Nepean Creative & Performing Arts High School

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1 Course Name: Year 10 Visual Arts Nepean Creative & Performing Arts High School ASSESSMENT TASK COVER SHEET Due date for final submission: Term 1 Week Mr M Foord, Principal Great Western Highway Emu Plains, NSW, 2750 Locked Bag 6004, Emu Plains 2750 Phone: (02) Fax: (02) nepean-h.school@det.nsw.edu.au Website: Assessment Task Number: 1 Assessment Task Title: Skin and Bones - Vanitas Assessment Weighting: 20% Total Marks Allocated to this task: 25 Task Description Critical & Historical: Artist Case Study Response Task Write a critical analytical response to the following question: Examine how artists have used artworks to challenge and contemporise the traditional idea of Vanitas and Memento Mori. Refer to the artist Ron Mueck and his artwork Mass in your response. You need to refer to the in-class selected case study artists and construct a response around Vanitas and Memento Mori. Reference to the Frames and the Conceptual Framework must also be apparent in this writing. (1000 words) Mass, Ron Mueck, 2017

2 Things you need to KNOW to complete this task: Content The assessment task outcomes highlight knowledge attainment and skills: 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art 5.8 uses their understanding of the function of and relationships between artist artwork world audience in critical and historical interpretations of art 5.9 demonstrates how the frames provide different interpretations of art 5.10 demonstrates how art criticism and art history Skills (verbs) Investigate critically analyse compare - evaluate form judgements Things you need to DO to complete this task: Step Things I will do What I will see as a result Read class notes, participate in class discussions / debates and complete coursework. Use Case Study artists to examine how their artworks challenge and contemporise the tradition idea of Vanitas and Memento Mori in innovative ways, which inform my critical response. Apply this critical knowledge and point of view in your answer, making reference to specific artists and artworks. Acquire the ability to write in a persuasive, critical and informative manner that addresses the task question using the provided ALARM scaffold. Develop an understanding and appreciation for Vanitas. Develop the ability to express ideas about artists approaches to challenge and contemporise the idea of Vanitas and Memento Mori through the use of innovative media and techniques. Create dynamic and appealing content Produce a proposed critical response following the ALARM scaffold. 5 Learn to organise my writing approach, skills and structures. My Assessment Task Planner: Punctually submitted critical response task. Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Outcomes to be assessed: On completion of this task, you will be assessed on your ability to address Visual Arts Syllabus Outcomes: 5.7, 5.8, 5.9, The purpose of this assessment task is to: Introduce students to the critical and historical study of artists whose artworks have challenged and contemporised Vanitas and the idea of Memento Mori in innovative ways.

3 A Summary of the Frames: The structural frame communication and the systems of signs. Through this frame in designing and making, critical and historical study, design may be thought to be about and represent a visual language as a symbolic system, a system of relationships between signs and symbols that are read and understood by designers and audiences or consumers who are able to decode texts. From this view, meaning is understood to derive from the relationships of symbols used to refer to the world. Through this system ideas are circulated and exchanged. The cultural frame cultural and social meaning. Through this frame in designing and making, critical and historical study, design may be thought to be about and represent the collective interests of cultural groups, ideology, class, politics, gender, and the celebration of spiritual and secular beliefs, events and objects. From this view meaning is understood in relation to the social perspective of the community out of which it grows. The postmodern frame ideas that challenge mainstream values of histories and ideas. Through this frame, in designing and making, critical and historical study, design may be thought to be about and represent texts that reconfigure and question previous texts and current narratives. These are woven together through such things as irony, parody and quotation. From this view meaning is attained through critique, exposing the patterns of authority and assumptions of mainstream values, revealing inconsistencies, uncertainties and ironies. The subjective frame personal experience. Through this frame in designing and making, critical and historical study, design may be thought to be about deeply felt and sensory experience, intuition and imagination. Meaning is understood in relation to the inter-subjective experiences afforded to the designer/maker and audience/consumer. A Summary of the Conceptual Framework: Conceptual Framework In order to speak or write about the visual arts it is necessary to have an understanding about four basic agencies artist, artwork, audience and world and the relationships between them. Artist Artists create art using an enormous range of media, techniques and processes. They can work independently or collaboratively. They make art for diverse reasons and to be viewed in different contexts. Their practice is informed by relationship to artwork, audience and world as well as the four frames. Artwork Artworks created by artists can take many forms and be produced in a variety of media. They can have physical properties or exist in virtual form. They can be permanent or temporary. Artwork can be viewed in its original form and context or through documentation such as slide, print or digital media. Artwork can be interpreted through the four frames. Audience The audience consists of the individuals or groups who experience an artwork via any or all of their senses. The audience function is ongoing yet changeable as artworks inhabit different viewing contexts. Artworks typically engage audiences through gallery and museum exhibitions, in outdoor locations, and through electronic and print media. Contemporary and historical audiences will differ, as will those from different cultures, genders, races and religions. The audience function includes the artist, other artists, dealers, gallery directors, curators, collectors and auction houses, along with writers, theorists, students, educators and members of the public. World The world includes anything and everything that an artwork can be about and therefore influences and interests of the artists and audiences.

4 The diagram illustrates the interrelationship between the four agencies. Assessment Marking Guidelines Grade Performance Descriptors Marks A coherent, sustained and well-reasoned point of view is represented. A Critical arguments and historical explanations are complex and logical and reveal an extensive understanding of the visual arts. Demonstrates a sophisticated understanding of the structural, postmodern and cultural frames in explaining artists practice and relationships between the artist, artwork, world and audience. Demonstrates a sophisticated understanding of how artworks can be made and seen as a product of time and place in which they are made. Applies a sophisticated understanding of the language of art criticism and art history to construct a well-sequenced response in using appropriate art terminology A coherent and reasoned point of view is represented and sustained. Critical arguments and historical explanations are accomplished, logical and located within a thorough understanding of the visual arts. Demonstrates a well-developed understanding of the structural, postmodern and cultural frames B in explaining artists practice and relationships between the artist, artwork, world and audience. Demonstrates a well-developed understanding of how artworks can be made and seen as a product of time and place in which they are made. Applies a well-developed understanding of the language of art criticism and art history to construct a well-sequenced response in using appropriate art terminology. A coherent and reasoned point of view is presented and reasonably well sustained. Arguments are reasonably clear, logical and reflect a good understanding of the visual arts. Demonstrates a sound understanding of the structural, postmodern and cultural frames in explaining artists practice and relationships between the artist, artwork, world and audience. C Demonstrates a sound understanding of how artworks can be made and seen as a product of time and place in which they are made. Applies a sound understanding of the language of art criticism and art history to construct a well-sequenced response in using appropriate art terminology. A point of view is presented but is unevenly sustained. Arguments tend to be inconsistent or not well developed and reflect a foundational understanding of the visual arts. Demonstrates a limited understanding of the structural, postmodern and cultural frames in D explaining artists practice and relationships between the artist, artwork, world and audience. Demonstrates a limited understanding of how artworks can be made and seen as a product of time and place in which they are made. Applies a limited understanding of the language of art criticism and art history to construct a well-sequenced response in using appropriate art terminology. Comments are offered that may relate to some aspects of the question. Arguments are driven by opinions and reflect a very basic understanding of the visual arts. E May offer some examples that may not always be relevant or addressed Present unsupported points of view that reflected a limited understanding of the appropriate art terminology used to construct a well-sequenced response. NA Student is not achieving course outcomes

5 ALARM SCAFFOLD TO ASSIST YOU TO RESPOND TO QUESTIONS Topic Name Summary Criteria What is this topic about? What criteria should be used to decide how important or effective something is? Name and Define Describe Explain Analyse Critically Analyse Evaluate What is it? What does it do? What is its function? How does it work? What are its pros and cons? What does it lead to? How important is it? How well does it do it/ to what extent? Component #1 Component #2 Component #3 Component #4 Component #5 Component #6 Critically Evaluate How much does each component contribute and what is the overall effect? WHY IMPORTANT? Conceptualise What is the essential idea? Appreciation How is this connected to the question?

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