Académique Documents
Professionnel Documents
Culture Documents
Outcomes to Be Assessed:H7: Applies their understanding of practice in art criticism and art history
H8: Applies their understanding of the relationships among the artist, artwork, world and audience
H9: Demonstrates an understanding of how the frames provide for different orientations to critical and historical
investigations of art
H10: Constructs a body of significant art histories, critical narratives and other documentary accounts of
representation in the visual arts.
Rational
This assessment has been scaffolded for students to develop and present a deep knowledge of how artist
use a visual language to explore meaning in their work. Students will compare and contrast specific aspects
of the subjective and structural frames, whilst exploring the relationship between the artists-artwork-world
and audience.
teacher. It must be the work of the student, with appropriate referencing. It is advisable to
keep a copy of the task for your records.
Task: Essay (1000 words)
Art critics and historians argue that Kahlo was a surrealist painter, however she famously
stated: “I never painted my dreams, I painted my own reality”, Frida Kahlo (1953).
Discuss this statement with reference to how artists communicate concepts using a visual
language. Focus your discussion on the components of the Subjective and Structural
Frames. Make reference to at least two artist and two of their artworks, to support
your reasoning.
Marking
Mark
Criterio Description of Marking Criterion
Range
n
* Demonstrates a sound understanding of the Subjective and
Structural frame
A * Demonstrates a sound awareness of the artists practices 16 - 20
1.
Marking Criteria
(with results)
Notes from
included
2. SAE Sheet
Evaluation
assessment tasks that engage students of diverse learning needs and satisfy
the requirements outlined in the NSW Syllabus (NESA, 2012). Students must be
provided with adequate tools to succeed, thus educators must consider the
learning.
The assessment task (attached) has been designed to align with the outcomes
how they can gather evidence of student development (NESA, 2012). The age
and learning level of students should be considered (Mercier et al. 2014). This
task was designed for stage 6 students participating in their internal HSC
program, therefore relevant higher order strategies were included from Blooms
their skills in ‘Evaluation and Analysation’. This includes prompts for the
(NESA, 2012). This assessment type provides students, parents and school
However, the use of summative assessment may also present challenges for
teachers as it has been reported that teachers may become too focused on
the end result, and teach only for the test/assessment. This can undermine
assessment should have less weighting than regular or informal class work
pressure or ‘fluke’ a better mark than expected (Arum, 2002). However, the
well planned and maintains the curriculum outcomes as centre focus, should
topic and explore multiple self-selected areas at their own rate (Murray et
2002). Students are able to creatively present their ideas or opinions about
art encouraging self expression and connectedness to their work (Ladwig &
Gore, 2009). This is emphasized in the task attached, whereby students are
students to exercise some form of direction over their own learning criteria,
for GAT students to be assessed on their deep knowledge a topic, rather than
expecting them to present more amounts of the same work, which causes
Students with language difficulties or lower learning abilities may find this
is not complete without students being supplied with explicit quality criteria.
their ability to complete the task thus raises enjoyment levels (Mercier et al.
2015).
The rubric created for the assessment attached is intended to be discussed
language through the use of signs, symbols, colour etc., and how they
analyse the meaning of the work. Students are given a mark out of 20, with a
weighting of 20% towards their HSC internal mark. The highest scoring level
and Structural frame’. This mark is achievable to students who display higher
lower order thinking skills, such as, ‘identify basic features of the artworks’.
Lower order thinking words are used in these categories such as ‘identify’ or
bands, for example the rubric may only include achievement sections B to D.
This will reflect an amended task in which students do not qualify for
(Larkey, 2015).
That said, it is also important that the rubric be reflected on by students
grades are highly valued (Arum, 2002). This activity encourages students to
(attached) which aims to provide students with the tools to identify what
their strengths and weaknesses are, and evaluate what steps they need to
class with assistance from the teacher, enabling the teacher to monitor
the NSW syllabus outcomes, to ensure relevant criteria is being utilised. Tasks
which students can monitor their own learning goals and take responsibility for
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=4519008
Retrieved from
http://www.aitsl.edu.au
Ladwig, J.G. & Gore, J.M. (2009). Quality teaching in NSW Public
h.schools.nsw.edu.au/technology/Programs/Template/Quality
%20Teaching%20Guide.pdf
Ladwig, J.G. & Gore, J.M. (2006). Quality teaching in NSW Public
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
instruction p 129-146
http://suelarkey.com.au/wp-content/uploads/2015/05/Tip_Sheet
http://dx.doi.org.ezproxy.uws.edu.au/10.1787/5kghx3kbl734-en.
http://http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/stage-6-learning-areas/stage-6-creative-arts/visual-arts-syllabus
Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/global/files/years-11-12-
assessment-advice.pdf
for young children with autism. In Jensen P., Hibbs T. (Eds.), Psychosocial