1 NCEA Level 2 – Design 2011 Examples of Candidate Work

2 Excellence

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4 This portfolio has been verified in the middle of the Excellence grade range. ‘Hold on We’re Sinking’ This portfolio presents outstanding evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief; designing promotional material for a local rock band. The generation and development of ideas has been explored in each of the four design briefs including; logo, t-shirt, album cover and poster. Purposeful clarification is evident in all stages of the design process and the works are resolved with a high level of control and facility. The candidate has clearly understood the artist’s intent within the established practice. The candidate demonstrates facility in the combination of hand-drawn and printed textures, which have been integrated through computer rendering. Every outcome is purposefully considered across all of the briefs and within each brief an in-depth range of possible outcomes is provided. This successfully demonstrates the level of understanding required at this grade range. The sample is visually rich in media image and type regeneration and demonstrates a high level of inventiveness within the conventions of the genre.

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8 This portfolio has been verified at the lower end of the Excellence grade range ‘Oceania’ This portfolio presents accomplished evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief; designing promotional material for the launching of a clothing company. The generation and development of ideas has been explored in each of the four design briefs including; logo, poster, clothing swing- tag and website. The candidate has utilised a range of drawing and photographic methods to enhance their understanding of the artist’s intentions. They have understood the relationship between photographic and illustrative imagery. This sample has integrated the use of artist models and has successfully and purposefully regenerated ideas throughout the submission. The candidate understood the design conventions focusing on scale, space and limited colour palette. There is a consistently high level of facility that has been purposely applied throughout the portfolio. The student has carefully selected the images used and shows a solid understanding of the genre. In order for the sample to sit more comfortably in the Excellence grade range, the candidate would need to have paid greater attention to the editing process and reconsidered the space taken on panel one with the large initial artist model sequence. This may have allowed the opportunity for a greater exploration of initial ideas. Further focus and analysis on the integration of image and type may have allowed the candidate to demonstrate a more critical approach.

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11 Merit

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13 This portfolio has been verified at the higher end of the Merit grade range. ‘Chinese Night’ This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief; designing promotional material for a school cultural event. Generation and development of ideas has been explored in each of the four design briefs including: logo, poster, ticket and programme. The candidate has clearly defined a proposition that has been explored through a variety of imagery and layouts. An appropriate use of subject matter and layout conventions has been employed to provide options for further exploration. The use of layering and the placement of type has been investigated in a variety of ways. There is an understanding of format and the specific requirements of each brief. This shows evidence of technical control and a systematic development of layout conventions and functionality. For this sample to move into the Excellence grade range the candidate would need to provide evidence of a more critical approach. This may have been done with further exploration of the integration of type and image. Regeneration of the minimalist approach employed in the logo development may have been beneficial in the final brief.

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17 This portfolio has been verified in the middle of the Merit grade range. ‘Summer Youth Camp’ This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief; designing promotional material for a summer youth camp. Generation and development of ideas has been explored in each of the four design briefs including: logo, poster, CD label and CD case cover. The candidate has used research well, integrating various textures/pattern and layout ideas with understanding. The employment of the grid has been used to explore a variation of layout arrangements in the poster concepts. This sample shows clear evidence of an extension of ideas in the pattern and layering devices that are systematically explored and are seen throughout the submission. Design outcomes that work within the same context does this mean design elements have been adapted to suit the different contexts of each brief? show an understanding of established practice. For this sample to be placed higher in the Merit grade range the candidate would need to show greater depth of ideas and integration of other ideas from contemporary design practice. This may have provided more options and provided the opportunity to extend and regenerate ideas.

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21 This portfolio has been verified at the lower end of the Merit grade range. ‘LAST’ This portfolio presents sound evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief; designing promotional material for a water skiing event. Generation and development of ideas has been explored in each of the four design briefs including; logo, poster, information booklet and CD cover. A range of photographic references has provided options for development within text and typographical layouts. The candidate has used compositional layouts, layering and the formal properties of the grid to consider hierarchies of information, in the context of the poster, fold out brochure and CD/DVD cover. Hierarchies of text and image show evidence of understanding, as seen in the scale and placement of these elements. For this sample to sit more comfortably within the Merit grade range, the candidate would need to show less reliance on the same photographic image in both the poster development work, and on the CD cover. Body text could have been considered further e.g. the use of text in the photo as well as on top of blocks, and perhaps aligned or integrated within negative space in the photos.

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24 Achieved

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26 This portfolio has been verified at the higher end of the Achieved grade range. ‘Harbinger’ This portfolio presents sufficient evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief; designing promotional material for fantasy gaming. Generation and development of ideas has been explored in each of the four design briefs including; logo, poster, website and collector’s edition box. Source imagery has been combined appropriately to create imaginative concepts, which have provided options for image generation and development appropriate to the proposition. Design conventions such as editing and selection of detailed studies have been used in subsequent briefs. Each brief has been considered individually, which has demonstrated a systematic approach. Each consecutive brief shares visual commonalities with those preceding, as imagery has been further explored in greater depth in subsequent briefs.Appropriate control of processes, procedures, materials and techniques has been demonstrated in the consistent rendering and use of colour and texture, which fit with the chosen genre. For this sample to move to the Merit grade range the candidate would need to demonstrate an extension of ideas. This is particularly noted in the repetitive use of the decorative pattern seen in logo development, the mask, figure and reptilian texture.

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30 This portfolio has been verified in the middle of the Achieved grade range. ‘Parachute 2012’ This portfolio presents sufficient evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief of designing promotional material for the music festival ‘Parachute’. Generation and development of ideas has been explored in each of the four design briefs including: logo, ticket, wristband and t-shirt. Jigsaw and shockwave/soundwave motifs have been used to provide a range of visual options, which have been explored consistently across the successive briefs. The candidate has engaged in a systematic approach to the design process e.g. generative sketches, developments and finals and has applied appropriate processes, procedures, materials and techniques to solve design issues with control. For this sample to move closer to the Merit grade range the candidate would need to build upon previously established design ideas, rather than restating (as seen on the text, soundwaves and speakers) within successive briefs. This would allow the candidate to present a greater range of visual alternatives and extend ideas.

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34 This portfolio has been verified at the lower end of the Achieved grade range. ‘Perfume’ This portfolio presents sufficient evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated within the brief of designing a perfume product. Botanical concepts have been developed into design motifs and consistently re-used throughout successive briefs. Sketches move into appropriate media (computer collage) developments and the use of appropriated imagery has enabled design statements to be executed. Figures have been introduced and have been combined with patterned backgrounds. Collage is used on panel two as a means to generate and develop ideas, which have been inspired by 1950s design. There is sufficient use of processes, procedures, materials and techniques at the required level for achievement. For this sample to sit more comfortably within the Achieved grade range the candidate would need to consider reducing the amount of space given to stencilling at the bottom of panel one and the repetition of the patterned leaf motif at the top of panel two. This may have allowed more space and provided the opportunity for a greater development of ideas.

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37 Not Achieved

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39 This portfolio has been verified at the higher end of the Not Achieved grade range. ‘Shoetique’ This portfolio does not present sufficient evidence to meet criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, relating to the following strands in Visual Arts, Level 7: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This sample uses small-format line drawings to generate ideas for each brief. Pattern has been developed into concepts for a swing tag on panel two. Stages of the design process are clearly identified from preparatory concept drawings, refinements and outcomes in each phase of the body of work. This systematic approach lifts this submission close to the Achieved grade range. There is sufficient use of processes, procedures, materials and techniques in the final solution, however this is not consistent throughout both panels. For this sample to be assessed as Achieved, this candidate would need to submit a greater number of pieces, which use a greater range of processes, procedures, materials and techniques throughout the design process. Technology may have provided a useful vehicle for dealing with colour and scale in the development stage. This candidate would also need to provide a more thorough approach to developing ideas. Identifying the detailed pattern work as having potential as a visual motif/design element and utilising this in progressive works may have provided such development of ideas.

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