revised: vce studio arts: administrative …...school-based assessment in 2020 units 3 and 4...

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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

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VCE Studio Arts: Administrative information for School-based Assessment in 2020

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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



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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.



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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.



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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.



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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.



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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.



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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.



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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 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.





that discusses ideas and

communicates how an


be structured.





that elaborates upon ideas

and outlines how an


be structured and managed.



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.

https://www.vcaa.vic.edu.au/


© VCAA


Assessment Criteria



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.



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Assessment Criteria



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.



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Assessment Criteria



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,


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


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.



© VCAA


Assessment Criteria



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


evident in the studio process

and relates to the

exploration proposal and

work plan.

Exploratory and


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


potential directions explain

have refined individual ideas

in the studio process and

explain the development of

future artworks.


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.



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Assessment Criteria



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.


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.



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.



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


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


resolve one two finished

artwork/s.

Organised and succinct

written and visual

documentation

communicates an overview

of how selected potential


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.



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Assessment Criteria



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


artwork/s.

Applies materials,


and inherent characteristics

of the art form to develop at


artwork/s.

Considered and refined

application of materials,


that reflects the use of the

inherent characteristics of

the art form/s leading to the



Consistent and refined

application of materials,


that reflects the consistent

use of the inherent

characteristics of the art

form/s leading to the



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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Assessment Criteria



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


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


ideas, depict and interpret

personal subject matter in at


artwork/s.

Consistent and resolved

aesthetic qualities to


ideas, depict and interpret

personal subject matter in at


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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Assessment Criteria



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.



© VCAA


Assessment Criteria



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


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.



© VCAA

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


http://www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/generalinfo/copyright.aspx

http://www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/generalinfo/copyright.aspx


© VCAA

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.



© VCAA

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.



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



© VCAA

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.


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.



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.



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?



© VCAA

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: ……………………………………….



© VCAA

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.



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.



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



© VCAA

Criteria 8: Demonstration and resolution of aesthetic qualities in relation to the communication and realisation of ideas in at least one finished artwork/s.



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.



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.



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?



© VCAA

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

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


Criteria 6, 7, 8, 9 and 10

If a student presents two unfinished artworks

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


If a student does not present an evaluation

document for Unit 4 Criteria 6–10


Criteria 6–10

If a student presents an evaluation document

but has not satisfactorily met the

requirements for Unit 4 Criteria 6–10


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


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.

revised: vce studio arts: administrative …...school-based assessment in 2020 units 3 and 4...

Documents