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© VCAA Page 1
Revised: VCE Studio Arts: Administrative information for School-based Assessment in 2020
Units 3 and 4
School-assessed Task The School-assessed Task (SAT) contributes 60 per cent to the study score and is commenced in
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 Outcomes 1 and 2 and Unit 4 Outcomes 1 and 2. The recorded scores must be based
on the teacher’s assessment of the student’s performance according to the criteria on pages
9–18. This assessment is subject to the VCAA’s statistical moderation process.
The 2020 VCE Studio Arts Assessment Sheet on page 28 is to be used by teachers to record
scores. The descriptors for the assessment criteria are published annually on the Studio Arts 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 SATs will be
updated annually and published in the VCE and VCAL Administrative Handbook 2020.
The Authentication record form on pages 21–26 is to be used to record information for each
student and must be made available on request by the VCAA.
The SAT has four components:
Unit 3 Outcome 1
Unit 3 Outcome 2
Unit 4 Outcome 1
Unit 4 Outcome 2.
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 VCAA’s Important Administrative Dates and Assessment
Schedule, published annually on the VCAA website:
www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx
The score for Unit 3 is submitted by 12 October and Unit 4 must be submitted by09 November,
2020
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 2
Unit 3
Studio practices and processes
Outcome 1
On completion of this unit the student should be able to prepare an exploration proposal that formulates
the content and parameters of an individual studio process including a plan of how the proposal will
be undertaken.
Nature of task
An exploration proposal that presents an individual studio process, which explores and develops the
concepts and ideas set out in the exploration proposal, and produces a range of visual explorations
and potential directions that will form the basis of at least one finished artwork in Unit 4
Scope of task
The exploration proposal should include:
a discussion of the conceptual possibilities and an explanation of the ideas to be explored
a description and explanation of the focus and subject matter to be communicated and
developed in the studio process
a description of the art form/s to be explored referencing the ideas to be explored
a discussion of the sources of inspiration to be investigated and analysed in relation to the
student’s individual ideas
communication of the aesthetic qualities to be explored in relation to ideas to be explored
an explanation of the selection of appropriate materials to be explored in reference to the
ideas to be explored
an explanation of the selection of techniques to be explored and propose how these may
support the communication of ideas
a plan for how the exploration proposal will be implemented.
The area of exploration should be defined in the exploration proposal in enough breadth to allow for
substantial exploration during the studio process to facilitate the development of a range of
potential directions.
The exploration proposal should be developed prior to the commencement of the individual studio
process. The student should clearly state their intentions in the exploration proposal. However, the
student may make amendments to the exploration proposal throughout Unit 3. Any significant
changes to the exploration proposal should be documented by the teacher on the authentication
record form. Changes to the exploration proposal can be made throughout Unit 3 depending on the
student's access to materials, equipment and resources.
The exploration proposal should, where possible, be word processed and may be presented as an
extended statement or a series of short paragraphs and may be written using dot points. Visual
reference material must be included, cited and appropriately acknowledged. This visual reference
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 3
material may include illustrations, diagrams or images of other artists’ work as a means of clarifying
ideas expressed in the exploration proposal.
Outcome 2
Outcome 2
On completion of this unit the student should be able to progressively present an individual studio
process recorded in written and visual form that produces a range of potential directions, and
reflects the concepts and ideas documented in the exploration proposal and work plan.
Nature of task
A visual diary that presents an individual studio process, which explores and develops the concepts
and ideas set out in the exploration proposal and produces a range of visual explorations and
potential directions that will form the basis of at least one finished artwork in Unit 4.
Scope of task
Students progressively refinedevelop their ideas, techniques, materials and processes and
aesthetic qualities discussed in the exploration proposal. Throughout the individual studio process,
students keep a visual diary and investigate the focus, subject matter, sources of inspiration and art
form/s through the exploration and development of ideas, materials, techniques, art elements, art
principles and demonstration of aesthetic qualities. The studio process is developed in sufficient
breadth and depth to support students to produce a range of potential directions that will be
progressively developed and evaluated. The student must produce a minimum of two potential
directions in Unit 3.
Students further develop their understanding of key terminology of the art forms identified in their
exploration proposal. Reflection, analysis and evaluation of experimental and developmental work
are documented in written and visual annotations, providing clarification of ideas and working
processes. Through these annotations students progressively record their studio practice as
outlined in the Cross-study specifications on page 10 of the VCE Studio Arts study design, to
support the development and realisation of their studio process. Students should fully acknowledge
any borrowed visual or written material, with clear evidence, through annotations, of the relevance
of this material to their own art making and explain how it will inform the exploration and
development of ideas and subject matter. Where possible, the student should date and number
each page in the visual diary.
If students appropriate the visual or intellectual property of others, teachers must ensure that this is
clearly acknowledged and that the use of such material does not constitute plagiarism or
contravene copyright and licensing agreements and these details should be noted on the
Authentication record form. All images used in the studio process should appear with evidence of
their source and any development that clearly establishes the work as that of the student. The use
of other artists’ aesthetic qualities should be carefully considered during the studio process. Over-
use or direct copying of aesthetics of others may not allow students to develop individually creative
explorations. All developmental work should relate directly to the students’ individual ideas
expressed in the exploration proposal.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 4
Potential directions
Students select, identify and evaluate all potential directions in Unit 3. To assist in identifying
potential directions, it is recommended that each potential direction should be numbered and titled,
and clearly documented in the visual diary. Students select the potential directions to effectively
communicate concepts, ideas and aesthetics, and to provide the scope to demonstrate their use of
refinement of techniques and the application of materials appropriate to the communication of ideas.
Potential directions are developed progressively, evolving from the individual studio process, and
should be seen in this context rather than as finished artworks. The nature of the potential
directions will vary according to the characteristics of individual art forms, the materials available to
the student, and may contribute in their entirety or in part to the final artwork/s.
Annotation throughout the studio process should identify potential directions as part of the students’
process of evaluation. It should be noted that at least two potential directions are required and that
the presentation of one potential direction does not satisfy the requirements for this task. Students
must select and clearly identify and evaluate the potential directions. The annotations should also
evaluate how the student applied the studio process when they developed the potential direction to
assist the teacher in assessing Criterion 5. The student should clearly state the potential directions
that they will use in Unit 4 and any directions they intend to take based on the availability of
materials and equipment.
Students might select potential directions that:
most effectively communicate concepts, ideas and aesthetics documented in the exploration
proposal
provide the appropriate qualities to support the production and presentation of the finished
artwork/s.
Students may have access to the potential directions produced during Unit 3. Students should keep
an electronic copy of each potential direction produced to refer to during Unit 4. It is also
recommended that students photograph or scan their completed visual diary and the visual diary
submitted for assessment for authentication purposes. It is also possible for students to complete
their visual diary work as a digital portfolio. In this case, teachers must ensure that the work is the
student’s own and that the school has a method of authenticating the student work.
Work submitted for assessment in Unit 3 cannot be resubmitted for assessment in Unit 4. Potential
directions provide starting points for the generation of the two finished artwork/s. Therefore, all
artworks (including analogue and digital photographic and video-based images) must be developed
in Unit 4. Evidence must be provided in the Authentication record form of the Potential Directions
from Unit 3 and the development of subject matter, technical and conceptual development in Unit
4.
Scoring of criteria for the School-assessed Task
If a student does not submit any of the SAT a score of N/A should be entered for the relevant
criterion. A score of ‘zero’ is deemed a score for the criterion. A student can score for all criteria in
Unit 3 and receive N/A for the criteria in Unit 4 if the task is not submitted for Unit 4.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 5
Unit 4
Studio practice and art industry contexts
Outcome 1
On completion of this unit the student should be able to present at least one finished artworks based
on selected and evaluated potential directions developed through the studio process, which
demonstrates the refinement and application of materials and techniques, and that realises and
communicates the student’s ideas expressed in the exploration proposal.
Nature of task
The presentation of at least one finished artwork. with an evaluation of studio processes.
Scope of task
In this task students are expected to develop and refine at least two potential directions in order to
contribute to the production and presentation of at least one artwork based on the investigation and
development of potential directions in the studio process in Unit 3. The proposed potential
directions should be presented at the start of Unit 4 with a brief outline or statement of intent that
links to the exploration proposal and discusses the cohesive relationship between the artwork/s
that will be developed and refined in Unit 4. They are not included in the evaluation document.
They are not an evaluation of potential directions as this was assessed in Unit 3.
Students focus on the refinement and presentation of an artwork/s developed from the selected
potential directions identified in the individual studio process in Unit 3. The presentation of the
artwork/s demonstrates cohesive relationships between the artworks that are interpreted through
the aesthetics, subject matter, themes, conceptual possibilities and/or materials and techniques
discussed in the exploration proposal.
An artwork/s is created in a selected art form/s, presented in a manner appropriate to the art
form/s, and reflects an understanding of the art form/s and related materials and techniques.
Materials and techniques are refined and applied, and ideas and aesthetic qualities are resolved.
At least one finished artwork demonstrates:
realisation and communication of individual ideas
a connection of ideas between finished artworks
application of materials, techniques and processes to support the resolution of ideas and
aesthetic qualities
an understanding of the inherent characteristics of materials, techniques and processes to
support the resolution of ideas and aesthetic qualities
use of aesthetic qualities that contribute towards an interpretation of subject matter and
communicate ideas in the finished artwork/s
an application of art elements and principles that contribute towards the development and
resolution of aesthetic qualities
appropriate methods of presentation that demonstrates a cohesive link between the finished
artworks and an understanding of the student’s selected artform/s.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 6
No fewer than two finished artworks should be produced. There must be a cohesive relationship
between the artworks. Finished artworks can be connected through the depiction of subject matter,
the use of aesthetic qualities and the application of materials and techniques. However, the number
of finished artworks will be determined by the nature, scale and complexity of the work undertaken,
the art form/s and the studio process completed. For example, a series of small, intricately
designed art works, such as sculptures, produced through a process of complex techniques may
be equivalent in time and effort to two large, expressively painted canvases or a series of digitally
manipulated images.
Work submitted for assessment in Unit 3 cannot be resubmitted for assessment in Unit 4. The
artwork/s produced in Unit 4 must demonstrate a clear link and development from the potential
directions in subject matter, conceptual and technical development. Therefore, all artwork/s
(including analogue and digital photographic and video-based images) must be developed in Unit
4. Evidence must be provided in Authentication record form that the work has been developed and
produced in Unit 4.
Documentation of student work for Authentication purposes only
Any documentation undertaken in Unit 4, Outcome 1, (except the requirements for Criterion 6),
demonstrating the use of refinement and resolution of materials and techniques, is to be
considered part of the process of authentication. They should be labelled as ‘Authentication’ and
should be documented in the Authentication record form. It is not assessed work and
documentation should be considered carefully to not place any significant impact on student
workload. Students should provide evidence of the development of of their artwork/s, particularly in
digital form, demonstrating the methods used to print the final artwork/s. Documentation can be
undertaken in written form or by oral discussion with the teacher. All documentation for assessment
should be recorded and kept by the school to confirm the authentication of the student work.
Presentation of final artwork/s
Consideration of the presentation of artwork/s is part of the assessment for Unit 4, Outcome 1
Presentation should be carefully considered to ensure that the surface qualities of the work are not
obscured, and the close examination of aesthetic qualities and technical applications is not
obstructed.
Framing of artwork/s is not required. However, if it is considered as part of the presentation of the
finished artwork/s then the student should document the decisions surrounding the presentation of
the framed or mounted work in visual and written form in Unit 4, Outcome 2. The framing or
mounting of the work should be documented for Authentication purposes and the teacher should
note this on the Authentication Record Form. 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/s.
Any framing, mounting or use of these materials should be undertaken by the student. 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 is considered one final artwork. An installation work, documented
in the final evaluation document, may consist of many individual works but should be considered as
one work. The process of evaluation must be clearly documented in Unit 4, Outcome 2.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 7
The artwork/s presented for assessment can be presented in digital form. However, students
should acknowledge any technical support in the photography and presentation of the final works,
and this should be documented on the Authentication Record Form.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 8
Outcome 2
On completion of this unit the student should be able to provide visual and written documentation
that identifies and evaluates the extent to which the artwork reflects the selected potential
directions. and effectively demonstrates a cohesive relationship between the works.
Nature of task
An evaluation of studio process, and the presentation of a finished art work/s
Scope of task
A visual and written statement is completed after the production of the art works. Students reflect
on the selection of potential directions that form the basis, development and presentation of
artworks. Students provide visual and written documentation of the selected potential directions
that are the basis for the development of the artworks in Unit 4, Area of Study 1.
The student must use appropriate art language and terminology to complete the visual and written
statement that will:
identify and describe the focus and subject matter of the artwork/s
explain ways in which potential directions contributed to the development of the finished
artwork/s
provide visual evidence of selected potential directions used to develop the finished artwork/s
explain further refinement of or changes to the potential directions in order to develop the
finished artwork/s in Unit 4.
explain and evaluate how materials and techniques were applied in the finished artwork/s
explain how aesthetic qualities were resolved in the finished artwork/s
reflect on the effectiveness of the finished artwork/s to communicate ideas as described in the
exploration proposal
analyse how the artwork/s realise the communication of the students ideas as described in the
exploration proposal and document any significant changes in Unit 4.
discuss and evaluate the presentation of the finished artwork/s
The written component of the Evaluation should be word processed and may be presented as an
extended statement or short paragraphs and where appropriate may include dot points. The
evaluation document should be between 1000 – 1500 words. Images of the artwork (and any
additional artworks produced), must be clearly labelled and placed at the start of the Evaluation.
Visual material that must be included in the extended statement and collated prior to the
commencement of Unit 4 must include photographs, screen dumps or photocopies of selected and
evaluated potential directions from Unit 3.
Scoring of criteria for the School-assessed Task
If a student does not submit any of the SAT a score of N/A should be entered for the relevant
criterion. A score of ‘zero’ is deemed a score for the criterion. A student can score for all criteria in
Unit 3 and receive N/A for criteria in Unit 4 ifn the task is not submitted for Unit 4.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 9
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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 1
1. Preparation of an
exploration
proposal and
work plan that
formulates the
content and
parameters of an
individual studio
process.
Written and visual material
uses art terminology to
define and plan how a studio
process will be structured.
The exploration proposal
and work plan use art
terminology to develop
written and visual material
that identifies how an
individual studio process will
be structured.
The exploration proposal
and work plan use art
terminology to develop
written and visual material
that discusses ideas and
communicates how an
individual studio process will
be structured.
The exploration proposal
and work plan use art
terminology to develop
written and visual material
that elaborates upon ideas
and outlines how an
individual studio process will
be structured and managed.
The exploration proposal
and work plan use art
terminology to succinctly
develop written and visual
material that connects and
justifies ideas to explain how
an individual studio process
will be structured and
managed.
0 1 2 3 4 5 6 7 8 9 10
Evidence
EXPLORE
The exploration proposal is in the range of 750–1000 words.
Visual material is cited and referenced to support the ideas, subject matter and conceptual possibilities explained in the exploration proposal.
The exploration proposal must address the following content:
˗ the focus and subject matter to be developed
˗ the ideas to be explored
˗ the art forms that will be explored through the studio process the analysis and interpretation of sources of inspiration relevant to student ideas
˗ conceptual possibilities
˗ the use of art elements, art principles and aesthetic qualities to be investigated
˗ the materials and techniques to be explored and developed
˗ plan of the studio process.
At the end of the exploration proposal there is a work plan that provides a weekly overview to explain how the studio process will be structured and managed.
Students can adjust their exploration proposal and work plan throughout Unit 3. All changes should be documented on the exploration proposal. Teachers are to assess the exploration proposal and amendments before the end of Unit 3.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 10
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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. Interpretation of
and response to
sources of
inspiration to
explore and
develop and
refine ideas
throughout the
studio process
Sources of inspiration are
evident in the studio
process.
A range of sources of
inspiration are linked to
ideas in the studio process.
Sources of inspiration are
documented to explore
anddevelop and refine ideas
in the studio process.
Investigation and use of
sources of inspiration
interpret individual ideas to
explore and developand
refinein the studio process.
Detailed annotations and
citations of sources of
inspiration that evaluate the
exploration and
development and refinement
of individual ideas, aesthetic
qualities, materials and
techniques in a studio
process.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPLORE – DEVELOP – REFINE
There are written and visual references in the form of annotations and citations that explain how artistic and personal influences will be used and interpreted throughout the studio process.
Students should document their investigation in the visual diary and annotate any changes on the exploration proposal and work plan.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 11
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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. Exploration of
conceptual
possibilities in the
studio process
that develops
individual and
personal subject
matter as
discussed in the
exploration
proposal and
work plan.
Subject matter is presented
and there is reliance upon
borrowed imagery.
Subject matter is identified,
and conceptual possibilities
are documented.
A range of conceptual
possibilities are identified
and documented to explore
individual and personal
subject matter and ideas in a
studio process.
A range of conceptual
possibilities are identified
and documented to explore
and develop individual and
personal subject matter and
ideas in a studio process.
A range of related
conceptual possibilities are
clarified and documented to
explore and develop
individual and personal
subject matter and ideas in a
studio process.
0 1 2 3 4 5 6 7 8 9 10
Evidence
EXPLORE – DEVELOP– REFINE
Exploration of conceptual possibilities is linked to the selection and development of individual and personal subject matter discussed in the exploration proposal and
work plan.
In response to conceptual possibilities, a range of personal and individual subject matter is progressively explored anddevelopedthrough documentation in the studio
process.
The studio process is to be assessed on student documentation of the exploration of personal subject matter and ideas based on the access they have to
materials and equipment. Students should document their intended exploration in the visual diary and annotate any changes on the exploration proposal and
work plan.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 12
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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. Apply skills to
explore art
elements, art
principles,
materials,
techniques and
processes that
communicate
individual ideas
and demonstrate
aesthetic
qualities.
Materials and techniques, art
elements and principles
have been used to
demonstrate aesthetic
qualities.
Application of skills in the
use of art elements and
principles, materials,
techniques and processes
relevant to the art form/s and
aesthetic qualities.
Demonstrates skills in the
exploration of art elements
and principles, materials,
techniques and processes
relevant to the art form/s to
communicate individual
ideas and to communicate
aesthetic qualities.
Progressive and considered
application of skills in the
exploration of art elements
and principles, materials,
techniques, and processes
relevant to the art form/s to
communicate individual
ideas and aesthetic qualities.
Accomplished and
considered application of
skills in the exploration of
art elements and principles,
materials, techniques,
processes and aesthetic
qualities that demonstrate
connections between art
form/s and individual ideas.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPLORE – DEVELOP
use of materials, techniques and processes relevant to the art form/s discussed in the exploration proposal.
use of art elements and principles to demonstrate aesthetic qualities.
application and refinement of skills in the use of materials, techniques and processes relevant to the art form/s discussed in the exploration proposal.
use of materials, techniques and processes to demonstrate aesthetic qualities and develop visual language.
Student exploration and use of skills should be assessed based on the use of materials and equipment available to them. Students should document their
intended exploration in the visual diary and annotate any changes on the exploration proposal and work plan.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 13
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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. Documentation of
exploratory and
developmental
work in the studio
process clarifies
ideas to identify
and evaluate
potential
directions.
Exploratory and
developmental work is
evident in the studio
process.
Exploratory and
developmental work is
evident in the studio process
and relates to the
exploration proposal and
work plan.
Exploratory and
developmental work is
evident in the studio process
and is linked to the ideas
explained in the exploration
proposal and work plan.
Individual ideas are clarified
through written annotation to
analyse the exploratory and
developmental work as
explained in the exploration
proposal and work plan.
An organised collection of
exploratory and
developmental work that
progressively advances and
elaborates upon the
individual ideas explained in
the exploration proposal and
work plan.
Potential directions are
identified.
Identification and
explanation of potential
directions.
Identified and evaluated
potential directions explain
the development of future
artworks
Identified and evaluated
potential directions explain
have refined individual ideas
in the studio process and
explain the development of
future artworks.
Identified and evaluated
potential directions clarify
and refine individual ideas in
the studio process and
concisely explain the
development of future
artworks.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPLORE – DEVELOP – REFINE
Written and visual documentation in a visual diary that includes research, trials and experiments relating to the ideas expressed in the exploration proposal and work
plan.
Methods for progressively recording and documenting visual and written explorations in a visual diary. (For example: The visual diary is paginated, and most pages are
dated).
Strategies for identifying, developing and evaluating a range of potential directions: (For example: A range of potential directions are clearly numbered and titled At least
two potential directions have been identified and evaluated using art terminology. There is associated exploration and developmental work with each potential direction.
Students are assessed based on the availability of materials and equipment they have to produce potential directions. Any changes to the production of
potential directions should be annotated on the exploration proposal and work plan.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 14
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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 1
6. Use of selected
and evaluated
potential
directions in the
development of
an artwork.
resolution of
future artworks.
Identification of at least two
potential directions
At least two potential
directions are identified as a
basis to resolve the
development of at least one
two artwork.
At least two potential
directions have been
considered to resolve ideas
and subject matter through
the use refinement of art
elements and principles,
aesthetic qualities and
materials and techniques in
the development of at least
one twofinished artwork/s.
At least two potential
directions have been
discussed to resolve ideas
and subject matter through
the use refinement of art
elements and principles,
aesthetic qualities and
materials and techniques in
the development of at least
one two finished artwork/s.
At least two potential
directions have been
discussed and evaluated to
resolve ideas and subject
matter that will lead to the
use of cohesive refinement
of art elements and
principles, aesthetic qualities
and materials and
techniques in the
development of at least one
two finished artwork/s.
Written and/or visual
documentation is evident.
Brief written and visual
documentation suggests
planning for the resolution of
at least one two finished
artwork/s.
Written and visual
documentation outlines of
how selected potential
directions will be used to
resolve at least one two
finished artwork/s.
Organised written and visual
documentation
communicates an overview
of how selected potential
directions will be used to
resolve one two finished
artwork/s.
Organised and succinct
written and visual
documentation
communicates an overview
of how selected potential
directions will be used to
resolve one two finished
artwork/s.
0 1 2 3 4 5 6 7 8 9 10
Evidence RESOLVE
A brief written outline should be presented at the start of Unit 4 to explain the use of selected potential directions and how they will be used to resolve one two artwork/s
(This is not included in the word count for the evaluation for Unit 4, Outcome 2).
At least two potential directions have been selected to resolve the ideas, subject matter, art elements and principles, aesthetic qualities, materials and techniques that
will lead to the cohesive presentation of one two finished artwork/s.
Documented planning for the resolution of finished artwork/s throughout the process in Unit 4 is presented for authentication purposes. It should not impede on
student workload. The planning should indicate the development of the finished artwork/s based on the materials and equipment available to the student.
VCE Studio Arts: Administrative information for School-based Assessment in 2020
© VCAA Page 15
VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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 1
7. Application of
materials,
techniques and
processes
appropriate to the
selected art
forms that utilise
their inherent
characteristics in
the resolution of
at least two one
finished
artwork/s.
Uses materials, techniques
and processes to develop at
least one two finished
artwork/s.
Applies and understands the
materials, techniques and
processes to develop at
least one two finished
artwork/s.
Applies materials,
techniques and processes
and inherent characteristics
of the art form to develop at
least one two finished
artwork/s.
Considered and refined
application of materials,
techniques and processes
that reflects the use of the
inherent characteristics of
the art form/s leading to the
development of at least one
two finished artwork/s.
Consistent and refined
application of materials,
techniques and processes
that reflects the consistent
use of the inherent
characteristics of the art
form/s leading to the
development of at least one
two finished artwork/s.
0 1 2 3 4 5 6 7 8 9 10
Evidence RESOLVE
Application of materials and techniques in the development of at least one two finished artwork/s based upon selected and evaluated potential directions.
Appropriate use of the inherent characteristic of materials relevant to the art form identified in the exploration proposal.
Documentation of the use of materials and techniques inherent of the characteristics of the art form is for authentication purposes only.
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VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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 1
8. Demonstration
and resolution of
aesthetic
qualities in
relation to the
communication
and realisation of
ideas in at least
one two finished
artwork/s.
Applies aesthetic qualities
and depicts subject matter in
at least one two finished
artwork/s.
Applies aesthetic qualities
and depicts subject matter to
communicate ideas in at
least one two finished
artwork/s.
Applies aesthetic qualities to
communicate ideas, depicts
and interprets subject matter
in at least one two finished
artwork/s.
Considered realisation of
aesthetic qualities to
communicate individual
ideas, depict and interpret
personal subject matter in at
least one two finished
artwork/s.
Consistent and resolved
aesthetic qualities to
communicate individual
ideas, depict and interpret
personal subject matter in at
least one two finished
artworks.
0 1 2 3 4 5 6 7 8 9 10
Evidence RESOLVE
Resolution of aesthetic qualities and personal subject matter to communicate individual ideas in at least one two finished artwork/s through the consistent and considered
application of art elements and art principles.
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VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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 1
9. Demonstration
of a link between
the intentions of
the exploration
proposal, the
studio process
and the finished
artwork/s.
Demonstration of the
cohesive relationship
between at least two
finished artworks.
At least one two finished
artwork has been presented.
A relationship has been
established between at the
intentions of the exploration
proposal, the studio process
and the finished artwork/s.
least two finished artworks.
There is a cohesive
relationship between the
exploration proposal, the
studio process and the
presentation of a finished
artwork/s. are presented
through at least two
There is a considered and
cohesive relationship
between the exploration
proposal, the studio process
and the presentation of a
finished artwork/s.
There is a consistent,
cohesive and unified
relationship between the
exploration proposal, the
studio process and the
presentation of at least one
finished artwork/s. are
established through the
presentation of at least two
finished artworks.
0 1 2 3 4 5 6 7 8 9 10
Evidence PRESENT
The presentation of the artwork/s is linked to the exploration proposal and studio process by at least two artworks is cohesive and linked by themes and ideas.
As referenced in the exploration proposal and work plan, the relationship is established by the depiction of subject matter, aesthetic qualities and the application of
materials, techniques and processes. cohesive relationships in the two artworks may be established through the depiction of subject matter and/or aesthetic qualities
and/or application of materials, techniques and processes.
Criterion 9 is assessed based on the presentation of the artwork/s and the documentation of the exploration proposal and studio process. There must be a clear
development evident from Unit 3 to Unit 4.
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VCE Studio Arts: School-assessed Task Assessment Sheet 2020
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. Written
documentation
that evaluates
and reflects on
the studio
process.
The evaluation outlines the
studio process.
The evaluation describes the
studio process selected to
present at least one two
finished artwork/s.
The evaluation uses art
terminology to discuss the
studio process and to clarify
the presentation of at least
two one finished artwork/s
The evaluation uses
appropriate art terminology
to critique the studio process
selected and to clarify the
presentation of at least one
two finished artwork/s.
The evaluation uses
considered art terminology
to critique, reflect upon and
justify the studio process
selected and to clarify the
presentation at least one two
finished artwork/s.
0 1 2 3 4 5 6 7 8 9 10
Evidence PRESENT
The evaluation is in the range of 750 - 1500 words.
The document includes visual references to the potential directions that form the basis of at least one the two finished artwork/s.
The evaluation document must include the following:
˗ Description of focus subject matter and ideas in at least one two finished artwork/s.
˗ Visual evidence of selected potential directions in at least one two finished artwork/s.
˗ Evaluation of the contribution of potential directions to the resolution of at least one artwork/s.
˗ Analysis of the realisation and communication of ideas in at least one two finished artwork/s
˗ Evaluation of the resolution of materials, techniques and aesthetic qualities used to communicate ideas.
˗ Evaluation of the cohesive relationships between artworks.
˗ Evaluation of the presentation of at least one two artwork/s.
The presentation of at least one two finished artwork/s may include a discussion of the space in which the artworks will be displayed, lighting, wall colour and
arrangement or sequence of the artworks in the space through illustrations, diagrams, images or photographs.
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Authentication of VCE Media School-assessed Task (SAT)
Authentication of VCE Studio Arts 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
2020. 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 Studio Arts
SAT:
1. The body of work created for the SAT is based on work developed and completed in Unit 3
Outcomes 1 and 2 and Unit 4 Outcomes 1 and 2.
2. Teachers are required to fill out the Authentication record form 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/copyright.as
px.The VCE Studio Arts 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’. 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 studio practice. This is authentication material
only and should not place undue stress or workload issues on the student. 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.
4. Teachers must sight and monitor the progressive development and documentation of the
student’s thinking and working practices 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. The authentication of student
work can be carried out using an electronic signature. Authentication can be carried out
electronically through the following methods:
Through email with the student – the teacher comments to the student and they
reply as a record to act as their signature and date
Some learning management systems may provide an opportunity to include the
student acknowledgement as part of the student feedback and comment process
Collect the student declaration through a shared electronic version of the
authentication record using Office 365 or Google Docs – the students provide an
electronic signature into the document. All versions of the document are maintained
VCE Studio Arts: Administrative information for School-based Assessment in 2020
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and are trackable. The record can be converted to an excel document where all cells
are locked to other users except the authorized teacher. The student signature cells
are kept unlocked so they can enter provide electronically their signature and date
Students can record video or audio for the purposes of authentication
5. Students should be encouraged to complete their work at school. Where students use external
service providers, their documentation should demonstrate that they have researched and
identified the appropriate and correct technical methods required and that they have 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 work. Without this evidence the teacher may not be
able to authenticate the student’s work or apply the SAT assessment criteria fairly.
6. 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. Teachers must ensure that all source and reference material, all appropriate imagery
used in the final work, all use of non-school (home, outsourced) resources and any external
assistance (for example, tutors) are acknowledged on the Authentication record form. The
development and resolution and refinement of Potential Directions from Unit 3 in Unit 4 should
be clearly documented for authentication purposes. Teachers cannot assess any work
produced in Unit 3 in Unit 4. 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 record form.
7. 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.
8. Teachers can also ask students to demonstrate their understanding of the School-assessed
Task completed whilst learning from home when, or around the time, they submit their work. If
any part of the work cannot be authenticated, the matter must be dealt with as a breach of
rules.
9. Teachers are reminded that the authentication procedures are required to be followed for all
student work in relation to this SAT. The School-based Assessment Audit includes the
inspection of Authentication record forms. Authentication record forms will also be required to
be forwarded for all works nominated for the Season of Excellence Awards in 2020.
Incomplete Authentication record forms will result in an automatic disqualification of the
student work from the nomination process.
10. If a student is not meeting the expectations of the study or is at risk of not completing the
studio 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
studio process in order to receive a satisfactory assessment must be recorded on the
Authentication record form and must be discussed directly with the student.
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Authentication Record Form: VCE Studio Arts School-assessed Task 2020 This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-based Assessment Audit.
Student name ……………………………………………………………………Student No.
School…………………………………………………………………………………………Teacher ……………………………………..…………………………………………….
Component of School-assessed Task
(At least 4 observations
should be carried out
throughout the Semester)
Teacher comments
Use the Criterion Evidence and Descriptors to inform the comments.
Teacher initials and Date
Student initials and Date
Criterion 1: Preparation of an exploration proposal and work plan that formulates the content and parameters of an individual studio process.
Observation comments:
Comment on submission Criterion 1:
Is the exploration proposal within the word limit? Is there a weekly work plan that outlines the structure of the studio process? Is visual information presented in the exploration proposal appropriately
acknowledged? Has the exploration proposal and work plan been amended throughout Unit 3? What amendments have been made?
Criterion 2: Interpretation of and response to sources of inspiration to explore and develop ideas throughout the studio process.
Observation comments:
Comment on submission Criterion 2:
Have a range of sources of artistic and personal inspiration used to explore ideas in the studio process? Have the sources of inspiration been appropriately acknowledged in the studio process? Have any changes to the studio process in Unit 3 been documented in the student visual diary and on the exploration proposal and work plan?
Unit 3
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Criterion 3: Exploration of conceptual possibilities in the studio process that develops individual and personal subject matter as discussed in the exploration proposal and work plan.
Observation comments:
Comment on submission
Criterion 3:
Is there a consistent theme in the studio process? Does the studio process address a range of related ideas to address a theme? Is there a clear use of personal subject matter in the studio process? Is
there a relationship between the subject matter identified in the exploration proposal and ideas explored in the studio process? Have any changes to the studio process in Unit 3 been documented in the
student visual diary and on the exploration proposal and work plan?
Criterion 4: Apply skills to explore art elements and principles, materials, techniques and processes that communicate individual ideas and demonstrate aesthetic qualities.
Observation comments:
Comment on submission
Criterion 4:
Have the ideas presented in the exploration proposal been examined through a range of trials and experiments? Have materials and techniques relevant to the art form/s discussed in the exploration
proposal been explored through a range of trials and experiments? Has the exploration proposal and work plan been annotated to reflect the progress of and any changes to the studio process?
Criterion 5: Documentation of exploratory and developmental work in the studio process clarifies ideas to identify and evaluate potential directions.
Observation comments:
Comment on submission
Criterion 5:
Is the exploratory and developmental work presented and organised in a visual diary? Do written annotations and visual material clarify the ideas presented in the visual diary? Have a range of potential
directions been identified and evaluated in the visual diary? Have any changes to the production of potential directions been annotated on the exploration proposal and work plan?
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Unit 3 Checklist Student has referenced all imagery and sources in the visual diary by annotating the source next to the images.
All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3 rd party material.
List any copyright or trademark material used in the folio or final artwork/s.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature ……………………………………………………………………………………………………………………………………………………………………………
Teacher signature: ………………………………………………………………………………………………………………………… Date: ……………………………………….
VCE Studio Arts: Administrative information for School-based Assessment in 2020
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Authentication Record Form: VCE Studio Arts School-assessed Task 2020 This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-based Assessment Audit.
Student name ……………………………………………………………………….Student No.
School……………………………………………………………………………………Teacher ……………………………………..……………………………………….
Component of School-assessed Task
Teacher comments
Use the Criterion Evidence and Descriptors to inform the comments.
Teacher initials and Date
Student initials and Date
Criteria 6: Use of selected and evaluated potential directions in the development of an artwork.
Observation comments:
Comment on submission Criterion 6:
Have at least two potential directions or parts of potential directions been identified to resolve the development of at least one two finished artwork? Has a brief written outline about the development and resolution of at least one resolution of two artwork/s been presented to clarify the use of selected potential directions?
Criteria 7: Application of materials, techniques and processes appropriate to the selected art forms that and their inherent characteristics in the resolution of at least one two finished artwork/s.
Observation comments:
Comment on submission Criterion 7:
How has the student used materials, techniques and processes of a selected art form? How has the use of materials, techniques and processes advanced on the potential directions? How has the student used the characteristics of the materials, techniques and processes of the art form?
Unit 4
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Criteria 8: Demonstration and resolution of aesthetic qualities in relation to the communication and realisation of ideas in at least one finished artwork/s.
Observation comments:
Comment on submission
Criterion 8:
What are the aesthetic qualities used by the student that communicate ideas expressed in the exploration proposal? What is the subject matter depicted and how does it communicate and realise ideas in the finished artwork/s? two finished artworks
Criteria 9: Demonstrated links between the intentions of the exploration proposal, the studio process and the finished art work. Demonstration of the cohesive relationship between
at least two finished artworks.
Observation comments:
Comment on submission
Criterion 9:
How is the artwork/s linked to the exploration proposal and studio process? What is evident in the artwork/s to demonstrate the link? How are the finished artworks cohesive? What are the links between the artworks? What are the relationships between the artworks?
Criteria 10: Written documentation that evaluates and reflects on the studio process.
Observation comments:
Comment on submission Criterion 10:
Is the evaluation within the word limit? Is the presentation of the artwork/s addressed through photographs, diagrams, illustrations or mock-ups? Has the artwork/s been clearly labelled on the evaluation document alongside the potential directions employed to resolve the artwork/s?
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Unit 4 Checklist Student has referenced all imagery and sources in the visual diary by annotating the source next to the images.
All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3 rd party material.
List any copyright or trademark material used in the folio or final artwork/s:
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature ……………………………………………………………………………………………………………………………………………………………………………
Teacher signature: ………………………………………………………………………………………………………………………………. Date ……………………………………
© VCAA Page 27
Media
Studio Arts
Additional information to be used in conjunction with the Assessment Sheet.
Criteria Score
If a student does not present an exploration
proposal for Unit 3 Criteria 1
the student is scored N/A for Unit 3
Criteria 1
If a student presents an exploration
proposal but has not satisfactorily met the
requirements for Unit 3 Criteria 1, 2, 3, 4
and 5
the student is scored between 0–2 for Unit 3
Criteria 1, 2 ,3, 4 and 5
If a student does not present a finished
artwork for Unit 4 Criteria 6, 7, 8, 9 and 10
the student is scored N/A for Unit 4
Criteria 6, 7, 8, 9 and 10
If a student presents two unfinished artworks
for Unit 4 Criteria 6, 7, 8, 9 and 10
the student is scored between 0–2 for Unit 4
Criteria 6, 7, 8, 9 and 10
If a student presents one finished artwork this
is deemed to have not satisfactorily met the
requirements for Unit 4 Criteria 6, 7, 8, 9
and 10
the student is scored 0 for Unit 4
Criteria 6, 7, 8, 9 and 10
If a student does not present an evaluation
document for Unit 4 Criteria 6–10
the student is scored N/A for Unit 4
Criteria 6–10
If a student presents an evaluation document
but has not satisfactorily met the
requirements for Unit 4 Criteria 6–10
the student is scored between 0–2 for Unit 4
Criteria 6–10
If a student does not submit the School-
assessed Task at all
N/A is entered in the total score box
This assessment sheet will assist teachers to determine their score for each student. Teachers need to make judgments on the student's performance for each criterion. Teachers will be required to choose one number from 0–10 to indicate how the student performed on each criterion with comments, as appropriate. Teachers then add the subtotals to determine the total score.
2020
Performance on criteria: teacher’s commentsYou may wish to comment on aspects of the student's work that led to your assessment.
student number
assessing school number
VCE Studio Arts: Administrative information for School-based Assessment in 2020
Page 28
For use
in 2020 only
student name Victorian Certificate of Education
Studio Arts Assessment SheetSchool�assessed Task: Exploration proposal, studio process, production
and presentation of artworks and evaluation
TOTAL SCORE
SUBTOTALSIf a student does not submit the School�assessed Task at all, N/A should be entered in the total score box.
Criteria for the award of grades
The extent to which the folio demonstrates:Not Shown
(0)Very Low
(1–2)Low (3–4)
Med (5–6)
High (7–8)
Very High (9–10)
Unit 3, Outcome 1
1 preparation of an exploration proposal and work plan that formulates the content and parameters of an individual studio process
Unit 3, Outcome 2
2 interpretation of and response to sources of inspiration to explore, and develop and refine
ideas, throughout the studio process 3 exploration of conceptual possibilities in the studio process that develops individual and
personal subject matter as discussed in the exploration proposal and workplan 4 apply skills to explore art elements, principles, materials, techniques and processes that
individual ideas communicate and demonstrate aesthetic qualities 5 documentation of exploratory and developmental work in the studio process that clarifies
ideas to identify and evaluate potential directions
Unit 4, Outcome 1
6 use of selected and evaluated potential directions in the development of an artwork/s
resolution of future artworks 7 application of materials, techniques and processes appropriate to the selected art forms
that utilise their inherent characteristics in the resolution of at least two one final artwork/s 8 demonstration and resolution of aesthetic qualities in relation to the communication and
realisation of ideas in at least two one finished artwork/s 9 demonstration of a link between the intentions of the exploration proposal, the studio process
and the finished artwork/s the cohesive relationship between at least two finished artworks Demonstration of
Unit 4, Outcome 2
10 written documentation that evaluates and reflects on the studio process.