Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Exemplar for Internal Achievement Standard Visual Art Level 2 This exemplar supports assessment against: Achievement Standard 91313 Use drawing methods to apply knowledge of conventions appropriate to printmaking 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 NZQA 2014
Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Grade Boundary: Low Excellence 1. For Excellence, the student needs to use drawing methods to apply in-depth knowledge of conventions appropriate to printmaking. This involves critically selecting and using particular processes, procedures, materials, techniques and pictorial conventions according to an intended purpose when making artworks. Critical selection is shown in the appropriate choice of dry point for detail of the tui (7), and lithography for the graphic quality of the buzzy bee (8). The strong graphic quality of the Tiki (6) and Buzzy-Bee (8) demonstrate an in-depth understanding of the stylistic and technical conventions of the identified printmaking approach. The print outcomes are supported by appropriate concise annotations of established practice (3) and compositional studies (5). This investigative foundation leads to greater depth of understanding in the practical outcomes. The three artists explored (1) (2) (4) all share a common theme of Kiwiana. This broader investigation of common content helps to support a deeper understanding of thematic conventions. For a more secure Excellence, the student could further explore one particular pictorial or technical approach. More sustained exploration of a particular process can help deepen students understanding of the pictorial and technical conventions associated with that approach. Alternatively the student may produce additional work that moves further beyond the close reproduction of the artists style and imagery. The explicit emulation of Harvey Daniels in the Tiki outcome (6) provides less opportunity to show critical selection than outcomes that show independent decision making. NZQA 2014
Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Grade Boundary: High Merit 2. For Merit, the student needs to use drawing methods to apply specific knowledge of conventions appropriate to printmaking. This involves selecting and using particular processes, procedures, materials, techniques and pictorial conventions according to an intended purpose when making artworks. This student has explored a variety of technical and pictorial conventions in the research phase of the investigation (1). The focus on lithography in the print outcomes (2) (4) enables the student to gain greater insight into the potential of this particular convention. The understanding of compositional and technical conventions demonstrated in the accompanying annotations (3) is particularly useful. These reveal knowledge of specific conventions such as the black outlines and Ben-Day dots of Roy Lichtenstein. This understanding contributes to the technical success of the final outcome (4). To reach Excellence, the student could produce a third print that would show deeper understanding of the identified printmaking conventions. A third outcome would enhance the students opportunity to show critical selection through more complex pictorial ideas and refined technical execution. The research and documentation of artists ideas in this sample (3) is recognised as a necessary part of the process. However, for Excellence, critical selection needs to be shown in terms of visual and technical decisions made for practical outcomes. NZQA 2014
Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Grade Boundary: Low Merit 3. For Merit, the student needs to use drawing methods to apply specific knowledge of conventions appropriate to printmaking. This involves selecting and using particular processes, procedures, materials, techniques and pictorial conventions according to an intended purpose when making artworks. This student has produced two lithograph outcomes (4) (5) that demonstrate the application of specific printmaking conventions. The pears print (4) is particularly successful in terms of aligned layer registration, clean printing edges, harmonious colour combination and subtle asymmetry. These outcomes are supported by a preceding investigation of specific artists thematic, chromatic and stylistic conventions (1) (2) (3). For a more secure Merit, the student could ensure that the technical processes are managed with consistent competence. For example the background inking and registration of the blue jugs (5) could be further refined. The initial research focused on pictorial ideas that were predominantly derived from painting models (2). Investigating printmaking artists and processes would enhance the student s understanding how print techniques affect the characteristics and constraints of print outcomes. The student could also undertake additional planning to produce new prints. This would enable the specific pictorial conventions of still life and technical conventions of lithography to be more fully resolved. NZQA 2014
Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Grade Boundary: High Achieved 4. For Achieved, the student needs to use drawing methods to apply knowledge of conventions appropriate to printmaking. This involves using processes, procedures, materials, techniques and pictorial conventions when making artworks. This student has produced two lithograph outcomes (6) (7). The stylistic differences between them show that the student has a sound knowledge of the technical potential of this procedural convention. The Andy Warhol resource images (1) and planning drawing (3) identify the conventions used in the first print (6). These include the grid composition, and the use of flat, high key colour. The Celeste Peters (2) symmetrical compositional and rich textural conventions are evident in the second print (5). The annotations (4) (5) show of the application of these conventions in the student s work is deliberate. The narrow scope of the thematic content (playing cards) has allowed the student to concentrate on pictorial and technical conventions rather than thematic ideas. To reach Merit, the student could attempt more complex or sophisticated technical processes. For example, the two colour prints (6) could be enhanced by a polychrome scheme, in keeping with the planning drawing (2) and artist model (1). More sustained exploration of printing processes could enable the student to show the mastery of specific conventions needed for Merit. For example, the second print (7) could be further developed to make greater use of specific layering, colour, compositional or textural effects. NZQA 2014
Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Grade Boundary: Low Achieved 5. For Achieved, the student needs to use drawing methods to apply knowledge of conventions appropriate to printmaking. This involves using processes, procedures, materials, techniques and pictorial conventions when making artworks. This student has applied knowledge of pictorial and technical conventions to practical investigation. The pear drawing (1) uses the warm tones, isolated subject, dark background, and centralised composition of Chris Denton. The printmaking process of dry point is used in the following outcome (2). Continuing with the theme of fruit still life, the student then applies the strong tonal contrast and surface texture differentiation techniques of John Drawbridge (3). In this work the student uses an appropriate ink splatter drawing technique to emulate the aquatint texture in prints by Drawbridge. The colour and surface quality of Alice Jarry s work is applied in a final drawing (4). For a more secure Achieved, the student could make a more sustained exploration of printmaking processes and procedures. Two or more prints would provide greater opportunity for the student to show knowledge of the materials and techniques associated with printmaking. Evaluating print outcomes, and using this knowledge to deepen understanding of the characteristic and constraints of the processes, is needed for higher levels of achievement. A successful dry point, etching or lithography of the apple composition (3) would place this student more securely at Achieved. NZQA 2014
Exemplar for internal assessment resource Visual Arts Printmaking for Achievement Standard 91313 Grade Boundary: High Not Achieved 6. For Achieved, the student needs to use drawing methods to apply knowledge of conventions appropriate to printmaking. This involves using processes, procedures, materials, techniques and pictorial conventions when making artworks. This student has appropriate artist models (Brad Novak and Wayne Thiebaud) and a clear pictorial theme (vanitas skulls). The annotations (3) (4) show understanding of pictorial and technical conventions associated with printmaking. The four drawings (1) (2) (5) (6) show clear application of compositional and stylistic conventions including simplified form, flat colour, and grid layout. The student completes a small two colour test print (7) which shows some knowledge of cutting and registration conventions. To reach Achieved, the student could show more sustained practical application of the identified pictorial and technical conventions. More sustained exploration of printmaking processes and procedures is needed to show knowledge of these conventions that is sufficient for Achieved. Practical outcomes should explore the technical conventions specific to the field, such as woodcut, dry point, monoprint or lithography. This provides opportunity for the student to demonstrate understanding of the particular characteristics and constraints of printmaking. NZQA 2014