BOSTES | Board of Studies Teaching & Educational Standards NSW

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  • Still Life Relief Prints
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  • History Revisited - Artmaking
  • History Revisited - Critical and Historical studies
    • Additional Information
  • Self-portrait with pet
  • Small-scale sculptures
• Areas for Assessment

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1. Years 7-8
2. Visual Arts
3. Activities
4. History Revisited - Critical and Historical studies
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
High	demonstrates a good understanding of the postmodern and cultural frames in explaining Zahalka’s practice and some relationships between the artist, artwork, world and audience demonstrates a good understanding of how artworks can be seen as a product of the time and place in which they are made applies a good understanding of the language of art criticism and art history to construct a well-sequenced response using appropriate art terminology.
Satisfactory	demonstrates an understanding of the postmodern and cultural frames in explaining Zahalka’s practice and some relationships between the artist, artwork, world and audience demonstrates an understanding of how artworks can be seen as a product of the time and place in which they are made applies some understanding of the language of art criticism and art history to construct a response using some art terminology.
Progressing	demonstrates some understanding of the postmodern and cultural frames in a limited explanation of Zahalka’s practice and some relationships between the artist, artwork, world and audience demonstrates some understanding of how artworks can be seen as a product of the time and place in which they are made applies a limited understanding of the language of art criticism and art history to construct a response using basic art terminology.

Feedback

Students will be given both oral and written feedback from the teacher. Comments will inform them about such things as:

• the use of the specified frames (postmodern and cultural) and how they have been able to apply them to a discussion of aspects of the artwork. In particular, their understanding of the postmodern frame and how it is evident in Zahalka’s work will be a focus for discussion
• explicit references to the agencies of the conceptual framework and how the artist has represented aspects of her world for audiences
• an understanding of aspects of Zahalka’s artmaking practice, such as her medium of photography, her choices of costumes and backdrop, and her decision to appropriate an early iconic Australian painting
• sentence and paragraph construction, use of appropriate language and correct terminology, as well as spelling.
  

Future directions

Further opportunities for the discussion, analysis and interpretation of postmodern artworks can be provided so that students develop a deeper understanding of this contemporary art practice. A comparison and analysis of other works by Zahalka and by artists such as Morimura and Gordon Bennett will develop students’ understanding of postmodern practices and art terms such as 'appropriation', 'irony', 'recontextualisation'. Writing tasks in the form of a gallery catalogue, a letter to an artist or an article for publication will develop confidence in art writing and structuring and sequencing ideas.