ARC :: 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	investigates different collage and painting techniques and confidently manipulates and arranges text, colours, shapes, textures, into a unified composition demonstrates a good understanding of how the structural frame can be used to develop text, colour, shape, texture, scale and juxtaposition as symbols and visual codes to communicate personality traits and interests considers how audiences interpret symbols and experiments with visual qualities, letters, numbers and words to communicate and represent complex ideas.
Satisfactory	investigates a range of collage and painting techniques and manipulates and arranges text, colours, shapes, textures, into a composition with some unified areas demonstrates an understanding of the structural frame and develops text, colour, shape, texture, scale and juxtaposition as symbols and visual codes to communicate some personality traits and interests considers how audiences interpret symbols and experiments with some visual qualities, letters, numbers and words to communicate and represent ideas.
Progressing	investigates some collage and painting techniques and manipulates and arranges text, colours, shapes, textures, into a composition demonstrates some understanding of the structural frame in using text, colour, shape, texture, scale and juxtaposition as symbols and visual codes to communicate a personality trait and interest considers that audiences can interpret symbols, and experiments with a limited range of visual qualities, letters, numbers and words to communicate and represent simple ideas.

Feedback

The teacher provides informal oral feedback to students in the planning phase of the Activity and at the completion of the collage work. Written feedback is also provided through the peer assessment sheet. This oral and written feedback will assist students to refine their works for their painting.

Future directions

As a result of this Activity students have developed an understanding about how artists can communicate through signs and symbols. They have investigated the structural frame to develop a visual language to represent ideas and interests about themselves to an audience. This learning can be further developed through group work where students decode artworks by other students and record their interpretation of the students’ personality traits and interests. Students can compare the interpretations of others with their intentions and record these in their Visual Arts diary. Skills developed early in the unit can be used to enlarge and paint a section of the portrait in words using a variety of material techniques and procedures focusing on composition, colour and paint techniques. To view an example of this finished work, click on this link:Portrait in Words painting.