StArt Up: Top Arts 2014

Paris has used the exploration proposal to define the exploration and development of a design process. The proposal reflects an individual development of subject matter / ideas, inspiration / motivation, including an explanation of Paris’ particular interest in Greek Mythology and artists. Paris also discusses why she has included this inspiration. Inspiration of any kind can appear at the beginning and throughout the design process, but should not be pages and pages of cut-outs from magazines or downloaded images from the internet without reference to communication of concepts and ideas.

Paris also makes reference to aesthetic qualities, and how she will use aesthetics to affect the viewers and communicate her concepts and ideas. Just writing a list of elements and principles does not show a perceptive discussion of their ideas.

Discussion also includes how Paris intends to explore materials and techniques, how using these specific materials and techniques will communicate her concepts and ideas, and how they are appropriate for the task.
Planning exploration and development, both visual and written, can be in the form of a timeline or written as part of the overall exploration proposal document. There must be some evidence of planning the development process.

Some schools use a pro forma which does not always allow for individual ideas and planning. The ideas are usually simplistic, showing little understanding of aesthetics or how materials and techniques will assist in the communication of idea. Students can include brainstorming and inspirational material as part of the exploration proposal.

The shorter exploration proposals are often descriptive and students write lists of aesthetics and materials and techniques without explanation. All work included must be relevant to the students concepts and ideas.

Paris has used the exploration proposal to define the exploration and development of a design process. The proposal reflects an individual development of subject matter / ideas, inspiration / motivation, including an explanation of Paris’ particular interest in Greek Mythology and artists. Paris also discusses why she has included this inspiration. Inspiration of any kind can appear at the beginning and throughout the design process, but should not be pages and pages of cut-outs from magazines or downloaded images from the internet without reference to communication of concepts and ideas.

Paris also makes reference to aesthetic qualities, and how she will use aesthetics to affect the viewers and communicate her concepts and ideas. Just writing a list of elements and principles does not show a perceptive discussion of their ideas.

Discussion also includes how Paris intends to explore materials and techniques, how using these specific materials and techniques will communicate her concepts and ideas, and how they are appropriate for the task.
Planning exploration and development, both visual and written, can be in the form of a timeline or written as part of the overall exploration proposal document. There must be some evidence of planning the development process.

Some schools use a pro forma which does not always allow for individual ideas and planning. The ideas are usually simplistic, showing little understanding of aesthetics or how materials and techniques will assist in the communication of idea. Students can include brainstorming and inspirational material as part of the exploration proposal.

The shorter exploration proposals are often descriptive and students write lists of aesthetics and materials and techniques without explanation. All work included must be relevant to the students concepts and ideas.

Paris has used the exploration proposal to define the exploration and development of a design process. The proposal reflects an individual development of subject matter / ideas, inspiration / motivation, including an explanation of Paris’ particular interest in Greek Mythology and artists. Paris also discusses why she has included this inspiration. Inspiration of any kind can appear at the beginning and throughout the design process, but should not be pages and pages of cut-outs from magazines or downloaded images from the internet without reference to communication of concepts and ideas.

Paris also makes reference to aesthetic qualities, and how she will use aesthetics to affect the viewers and communicate her concepts and ideas. Just writing a list of elements and principles does not show a perceptive discussion of their ideas.

Discussion also includes how Paris intends to explore materials and techniques, how using these specific materials and techniques will communicate her concepts and ideas, and how they are appropriate for the task.
Planning exploration and development, both visual and written, can be in the form of a timeline or written as part of the overall exploration proposal document. There must be some evidence of planning the development process.

Some schools use a pro forma which does not always allow for individual ideas and planning. The ideas are usually simplistic, showing little understanding of aesthetics or how materials and techniques will assist in the communication of idea. Students can include brainstorming and inspirational material as part of the exploration proposal.

The shorter exploration proposals are often descriptive and students write lists of aesthetics and materials and techniques without explanation. All work included must be relevant to the students concepts and ideas.

This criterion assesses how well Paris has explored and developed her subject matter and a range of ideas related to the concepts defined in her exploration proposal.

Sources of inspiration and motivation have been investigated. Paris show ways in which her ideas contribute to her imagery and this is very clear both in the application of her imagery and annotations. Paris’ ideas have been progressively developed, clarified and refined as she has developed her own personal imagery throughout her design process.

This criterion assesses how well Paris has explored and developed her subject matter and a range of ideas related to the concepts defined in her exploration proposal.

Sources of inspiration and motivation have been investigated. Paris show ways in which her ideas contribute to her imagery and this is very clear both in the application of her imagery and annotations. Paris’ ideas have been progressively developed, clarified and refined as she has developed her own personal imagery throughout her design process.

Paris has provided visual and written documentation that demonstrates how a range of visual elements contribute to the aesthetic qualities that communicate her ideas and subject matter. The aesthetic qualities have been developed in such a way that they enhance the communication of ideas discussed in the exploration proposal.

Paris has used the exploration proposal to discuss the use of art elements and apply this knowledge to the production of art explorations. Cohesive links are made between aesthetics and the concepts and ideas discussed in the proposal.

The images that Paris has used have been well developed, personal and individual and do not rely on borrowed images and the aesthetics of others. Her written annotation clarify her ideas and reflect her understanding of visual elements.

Paris has provided visual and written documentation that demonstrates how a range of visual elements contribute to the aesthetic qualities that communicate her ideas and subject matter. The aesthetic qualities have been developed in such a way that they enhance the communication of ideas discussed in the exploration proposal.

Paris has used the exploration proposal to discuss the use of art elements and apply this knowledge to the production of art explorations. Cohesive links are made between aesthetics and the concepts and ideas discussed in the proposal.

The images that Paris has used have been well developed, personal and individual and do not rely on borrowed images and the aesthetics of others. Her written annotation clarify her ideas and reflect her understanding of visual elements.

Paris has developed and refined techniques, as well as explored materials appropriate to her selected artform. This has been documented in her exploration proposals. Discussion of how the use of materials and techniques have assisted in the communication of the concepts and ideas written in the exploration proposal is found throughout her development folio. There is progressive development and refinement of skills shown in the use of materials and techniques and a clear understanding of the specific requirements of particular materials and techniques.

Paris has developed and refined techniques, as well as explored materials appropriate to her selected artform. This has been documented in her exploration proposals. Discussion of how the use of materials and techniques have assisted in the communication of the concepts and ideas written in the exploration proposal is found throughout her development folio. There is progressive development and refinement of skills shown in the use of materials and techniques and a clear understanding of the specific requirements of particular materials and techniques.

Evaluation takes places progressively through Paris’ folio. The annotation clarifies and demonstrates a consolidation of ideas, clearly shows a process of analysis and selection and identifies a range of potential directions. Annotation should clarify and consolidate ideas and clearly show a process of analysis, selection and identify a range of potential directions.

There should be detailed analysis that clarifies ideas and demonstrates how students will develop their skills in a variety of areas. The annotation must clearly identify potential directions.

Paris has been able to give insightful written responses to her explorations proving that she understands the relationship between the evaluation of her work and the development of her ideas. She has used this criterion to clarify her working methods and practical skills rather than just listing likes and dislikes. All documentation relates to the concepts and ideas expressed in the exploration proposal.

The potential directions have been developed progressively throughout the design process.

The nature of the potential directions will vary according to the characteristics of individual art forms and may contribute in their entirety or in part to final works in the folio as seen in both of the folios.

Annotation throughout the design process has identified potential directions as part of Paris’ process of evaluation. It should be noted that a range of potential directions is called for and that, therefore, one potential direction does not satisfy the requirements of this task.

Paris’ folio includes a wide range of potential directions throughout the design process and she has included annotations explaining why she has chosen particular directions, what she intends to use within that direction, and how it relates to the ideas and concepts outlined in the exploration proposal.

The potential directions have been developed progressively throughout the design process.

The nature of the potential directions will vary according to the characteristics of individual art forms and may contribute in their entirety or in part to final works in the folio as seen in both of the folios.

Annotation throughout the design process has identified potential directions as part of Paris’ process of evaluation. It should be noted that a range of potential directions is called for and that, therefore, one potential direction does not satisfy the requirements of this task.

Paris’ folio includes a wide range of potential directions throughout the design process and she has included annotations explaining why she has chosen particular directions, what she intends to use within that direction, and how it relates to the ideas and concepts outlined in the exploration proposal.

Clear presentation of the potential directions have been identified in the FRED – Focus, Reflection and Evaluation Documentation. Paris has used her potential directions from SAT 1 as a basis for her finished artworks and this is evident from the visual referencing and annotation of her intentions. She has scanned the potential directions from her Unit 3 folio as part of her documentation.

There is clear evidence of highly creative and innovative realisation of the communication of individual ideas in finished artworks in Paris’s artworks. She makes very strong connections between her artworks. This is evident in the highly individual subject matter, techniques and aesthetic qualities of the artworks.

In the written documentation and support material in Paris’s folio she has shown consistent development in the use of materials and techniques, reflecting a highly developed, sensitive understanding of how to apply skills to effectively communicate and depict her subject matter and insightful use of the inherent characteristics of the chosen materials and techniques.

The documentation is very clear in Paris’s folio. She has documented the focus and subject matter, and has provided visual evidence of potential directions and explained the further refinement that has taken place.

The documentation is very clear in Paris’s folio. She has documented the focus and subject matter, and has provided visual evidence of potential directions and explained the further refinement that has taken place.

The documentation is very clear in Paris’s folio. She has documented the focus and subject matter, and has provided visual evidence of potential directions and explained the further refinement that has taken place.

Paris shows thoughtful consideration in her use of aesthetics and has been able to discuss aesthetic elements in a creative and individual manner. There is evidence of creative and individual resolution in each piece she has presented which has been documented in the FRED.

All work Paris has presented has been fully resolved. There is a strong relationship between each of her finished artworks. It is very evident that Paris has spent equal amount of time on each of her finished works. Often students concerntrate on one work only and the the other is not of equal value. Paris has documented the realisation of the concepts and ideas for her final artworks in her evaluation.