The range and suitability of the work submitted for assessment varied from school to school, reflecting the diversity of the candidature. Much of the work submitted by strong candidates reflected a range of ideas which were connected and developed over the two year course. With the support of the teacher, this work had developed into strong and mature outcomes towards the end of the course. It was apparent that the support and direction given by these teachers had a major impact on the candidates‟ understanding of the course objectives and the studio work itself, which influenced the range and suitability of work submitted. Successful candidates had usually been provided with an appropriately structured introduction to the course, involving first hand engagement with primary sources across a wide range of media and forms. These candidates had more confidence in their understanding of techniques and skills and demonstrated a willingness to experiment and take risks. The resulting artworks tended to show evidence of personal engagement, technical skill and inventive outcomes. The candidates benefited from being introduced to a variety of technical and critical skills and had subsequently been encouraged to work independently with support and guidance through personally relevant projects. In some schools candidates were encouraged to be experimental with techniques and processes. A wide range of styles and influences were evident and this allowed candidates to work independently and study artists which interested them. The work tended to be more innovative and engaging as candidates had worked across a range of media and forms with confidence.
Where teachers had given candidates open ended projects this enabled them to develop their own directions with the work, often with a contemporary, fresh approach to art-making. These candidates were able to explain their work coherently, their work was focused, showing in-depth exploration of ideas in a variety of media, and they appeared to understand the work in a broad visual arts context, making reference in the interview to artists and movements that had inspired them.
Schools that did not sufficiently teach and guide candidates tended to inhibit their creative development. In some schools much of the work was based on general teacher directed projects leaving little time to achieve a substantial independent exploration. Too much teacher direction hindered the range and suitability of the work selected. For example, some candidates had been instructed to follow a theme, which tended to constrain and become a pressure in the creative process. While it is important for teachers to provide some structured guidance, it is also important to provide room for personal exploration and innovation.
Technical competence was identified as a factor affecting range and suitability of the work submitted. Sometimes the ideas and concepts of the candidates were creative but the quality of the artwork was limited by the lack of technical knowledge and competence. It was noted again this session that more observed drawing should be taking place.
Misuse of the Internet was another factor affecting the suitability of some work. Some candidates relied on copying other artists‟ images and styles, frequently finding these images online. In the earlier stages of the creative process, when experimenting and exploring ideas, November 2012 subject reports
studying the work of others can be useful and legitimate, providing sources are always acknowledged and explained. However, presenting work for assessment that is the result of simply copying found images is not suitable for this course.
Examiners commented that class trips and visits often generated work that was appropriate. For example, in one school a class trip to a coastal town had resulted in the strongest work from most of its candidates. The studio work was supported and influenced by investigation into art from different cultures and times, but the major influences came from local gallery and museum visits, which had a positive influence on the nature of the media used.
Photography provoked some mixed responses from examiners: it was less suitable as a medium when used as a quick and easy "fill-in‟ to increase the number of artworks in the exhibition, and examiners also commented that candidates presenting purely photographic exhibitions needed really solid documentation and evidence of the development of ideas and sufficient conceptual depth.
Some of the strongest and most suitable studio work demonstrated engagement with ideas, a willingness to experiment and evidence of a good understanding of the materials used. These candidates tended to work through ideas with much experimentation and gained confidence in their ability to make decisions and create highly finished and resolved works. There was some very strong drawing this session, based on good technical competence and excellent observation that was an integral part of the candidates' study.
No comments:
Post a Comment