2015: Visual Arts EXAM Checklist

 

Whether candidates choose to provide an interview file or a commentary, it is important they have ensured evidence of the markband descriptors has been submitted in the selected studio work (SW), investigation workbook pages (IWB) or either the 1,000 word commentary (1000C), or the audio or video candidate interview (CI). The markband descriptors for the studio work component refer to:

SW, IWB, CI, 1000C

Note as appropriate

The understanding of the ideas and techniques that underpin artistic expression.  
The production of personally relevant artworks  
     that shows exploration of ideas reflecting cultural and historical  awareness and artistic qualities.  
The development of ideas and strategies for expression.  
Sensitivity to materials and their use  
     the work having been reviewed, modified and refined to a resolution of ideas and medium.  
Technical competence  
Confidence and inventiveness  
Self-direction  
Reflective judgment  

 

The markband descriptors for the investigation workbook component refer to:

SW, IWB, CI, 1000C

Note as appropriate

The analysis and comparison of art from different cultures and times  
     and the consideration of its function and significance.  
The demonstration of skills, techniques and processes  
     when making and analyzing images and artifacts.  
The demonstration of investigative strategies into visual qualities, ideas and their contexts  
     and a range of different approaches towards study  
     and connections between them.  
The demonstration of depth and breadth  

     through the development and synthesis of ideas

 
     and the connections between the work and that of others.  
The demonstration of the specialist vocabulary of visual arts.  
The use of a range of sources,  
     which are properly acknowledged?  
The effective and creative presentation of work  
     that demonstrates critical observation, reflection and discrimination.  
The presentation of a relationship between investigation and studio.  

 

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