyness of the killing and tells us this was a hard time that Rauschenberg went through. Rauschenberg liked to get random items from around the city he lived in. the items he used on the platform were all random and did not go together, but Rauschenberg saw them as something different and turned thin into art.

10 Grade Boundary: Low Achieved 5. For Achieved, the student needs to demonstrate knowledge of media and methods used to produce art works. This involves describing the media and methods used to produce art works. This student has investigated the production of Embassy, a collaborative graffiti work by Wongi Wilson, Nick Tam and Jacob Ryan. Knowledge is demonstrated through descriptions of the media (1) (2) (). The student starts to describe the artists methods in their description of how different caps on spray cans are used (1). To reach Achieved more securely, the student could more fully describe the paint tools and methods used by the artists in Embassy.

11 EMBASSY Production painted by Wongi Freak Wilson, Nick Ikarus Tam and Jacob Yikes Ryan October 2014 Order of Construction: First Wongi measures the site where the artwork in going to be. Just so he know what he has to work with. Then he has to work out who the audience for the artwork is because the audience is the most important part. Next he had to collect some drawing ideas just do he has a clear plan of what he is doing so he can start planning and re arranging until it fits his liking. Then Wongi can start sketching his plan onto the mural until its ready for colour. Then colour and adds the final steps by adding detail. 2 Media: Spray paints ironlak acrylic, aerosols used on the wall with a basic basecoat sometimes brushes and paint rollers. Tools: Different sized caps and nozels, paint rollers and sometimes brushes 1 Wongi uses different types of caps on the spray paint can so he can get the detail clean. The cap for the detail is called a skinny cap for medium lines and filling in the large areas Background: The background is pained a base colour so like black/grey so it doesn t interfere with the bright colours going on top so it makes them stand out. Sometimes a white background can wash out the bright colours.

12 Grade Boundary: High Not Achieved 6. For Achieved, the student needs to demonstrate knowledge of media and methods used to produce art works. This involves describing the media and methods used to produce art works. This student has investigated a poster image produced for New Zealand peace groups. The student attempts to demonstrate knowledge by making annotations around an image of the art work. The annotations are generalised and many comments need to relate to the use of media (1) (2). To reach Achieved, the student could demonstrate knowledge of the media and methods used to produce this poster image, rather than focussing on context and symbolism (). For example, the student could describe the medium and method used to apply the red splatter (4).

13 Context: - Was provided by the National parties eagerness/threatening to take back NZ anti-nuclear arms stance Stands against nuclear arms supporting Aotearoa s continuing anti-nuclear arm stance. 1 Limited colours, palate use so give straight forward embellished message. The simpleness shows that this is an important theme which will effect everyone. A poster image for a series that VANNA produced for peace groups. 2 Plain unembellished background puts emphasis on dove and thus the importance of peace as was the focus of the New Zealand population at the antinuclear arms act was presented. Plain black background contrasts with the dove emphasising the whiteness of the dove and this the purity of peace. Raggedy edges reminiscent of nuclear bombs give appearance that his image is a fragment left after a bomb. It shows what New Zealand might become if it stops being anti-nuclear arms. Stars associated with light/enlightenment good the star in the heart of the dove shows that there is good in this context. We may see light and the NZ anti-nuclear weapon stance may be continued. 4 Red splatter reminiscent of blood evokes feelings of horror a peaceful pure dove should not be covered in blood. It reflect horror the artist felt as they realise the antinuclear arms act may be withdrawn by the national party. Dove- an icon of peace. This means that the viewer immediately knows that it is something to with peace.