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Higher School Certificate Performance Band descriptions
Visual Arts
The Performance Band descriptions shown below represent student performance
in bands of achievement. They illustrate the typical performance
of students in the Visual Arts HSC course.
Each band contains descriptions of student achievement of the course outcomes.
The scales will continue to be refined to include information from performance
in the new HSC courses and the outcomes assessed internally.
The typical performance in this band demonstrates:
| Band 6 |
- a highly developed understanding of practice and a sustained reflective
engagement informed by a knowledge of possibilities, conventions, processes
and ways to proceed both practically and conceptually
- an authoritative understanding of the artworld acknowledging the
complex and subtle relations among the artist, artwork, world and audience
- a sophisticated understanding of how different interpretive frameworks
can be employed to represent a point of view
- a sophisticated understanding of how ideas and interests may be represented
involving a synthesis of the interpretation of content/subject matter
and the form of the work
- a highly developed understanding of how meaning is sustained at a
number of levels through engagement with practice, artworld agencies
and interpretive frameworks
- resolution, coherence, completeness which is outstanding, innovative
and cutting edge
|
| Band 5 |
- a well developed understanding of practice and a sustained engagement
involving a knowledge of possibilities, conventions, processes and ways
to proceed both practically and conceptually
- an accomplished understanding of the artworld involving relations
among the artist, artwork, world, and audience
- an accomplished understanding of how different interpretive frameworks
can be employed to represent a point of view
- a well developed understanding of how ideas and interests may be
represented involving a synthesis of the interpretation of content/subject
matter and the form of work
- an accomplished understanding of how meaning is sustained at a number
of levels that involve practice, artwork agencies and interpretive frameworks
- resolution, coherence, completeness which is accomplished
|
| Band 4 |
- a good understanding of conventions, processes and possibilities of
practice
- a sound understanding of the artworld and relations among the artist,
artwork, world and audience
- a good understanding that interpretive frameworks inform a point
of view
- a sound understanding of representation by attempting some synthesis
and interpretation of the content/subject matter and the form of the
work
- a good understanding that meaning can be sustained at a number of
levels by makers, audiences and artworks
- consideration of the need to adapt, refine and select ideas and approaches
employed to achieve resolution
- resolution, cohesion, completeness which is sound
|
| Band 3 |
- some understanding of conventions, processes and possibilities available
to them yet demonstrates a limited engagement
- a basic knowledge of the artworld understood and described as artist,
artwork, world and audience
- a foundational understanding of how different points of view may
be possible but has difficulty presenting their own point of view
- a basic understanding of representational issues by attempting to
select and organise the subject matter/content and form of the work
- some basic awareness that different meanings are possible in the
visual arts
- a foundational understanding of ideas and approaches to achieve resolution
|
| Band 2 |
- some understanding of conventions, processes and possibilities of
practice
- a simple understanding of the artworld involving some knowledge of
a few artists and artworks
- some understanding that points of view are possible and may differ
from their own
- a limited understanding of how ideas and subject matter and materials
can be represented
- a belief that meaning is self-evident or apparent in their own and
others’ work
- a limited selection of ideas and approaches to achieve resolution
|
| Band 1 |
|
