stage 1 vISUAL aRTS
Evidence of Learning
The following assessment types enable students to demonstrate their learning in Stage 1 Visual Arts:
For a 10‑credit subject students should provide evidence of their learning through three or four assessments. Each assessment type should have a weighting of at least 20%. Students produce:
For a 20‑credit subject students should provide evidence of their learning through four to six assessments. Each assessment type should have a weighting of at least 20%. Students produce:
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tHE fOLIOFor a 10‑credit subject, students produce one folio that documents their visual learning, in support of their one or two works of art or design.
For a 20‑credit subject, students produce one folio that documents their visual learning, in support of their two or three works of art or design. The folio is a work in progress that should be: · useable and manageable · portable (paper or digital file) · set up to allow for continual modification, addition, and review. The folio should include evidence of visual learning, such as:
The folio should include visual, practical, written, and/or oral forms of evidence. Written evidence may include, for example, notes, annotations, analytical reports, and/or a structured essay. |
For a 10‑credit subject, as a guide, there should be a total of twenty A3 sheets (or equivalent) of visual and written and/or oral evidence to support one practical work, and a total of twenty-four A3 sheets (or equivalent) of visual and written and/or oral evidence to support two practical works.
For a 20‑credit subject, as a guide, there should be a total of twelve A3 sheets (or equivalent) of visual and written and/or oral evidence to support each practical work. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:
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tHE prACTICAL wORKAll practicals are resolved from visual thinking and learning documented in the folio.
For a 10‑credit subject, students produce one or two practicals, one of which must be a resolved work. One may be a minor work completed in preparation for a major resolved work, or one minor work and one major resolved work, which may or may not be linked. Programs with one practical must focus on a major resolved work. A work of art or design may be a single resolved practical or a body of resolved work. For a 20‑credit subject, students produce two or three practicals, one or two (but no more than two) of which must be resolved works. One or two practicals may be a minor work in preparation for a major resolved practical. The practicals are not required to be linked. Whether the practicals are linked or not, students may wish to diversify their work to engage in different genres, styles, skills, and ideas. Producing the final resolved practical work(s) of art or design involves the application of technical skills. This may include the production of multiple copies, print runs, sets or suites, or the making of an artefact, model, or prototype. Art practicals may take any of the following forms: film, animation, installation, assemblage, digital imaging, painting, drawing, mixed media, printmaking, photography, wood, plastic, or metal fabrication, sculpture, ceramics, and/or textiles. Design practicals may be categorised in the broad areas of product design, environmental design, graphic design, or visual communication. |
The Practitioner’s Statement
For a 10‑credit subject, students prepare a written practitioner’s statement for one resolved practical. For a 20‑credit subject, students prepare two written practitioner’s statements, for one resolved practical and one other work, or for two resolved practicals. A practitioner’s statement for art practical work should include:
For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:
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tHE vISUAL sTUDYFor a 10‑credit subject, students produce one visual study.
For a 20‑credit subject, students produce one larger visual study, or two smaller visual studies. A visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies. Students base their exploration and/or experimentation on analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights. Teachers may either:
A visual study may be connected to, but must not repeat, other aspects of the teaching and learning program. Teachers may decide, in consultation with students, to diversify and direct students into areas of art or design not covered elsewhere in the teaching and learning program. Ideas for visual studies are provided on the SACE website (www.sace.sa.edu.au). This assessment type should involve:
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A visual study could be presented in a variety of forms, such as a visual diary, a folio, a website, a display, or a digital recording, supported with written or oral information and comments. Written material may be in the form of notes, analytical reports, a structured essay, or a combination of these.
As a guide, for a 10‑credit subject a visual diary, folio, website, or display should be between eight and twelve A3 pages (or equivalent) of practical study; a digital recording should be between 3 and 4 minutes. Supporting material should total a maximum of 750 words if written or a maximum of 5 minutes if oral, or the equivalent in multimodal form. As a guide, for a 20‑credit subject a visual diary, folio, website, or display should be between sixteen and twenty-four A3 pages (or equivalent) of practical study; a digital recording should be between 6 and 8 minutes. Supporting material should be a maximum of 1500 words if written or a maximum of 10 minutes if oral, or the equivalent in multimodal form. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:
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