VCE Art: Administrative information for School-based Assessment in 2018

VCAA Page 1 VCE Art: Administrative information for School-based Assessment in 2018 Units 3 and 4 School-assessed Task The School-assessed Task contributes 50 per cent to the study score and is commenced in Unit 3 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 3 Outcome 2 and Unit 4 Outcome 2. The recorded scores must be based on the teacher’s assessment of the student’s performance according to the criteria on pages 7–16.

This assessment is subject to the VCAA’s statistical moderation process. The 2018 VCE Art assessment sheet on page 23 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 of 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 years VCE and VCAL Administrative Handbook.

The Authentication Record Form on page 19 and Teacher Additional Comment Sheet on pages 21 and 22 are to be used to record information for each student and must be made available on request by the VCAA.

The School-assessed Task has two components.  Unit 3 Outcome 2  Unit 4 Outcome 2. Finished artwork/s submitted at the completion of Unit 3 must have secure storage at school until such time as they are released to be assessed collectively with finished artworks completed in Unit 4. Students must acknowledge and employ appropriate health and safety practices relevant to their practical work with respect to themselves and the environment. Teachers should be aware of the dates of submission of scores into VASS in June and November. These dates are published in the VCE Important Administrative Dates and Assessment Schedule, published annually on the VCAA website.

www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 2 Unit 3 Investigation and interpretation through art making Outcome 2 On completion of this unit the student should be able to use the art process to produce at least one artwork, and use the Analytical Frameworks to document and evaluate the progressive development and refinement of their artistic practice. Nature of task The task is to produce a body of work that presents broad and creative explorations within the selected art form/s and/or media. The work includes both written and visual material that clearly demonstrates personal thinking and working practices.

The work focuses on creative exploration, investigation and experimentation and includes at least one finished artwork. Students use appropriate aspects of the Analytical Frameworks to reflect upon and annotate their work.

Scope of task A range of visual responses should be developed in a visual diary to demonstrate the student’s ideas, concepts and observations. Sound and video recording of performance art or site-specific artwork may be required, depending on the medium selected by the student. Written and visual responses should demonstrate the student’s development of thinking and working with personal ideas and concepts and employ the analytical frameworks to reflect upon and develop further works. The written and visual documentation should demonstrate how the student applies materials and techniques to develop and refine an effective visual language.

The student’s use of visual language should demonstrate an aesthetic understanding at each stage of the artmaking process, and the application of the art elements and principles and skills in artmaking.

At least one finished artwork must be produced in addition to the developmental work. A finished artwork is one that is judged by the student to best demonstrate their acquisition of the key knowledge and key skills for the outcome. The students’ knowledge of the visual language that reflects their artistic practice and demonstrates the communication of their ideas, concepts and skill in their application of techniques and materials is included in a visual diary. Evidence of initial ideas, exploration, investigation and experimentation of materials and techniques in the body of work accompanied by reflective annotations should be linked to the finished artwork.

The finished artwork should be completed within the specified timeframe and clearly labelled ‘Finished artwork Unit 3’. Students must submit at least one finished artwork for Unit 3 to be eligible for an S for the Unit. Students should clearly identify the Analytical Frameworks when reflecting on, evaluating and annotating their artmaking. They should label and use appropriate aspects and language of the Analytical Frameworks. Use of the Analytical Frameworks should be identified and applied from the initial exploration of personal art responses, ideas, concepts and observations through to the finished art works.

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 3 Students should:  develop their own art responses that are inspired by personal ideas, concepts and observations  develop a visual language that reflects imagination and demonstrates the development of personal ideas, concepts and the approaches to the investigation of materials, techniques, processes and artform/s  engage in personal exploration, reflection, analysis and evaluation as they progressively develop and refine their ideas  document any processes from initial investigation and experimentation of materials and techniques in art form/s through to the resolution and refinement of art works  document, analyse and reflect on thinking and working practices using the language and context of relevant Analytical Frameworks, as appropriate, to support their reflection on the structural, personal, cultural and contemporary aspects of their artworks.

Selected Analytical Frameworks must be clearly identified and labelled within the content of the annotation.

The body of work may have a number of starting points and multiple directions. Starting points in the art process might involve:  experimental exploration of media and materials  investigation into the qualities of art form/s  exploration of themes or concepts and aesthetic considerations used by artists through a variety of approaches. In addition to the finished artwork/s, the exploration and experimentation is part of the student’s body of work. The refinement of ideas leading to at least one finished artwork might occur through:  trialling and refining techniques and processes  progressive resolution of ideas and skills  progressive annotation and evaluation of explorations and investigations  realisation of defined objectives, experiments, explorations and concepts  appropriate technical skill to complete at least one finished artwork by the end of Unit 3.

The effective communication of thinking and working practices in the refinement of ideas and concepts must be documented with visual and written material. This may include:  grouping, numbering, dating and/or commenting on specific aspects or sections of work from initial concept to the resolution of ideas  related photographs, models and/or experimental proofs explaining the sequential development of work/s in progress  progressive annotation, explanation and evaluation of ideas, concepts and visual directions  work organised chronologically, thematically and/or stylistically to logically reflect the students’ conceptual approach to their practical work.

Students should support the development and refinement of their artwork/s using appropriate written and visual material throughout Units 3 and 4.

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 4 Unit 4 Realisation and resolution Outcome 2 On completion of this unit the student should be able to apply the art process to progressively communicate ideas, directions and personal concepts in a body of work that includes at least one finished artwork, and use selected aspects of the Analytical Frameworks to underpin reflections on their art making.

Nature of task Students produce a refined body of work that builds on the investigation and artistic practice developed in Unit 3 and further develops a visual language reflecting imagination and the progressive exploration, experimentation, development and refinement of concepts, ideas and skills. The work includes both written and visual material that communicates ideas and directions within selected art form/s and the effective manipulation of art elements and principles.

Students identify, label and use appropriate aspects and language of the Analytical Frameworks to reflect upon and annotate their work. The use of the Frameworks must demonstrate informed selections and contribute to the reflective annotation of art works. Scope of task A range of visual responses are developed into a body of work that demonstrates the student’s ideas, concepts and observations using a range of materials and techniques. In Unit 4 students continue to explore and experiment with ideas, concepts, materials and techniques to develop, refine and resolve them into finished artwork/s.

The use of visual language should demonstrate the ability to manipulate art elements and principles and demonstrate the further exploration and experimentation, development and refinement of ideas, concepts, use of materials and technical skill. The refinement of a visual language includes the reflection of imagination used in conjunction with skills and techniques to communicate and demonstrate progressive development of ideas and personal concepts.

All the student’s investigation, experimentation, exploration, development, refinement and resolution contribute to and constitute their body of work. One finished artwork/s must be produced in Unit 4. A finished artwork is one that is judged by the student to best demonstrate their acquisition of the key knowledge and key skills for the outcome. The finished artwork/s must demonstrate the use of visual language that reflects imagination and the communication of the student’s ideas, concepts and skill in their application of techniques and materials.

It should be evident that the finished artwork/s in this unit is a progression from the ideas, exploration and artwork/s presented at the completion of Unit 3.

The progression should be evidenced in the ideas and concepts and the use of techniques, materials and processes in the body of work. Written responses in Unit 4 should demonstrate further exploration, experimentation, progression and refinement on the work produced in Unit 3. The

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 5 documentation should demonstrate how the student applies materials and techniques to achieve an effective visual language and indicate a progressive development of concepts and ideas. The manipulation of art elements and principles and technical qualities should be supported by the application of materials and techniques. Evidence of initial ideas and exploration, investigation, experimentation, development and refinement of materials and techniques in the body of work and in accompanying annotations should be linked to the finished artwork.

The investigations and personal explorations of Unit 3 may be continued in Unit 4 and must evolve from the previous investigations in Unit 3. However, there must be evidence of further progression of these investigations, exploration, development, refinement and resolution in the body of work.

Students continue to select the appropriate aspects and language of the Analytical Frameworks to reflect on and annotate their work in an informed manner. Students must select the specific language and appropriate concepts of the Analytical Frameworks to support their reflective annotation when discussing aspects of their art-making. Students continue to select the appropriate aspects and language of selected Analytical Frameworks to support their developed and reflective annotation on the structural, personal, cultural and contemporary aspects of their art making. The Analytical Frameworks selected by the student must be identified throughout their annotations.

Students clearly indicate the explorations and experimentation or the continued development, progression and refinement of their ideas, directions, skills and application of materials and techniques and how these constitute a body of work.

Students should:  continue to develop the body of work begun in Unit 3 and complete at least one finished artwork/s for Unit 4  continue to reflect on personal concepts as they further explore and experiment and progressively develop, refine and resolve their artworks  investigate, explore, experiment, refine and show their developed knowledge of materials, processes and art forms  continue to analyse and reflect on thinking and working practices in an informed way, using the language and context of the Analytical Frameworks as appropriate to support their reflection on the structural, personal, cultural and/or contemporary aspects of their artworks  apply and clearly identify selected Analytical Framework/s when annotating their work to demonstrate reflection on the context and influences on their work and on-going inquiry and refinement of a visual language  continue to document their thinking and working practices to reflect exploration, experimentation, development, refinement, resolution and developed skill  provide documentation that indicates the initial idea/s or concepts, the refinement of these directions and the resolution of all finished artwork/s.

The realisation and resolution of students’ thinking and working practices, the further exploration and experimentation, and the refinement of ideas and concepts must be effectively communicated and documented with visual and written material. This may include:  grouping, numbering, dating and/or commenting on specific aspects or sections of work from initial concept to the resolution of ideas

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 6  related photographs, models and/or experimental proofs explaining the sequential development of work/s in progress through to refinement of finished artwork/s  progressive annotation, explanation and evaluation of ideas, concepts and visual directions  work organised chronologically, thematically and/or stylistically to logically reflect the students’ conceptual approach to their practical work.

Framing of Finished Work Students should consider carefully the presentation of their finished artworks. Presentation should be carefully considered to ensure that the surface qualities of the work are not obscured, and the close examination of the use of materials and techniques is not obstructed. Framing of artworks is not required; however, if it is considered as part of the presentation of the finished artworks then the student should ensure that this is part of the process of refinement of the finished works. 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.

If these materials are used, they are considered to be part of the finished artwork. Any framing, mounting or use of these materials should be undertaken by the student. Any framing considerations should be included in the Authentication documentation. 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 final artwork as such and does not present a range of finished artworks. An installation work, documented in the final evaluation document, may consist of many individual works but should be considered in refinement as one work.

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 7 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 3 Outcome 2 1. Exploration and experimentation of personal responses, ideas and concepts throughout artistic practice. Very limited evidence of exploration of personal responses and/or ideas and/or concepts in a practical investigation.

Limited evidence of informative exploration of personal responses and ideas in a conceptual and practical investigation.

Evidence of an exploration of personal responses and ideas in a conceptual and practical investigation. Evidence of a focused exploration of personal response and ideas in a conceptual and practical investigation. Evidence of highly focused exploration of personal responses and ideas in a conceptual and practical investigation. Very limited exploration and experimentation of selected art forms and/or media, not always relevant to intentions. Provides very limited evidence of the development of concepts, directions and skills. Limited exploration and experimentation of selected art forms and/or media, relevant to intentions.

Provides limited evidence of the development of concepts, directions and skills.

Effective exploration and experimentation of selected art forms and media, relevant to intentions. Provides evidence of the development of concepts, directions and skills. Focused and effective exploration and experimentation of the selected art forms relevant to the student intentions. Provides clear evidence of the development of concepts, directions and skills. Focused and effective exploration and experimentation of the selected art forms highly relevant to the student intentions. Provides considered evidence of the exploration and synthesis of concepts, directions and skills. The scope of the investigation is very narrow.

Very limited exploration communicates some personal responses, ideas and/or concepts through artistic practice.

The scope of the investigation is narrow. Limited exploration communicates personal responses, ideas and concepts through artistic practice. The scope of the investigation is clear. Relevant exploration communicates personal responses, ideas and concepts through artistic practice. The scope of the investigation is clear and imaginative. Consistent and relevant exploration communicates personal responses, ideas and concepts through artistic practice. The scope of the investigation is comprehensive and imaginative. Consistent and highly effective exploration clearly communicates personal responses, ideas and concepts through artistic practice.

0 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 8 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 3 Outcome 2 2. Experimentation and exploration with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process Very limited evidence of exploration and investigation of selected art forms with some relevance to personal responses, ideas and concepts.

Limited evidence of exploration and investigation of selected art forms relevant to personal responses, ideas and concepts. Evidence of a sound exploration and investigation of selected art forms relevant to personal responses, ideas and concepts. Evidence of innovative exploration and investigation of selected art forms relevant to personal responses, ideas and concepts. Evidence of highly innovative exploration and investigation of selected art forms relevant to personal responses, ideas and concepts. Evidence of very limited experimentation with materials, techniques and processes throughout the art process.

Evidence of limited experimentation with materials, techniques and processes throughout the art process. Evidence of a sound experimentation with materials, techniques and processes throughout the art process. Evidence of a high level of experimentation with materials, techniques and processes throughout the art process. Evidence of a very high level of sustained experimentation with materials, techniques and processes throughout the art process. Very limited skills in the use of materials, techniques and processes shown throughout the art process.

Limited skills in the use of materials and techniques shown throughout the art process.

Satisfactory skills in the use of materials and techniques shown throughout the art process. Effective, competent and consistent skills in the handling of materials and techniques shown throughout the art process. Accomplished, effective and consistent skills in the handling of materials and techniques throughout the art process. 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 9 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 3 Outcome 2 3. Use of Analytical Frameworks that reflects the exploration and development of art works through artistic practice. Very limited use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice.

Limited use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice.

Sound use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice. Effective and relevant use of the language of Analytical Frameworks in reflective annotation throughout artistic practice. Highly effective selection and relevant use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice. Very limited reference to the Analytical Frameworks evident in evaluation of personal art responses, ideas and concepts throughout artistic practice. Limited use of the Analytical Frameworks evident in evaluation of personal art responses, ideas and concepts throughout artistic practice.

Documentation and critical evaluation using the Analytical Frameworks in the initial exploration of personal art responses, ideas and concepts throughout artistic practice. Informative documentation and critical evaluation, with consistent application and use of Analytical Frameworks, and reference to the initial exploration of personal art responses, ideas and concepts throughout art practice. Highly informative documentation and critical evaluation, with insightful and consistent use of the selected Analytical Frameworks, and reference to the initial exploration of personal art responses, ideas and concepts throughout artistic practice.

Evidence of very limited understanding of art language through limited documentation throughout artistic practice. Evidence of a limited understanding of art language through limited documentation throughout artistic practice. Evidence of a sound level of understanding of art terminology through adequate documentation throughout artistic practice. Clear evidence of a high level of understanding of art terminology through informed and reflective documentation throughout artistic practice. Strong evidence of a sophisticated level of understanding of art terminology through insightful and reflective documentation throughout artistic practice.

10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 10 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 3 Outcome 2 4. Use of visual language and manipulation of materials, techniques and processes to develop artworks relevant to the student intentions. Very limited evidence of manipulation and application of materials, techniques and processes in visual language relevant to art forms in the development of art works.

Limited evidence of manipulation and application of materials, techniques and processes in visual language relevant to art forms in the development of art works.

Evidence of sound manipulation and application of materials, techniques and processes in visual language relevant to art forms in the development of art works. Evidence of innovative manipulation and application of materials, techniques and processes in visual language relevant to art forms in the development of art works. Evidence of highly innovative manipulation and application of materials, techniques and processes in visual language relevant to art forms in the development of art works.

Very limited evidence of materials, techniques and processes demonstrates links between student intentions and conceptual directions in the development of art works. Limited use of materials, techniques and processes demonstrates some evidence of links between student intentions and conceptual directions in the development of artworks. Sound use of materials, techniques and processes demonstrates evidence of links between student intentions, conceptual directions and the development of art works. Effective use of materials and techniques demonstrates evidence of clear links between student intentions, conceptual directions and the development of art works.

Highly effective use of materials and techniques demonstrates evidence of precise links between student intentions, conceptual directions and the development of art works. Evidence of very limited understanding of visual language through the very limited experimentation, development and refinement of materials, techniques and processes throughout artistic practice.

Evidence of some understanding of visual language through limited experimentation, development and refinement of materials, techniques and processes throughout artistic practice. Evidence of a sound level of understanding of visual language through the experimentation, development and refinement of materials, techniques and processes throughout artistic practice. Clear evidence of a high level of understanding of visual language through the experimentation, development and refinement of materials techniques and processes throughout artistic practice. Strong evidence of a very high level of understanding of visual language through the experimentation, development and refinement of materials, techniques and processes throughout artistic practice.

Very limited evidence of the relationship between the use of Analytical Frameworks and limited manipulation and application of materials, techniques and processes in the development of art works. Limited evidence of the relationship between some use of Analytical Frameworks and some manipulation and application of materials, techniques and processes in the development of art works.

Evidence of a satisfactory relationship between the use of Analytical Frameworks and the manipulation and application of materials, techniques and processes in the development of art works. Evidence of a strong relationship between the effective use of Analytical Frameworks and the skilful manipulation and application of materials, techniques and processes in the development of art works. Evidence of a very strong relationship between the innovative and insightful use of Analytical Frameworks and the skilful manipulation and application of materials, techniques and processes in the development of art works.

10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 11 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 3 Outcome 2 5. Resolution of personal ideas and intentions and refinement of the use of materials, techniques and processes relevant to selected art forms and a finished artwork. The finished artworks and art process demonstrate a very limited understanding of art practice.

The finished artworks and art process demonstrate a limited understanding of art practice.

The finished artworks and art process demonstrate a sound understanding of art practice. The finished artworks and art process demonstrate a comprehensive understanding of art practice. The finished artworks and art process demonstrate an insightful understanding of art practice. Very limited evidence of resolution of ideas in the refinement of materials, techniques and processes in at least one finished artwork. Limited evidence of resolution of ideas in the refinement of materials, techniques and processes in at least one finished artwork. Evidence of the sound resolution of ideas in the refinement of materials, techniques and processes in at least one finished artwork.

Evidence of imaginative resolution of ideas in the refinement of materials, techniques and processes in at least one finished artwork. Evidence of highly imaginative resolution of ideas in the refinement of materials, techniques and processes in at least one finished artwork. Very limited skill in the use of materials and techniques relevant to selected art form/s are demonstrated in the finished artwork/s. Limited skill in the use of materials and techniques relevant to selected art form/s are demonstrated in the finished artwork/s. Sound skill in the use of materials and techniques relevant selected art form/s are demonstrated in the finished artwork/s.

Competent and consistent skill in the handling of materials and techniques relevant to selected art form/s are demonstrated in the finished artwork/s.

Accomplished and consistent skill in the handling of materials and techniques relevant to selected art form/s are demonstrated in the finished artwork. Very limited evidence of an understanding of the Analytical Frameworks in any refinement of materials, techniques and processes in the finished artwork/s. Limited evidence of an understanding of the Analytical Frameworks in some refinement of materials, techniques and processes in the finished artwork/s. Evidence of an understanding of the Analytical Frameworks in the refinement of materials, techniques and processes in the finished artwork/s.

Evidence of a comprehensive understanding of the Analytical Frameworks in the refinement of materials, techniques and processes in the finished artwork/s.

Evidence of an insightful and comprehensive understanding of the Analytical Frameworks in the skilful refinement of materials, techniques and processes in the finished artwork/s. 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 12 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 4 Outcome 2 6. Exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in selected art form/s.

Very limited experimentation and/or exploration and/or investigation of materials, techniques and processes relevant to personal concepts and ideas throughout the art process continuing on from Unit 3.

Limited experimentation and/or exploration and/or investigation of materials, techniques with some relevance to personal concepts and ideas and selected art forms throughout the art process continuing on from Unit 3. Sound experimentation, exploration and investigation of materials, techniques and processes relevant to personal concepts and ideas and art forms throughout the art process continuing on from Unit 3. High level of exploration, experimentation and investigation of materials, techniques and processes relevant to personal concepts and ideas and selected art forms throughout the art process continuing on from Unit 3.

Very high level of sustained exploration, investigation and experimentation of materials and techniques and processes relevant to personal concepts and ideas and selected art forms throughout the art process continuing on from Unit 3. Very limited evidence of the continuation of the art process from Unit 3, demonstrating very minimal progression. Limited evidence of the continuation of the art process from Unit 3, demonstrating minimal progression. Evidence of the continuation of the art process from Unit 3, demonstrating sound progression.

Evidence of the continuation of the art process from Unit 3 demonstrating consistent progression.

Comprehensive evidence of the continuation of the art process from Unit 3 demonstrating a highly consistent progression. Very limited skill in the use of materials, techniques and processes continuing from Unit 3. Limited skill in the use of materials, techniques and processes in artistic practice continuing from Unit 3. Sound skill in the use of materials, techniques and processes in artistic practice continuing from Unit 3.

High level of skill in the use of materials, techniques and processes in artistic practice continuing on from Unit 3. Very high level of skill in the use of materials, techniques and processes in artistic practice continuing on from Unit 3. 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 13 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 4 Outcome 2 7. Use artistic practice to refine and realise concepts in the body of work.

Very limited use of the art process with very limited reflection on the development, realisation and refinement of ideas and concepts throughout the body of work. Limited use of the art process with limited reflection on the development, refinement and realisation of ideas and concepts throughout the body of work.

Sound use of the art process with reflection on the development, refinement and realisation of ideas and concepts throughout the body of work. Innovative use of the art process with thoughtful reflection on the development, refinement and realisation of ideas and concepts through the body of work. Highly innovative use of the art process with thoughtful reflection on the development, refinement and realisation of ideas and concepts throughout the body of work. Very limited evidence of the use of visual language in the visual diary and in the presentation of at least two finished artworks in the body of work.

Limited evidence of the use of artistic practice in the visual diary and in the presentation of at least two finished artworks in the body of work. Evidence of the use of artistic practices and visual language in the visual diary and in the presentation of at least two finished artworks in the body of work. Evidence of the use of creative artistic practice and visual language in the visual diary and in the presentation of at least two finished artworks in the body of work. Evidence of the use of creative and innovative artistic practice and visual language in the visual diary and in the presentation of at least two finished artworks in the body of work.

Very limited use of critical, creative and reflective thinking to realise personal ideas, concepts and directions in artworks. Limited use of critical, creative and reflective thinking to realise personal ideas, concepts and directions in artworks. Sound use of critical, creative and reflective thinking to realise personal ideas, concepts and directions in artworks. Considered use of critical, creative and reflective thinking to realise personal ideas, concepts and directions in artworks. Insightful and consistent use of critical, creative and reflective thinking to realise personal ideas, concepts and directions in artworks.

Very limited and inconsistent use of the language of the Analytical Frameworks in reflective annotations throughout artistic practice to realise personal ideas and concepts in artworks. Limited use of the language of the Analytical Frameworks in reflective annotations throughout artistic practice to realise personal ideas and concepts in artworks. Sound use of the language of the Analytical Frameworks in reflective annotations throughout artistic practice to realise personal ideas and concepts in artworks. Effective and relevant use of the language of Analytical Frameworks in reflective annotations throughout artistic practice to realise personal ideas and concepts in artworks.

Highly effective selection and relevant use of the language of the Analytical Frameworks in insightful annotations throughout artistic practice to realise personal ideas and concepts in artworks.

0 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 14 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 4 Outcome 2 8. Manipulation of visual language and technical qualities to explore, develop, refine and resolve personal ideas and visual imagery throughout the body of work. Very limited manipulation and application of materials, techniques and processes to explore, develop, refine and resolve visual imagery in finished artworks.

Limited manipulation and application of materials, techniques and processes to explore, develop, refine and resolve visual imagery in finished artworks. Evidence of sound manipulation and application of materials, techniques and processes forms to explore, develop, refine and resolve visual imagery in finished artworks.

Innovative manipulation and application of materials, techniques and processes to explore, develop, refine and resolve visual imagery in finished artworks. Highly innovative manipulation and application of materials, techniques and processes to explore, develop, refine and resolve visual imagery in finished artworks. Very limited links between the use of visual language, materials, techniques, processes and some ideas or concepts and visual imagery. Limited links between the use of visual language, materials, techniques, processes and ideas or concepts and visual imagery. Sound links between the use of visual language, materials, techniques, processes and ideas, concepts and visual imagery.

Clear links between the effective use of visual language, materials, techniques, processes and ideas, concepts and visual imagery. Very strong and clear links between the highly effective use of visual language, materials, techniques and processes and ideas and concepts and visual imagery. Very limited use of the Analytical Frameworks to explore, develop and refine the application of materials, techniques and processes and resolve visual imagery in finished artworks. Limited use of the Analytical Frameworks to explore, develop and refine the application of materials, techniques and processes and resolve visual imagery in finished artworks.

Satisfactory use of the Analytical Frameworks to explore, develop and refine the application of materials, techniques and processes and resolve visual imagery in finished artworks. Effective use of the Analytical Frameworks to explore, develop and refine the application of materials, techniques and processes and resolve visual imagery in finished artworks. Highly effective use of the Analytical Frameworks to explore, develop and refine the application of materials, techniques and processes and resolve visual imagery in finished artworks. 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 15 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 4 Outcome 2 9.

Resolution of ideas and personal concepts in the body of work. Finished artworks across the body of work demonstrate a very limited resolution of ideas and personal concepts. Finished artworks across the body of work demonstrate a limited resolution of ideas and personal concepts. Finished artworks across the body of work demonstrate sound resolution of ideas and personal concepts. Finished artworks across the body of work demonstrate sophisticated resolution of ideas and personal concepts. Finished artworks across the body of work demonstrate highly sophisticated resolution of ideas and personal concepts.

The body of work presents a very limited understanding of artistic practice in the resolution of ideas and personal concepts. The body of work presents a limited understanding of artistic practice in the resolution of ideas and personal concepts. The finished artworks and visual diary demonstrate a sound understanding of artistic practice in the resolution of ideas and personal concepts. The finished artworks and visual diary demonstrate refined artistic practice in the resolution of ideas and personal concepts. The finished artworks and visual diary demonstrate insightful artistic practice in the resolution of ideas and personal concepts.

Very limited and inconsistent use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice in the resolution of personal ideas and concepts in artworks.

Limited use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice in the resolution of personal ideas and concepts in artworks. Sound use of the language of the Analytical Frameworks in reflective annotation throughout artistic practice in the resolution of personal ideas and concepts in artworks. Effective and relevant use of the language of Analytical Frameworks in reflective annotation throughout artistic practice in the resolution of personal ideas and concepts in artworks.

Highly effective selection and relevant use of the language of the Analytical Frameworks throughout artistic practice in the resolution of personal ideas and concepts in artworks.

10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 16 VCE Art: School-assessed Task Assessment Sheet 2018 Assessment Criteria Levels of Performance Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high) Unit 4 Outcome 2 10. Use of the Analytical Frameworks throughout artistic practice, in reflective and evaluative annotations throughout the art process. Very limited application of art terminology in reflective and evaluative annotations throughout the art process. Limited application of art terminology in reflective and evaluative annotations throughout the art process.

Sound application of relevant art terminology in reflective and evaluative annotations throughout the art process.

Detailed application of relevant art terminology in reflective and evaluative annotations throughout the art process. Comprehensive and insightful application of relevant art terminology in reflective and evaluative annotations through the art process. Very limited documentation and evaluation of the use and manipulation of art elements and art principles throughout the art process. Limited documentation and evaluation of the use and manipulation of art elements and art principles throughout the art process. Sound documentation and evaluation of the use and manipulation of art elements and art principles throughout the art process.

Informed documentation and evaluation of the use and manipulation of art elements and art principles throughout the art process.

Insightful documentation and evaluation of the use and manipulation of art elements and art principles throughout the art process. Very limited use of the language of the Analytical Frameworks in evaluative and reflective annotation throughout the art process. Limited use of the language of the Analytical Frameworks in evaluative and reflective annotation throughout the art process. Sound use of the language of the Analytical Frameworks in evaluative and reflective annotation throughout the art process. Effective and relevant use of the language of the Analytical Frameworks in evaluative and reflective annotation throughout the art process.

Highly effective selection and relevant use of the language of the Analytical Frameworks in evaluative and annotation throughout the art process. 10 

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 17 Authentication of VCE Art School-assessed Task (SAT) 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 2018. 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 Art Schoolassessed Tasks: 1. The body of work created for the School-assessed Task (SAT) is based on work developed and completed in Unit 3 Outcome 2 and Unit 4 Outcome 2.

2. Teachers are required to fill out the Authentication Record Form and Additional Comment Sheet 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. Students should refer to the VCAA Copyright guidelines of the VCAA Season of Excellence webpage for information regarding copyright and third-party material. It should be noted that all applications to Top Arts must have written copyright clearance for the use of third party material: www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/generalinfo/c opyright.aspx 4.

The VCE Art 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 body of work and teachers need to be vigilant. Students are required to demonstrate development of their artistic practices. The progressive realisation of the body of work should reflect personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills. 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. Teachers must sight and monitor the development and documentation of the student’s art process throughout the unit to authenticate the work as the student’s own.

Students must acknowledge the source of materials and information used to support the development of ideas, including materials identified for inspiration and further development. This includes documentation of any appropriated imagery, with information detailing how the work has evolved from the source imagery. 7. Students should be encouraged to complete their artwork at school. Where they 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 includes visual documentation. Receipts are not acceptable as documentation. The student’s documentation 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.

VCE Art: Administrative information for School-based Assessment in 2018 © VCAA Page 18 During development of the body of work, 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. The further exploration, experimentation, development, refinement and resolution of student work should be clearly documented for Authentication purposes. Teachers cannot assess any work produced in Unit 3 in Unit 4. 8. Teachers must ensure that all source and reference material, all appropriate imagery used in the final artwork, all use of non-school (home, outsourced) resources and any external assistance (for example, tutors) are acknowledged on the authentication form.

If a student acknowledges using appropriated imagery, outsourcing production and/or receiving external assistance the teacher should record complete details as an attachment to the Authentication Form.

9. The use of external support and/or equipment must be planned and documented with appropriate detail to demonstrate that the student has retained complete creative control; teachers must certify that such support does not constitute undue assistance. This ensures the body of work can be authenticated and that the student is not receiving undue assistance and in turn ensures that all students are assessed equitably. 10. Framing of finished artworks or any aspect of the body of work is not required. However, students should use appropriate labelling to clearly identify their finished artwork and label as ‘Finished artwork Unit 3’ and ‘Finished artwork Unit 4’.

If the artwork has the framing as part of the artwork then the student should clearly document the use of framing and how this contributes to the refinement of ideas, aesthetics, techniques and processes. Identification of the refinement is also required in their documentation and evaluation. 11. If a student is not meeting the expectations of the study or is at risk of not completing the art process, teachers must indicate this on the Authentication Record Form and advise the student of this situation. Clear evidence about what the student needs to do to complete the art process in order to receive a satisfactory assessment must be recorded on the Authentication Record Form and the Additional Comment sheets and must discussed directly with the student.

12. Teachers are reminded that the authentication procedures are required to be followed for all student work in relation to this SAT. School-based Assessment Audits include the inspection of authentication records. Where authentication records are not provided, the school is automatically audited the following year. Authentication records and Additional comment sheets will also be required to be forwarded for all works nominated for the Season of Excellence in 2018. Incomplete authentication records will result in an automatic disqualification of the student work from the nomination process.

Next part ... Cancel