briefing session on 2013 hkdse va exam papers presentation [ … · 2013. 11. 14. · articulation...

Briefing Session on 2013 HKDSE Visual Arts Examination Papers2013年中學文憑試

視覺藝術科公開考試簡報會

11 & 13 Nov 2013

Programme

Briefing on assessment requirements, marking criteria and general performance on Paper 1

Break Briefing on assessment requirements, marking criteria

and general performance on Paper 2 Q & A

Paper 1 Visual Presentation of a Theme

Briefing on assessment requirements, marking criteria and general performance of Candidates on Paper 1

assessment requirements

Part A (20 marks)

With regard to the artwork provided, candidates are assessed on whether they can provide:

1. Precise detail in description

2. A reasonable depth of analysis

3. An in-depth interpretation and evaluation from varied perspectives

The mark allocation of Part A

Part B (80 marks)

Candidates are assessed on their ability to demonstrate the relationship between art criticism and appreciation, and their personal art work.

Create a piece of two-dimensional artwork using any media, form, style and technique to present a theme in response to the critical appreciation in Part A in the white cartridge paper provided. Write an artwork statement of about 50 words to explain how your work is related to your art appreciation. This section carries 80 marks.

General Marking Criteria

With reference to the application of the visual element, the articulation of art media, the technique, the visual effect and visual communication; evaluate the candidates’ ability to:

1. present the theme in a personal and creative way2. select means of visual self-expression and determine the most

appropriate method of communicating an idea, a thought, a feeling, a sentiment, etc.

3. demonstrate competence in dealing with visual elements4. select and apply appropriate medium, techniques and processes

in the execution and production of a painting.

The mark allocation of Part B

Note: Candidates are required to write an artwork statement which serves to elaborate on the relationship between art criticism and appreciation, and art making. This will be taken into consideration when assessing the practical work.

The marking rubrics of Part A and Part B (see appendix)

Question 1

(A) Describe, analyse and compare the forms and expressions of Plate (1A) and Plate (1B); interpret and evaluate these works. (20 marks)

Plate (1A) Lui Shou Kwan （呂壽琨）(1919-1975). Deep Water Bay after Rain （深水灣雨後）. Year unknown. Ink and Colour on paper, 58.4 x 84.7 cm.

Plate (1B) William Turner. The Fighting Temeraire. 1839. Oil on canvas, 90.7 x 121.6 cm.

There are no model answers for questions requiring comparison and contrast, analysis, and interpretation. Responses must be judged on the basis of viewpoints provided and communication of:

1. Literal DescriptionPrecise detail in description

Comparison Lui Shou Kwan’s

Deep Water Bay after Rain

Joseph Mallord William Turner’s

The Fighting Temeraire.

Commonalities

Seascape as the subject matter

Infused with natural mood

Differences

New Chinese Ink Painting, monochromatic with slight

colours to highlight the beach and the village

Use of brush and ink techniques to create emptiness and

solidity in the treatment of space. Emptiness is used to

create the visions of beach and sea water

Drawing of an aerial view of nature. The clear blue sky

and the numerous small boats give the atmosphere a

new lease of life after rain

Depiction of the natural landscape of Deep Water Bay

at that time

Western oil painting

Use of yellow, orange and red colours with varied

intensities are used to depict the radiance above the

setting sun and its reflection in water. The darkening

horizon brightens upward into a blue colour,

thereafter transformed into the pale white of the

upper clouds that capture the effect of light

Depiction of Temeraire’s voyage to her last berthto

be broken up

The setting sun and the pale colour of the withered

Temeraire representing a time of change and the

past glory. The darkly coloured tug boat and the

buoy representing the reality existed at that time

2. Formal AnalysisA reasonable depth of analysis

the idea and the theme the characteristics of the two media the different approaches of art-making

3. Interpretation of MeaningAn in-depth interpretation from varied perspectives

4. Value Judgment An in-depth evaluation from varied perspectives

(B) Create a piece of two-dimensional work based on the theme “Sky and Earth”. (80 marks)

1. Selection and Use of Materials & Techniques2. Selection and Use of Visual Elements and Principles of Design3. Relationship between Practical Work and Appreciation & Criticism of the

Artwork4. Creativity & Imagination 5. Communication of the Theme

General performance of candidates(Paper 1, Question 1)

26% of students attempted this question. The Performance was Satisfactory in general. Some candidates made the contrast between the modern

city and the nature world in their work. The interpretation of the theme was literal and direct.

Most candidates used a realistic style to express their response to the theme.

Question 2

(A) Describe, analyse and compare the forms and expressions of the sculptures in the Plate (2A) and Plate (2B); interpret and evaluate these works. (20 marks)

Plate (2A) Auguste Rodin. The Kiss. 1901-1904. Stone Carving, 182.2 x 121.9 x 153 cm.

Plate (2B) Vera Mukhina. Industrial Worker and Collective Farm Girl. 1937. Bronze, 158.5 cm Height.

Comparison Auguste Rodin’s

The Kiss.

Mukhina’s

Industrial Worker and Collective Farm Girl

Commonalities Sculpture of a male and a female

Differences

Stone carving

Life-size figure of human body

Naturalism, classical style

Passion and love is evoked by the nude lovers

locked in an infinite embrace

The sensuality of the flesh and posture of the

sculpture aims to express real human emotion and

character

It was created with freedom of will, freedom of

thought and freedom of emotional expression

Bronze casting

Reduced size figure of human body

Socialist Realism

A sculpture to express the common cause of the union of

workers and famers

The worker and the farm girl strut forward, their clothes

fluttering in the breeze, an expression with great power

and strength of purpose

The hammer and sickle, held aloft by the worker and the

farm girl, are symbols of the industrial and agricultural

power

Depiction of the social phenomenon and thoughts at that

time

(B) Create a piece of two-dimensional work based on thetheme “Love”. (80 marks)

1. Selection and Use of Materials & Techniques2. Selection and Use of Visual Elements and Principles of Design3. Relationship between Practical Work and Appreciation &

Criticism of the Artwork4. Creativity & Imagination 5. Communication of the Theme

General performance of candidates (Paper 1, Question 2)

14% of students attempted this question. The Performance was satisfactory in general. Most candidates portrayed the intimate lovers as expressing

the meaning of ‘Love’ directly. Most candidates used a realistic style to express their response

to the theme.

Question 3

(A) Describe, analyse and compare the forms and expressions of Plate (3A) and Plate (3B); interpret and evaluate these works.

(20 marks)

Plate (3A) Paul Noble. Nobson Central. 1998-1999. Graphite on paper, 300 x 400 cm.

Plate (3B) Frantisek Kupka. Cathedral. 1913. Oil on canvas, 180 x 150 cm.

Comparison Paul Noble’s Nobson Central. Frantisek Kupka’s Cathedral.

Commonalities Architecture as subject matter

Differences

representational style

graphite drawing

fictitious, mythical townscape

buildings are packed in rows and shapes are

based upon letters

a monumental and intensely detailed drawing

with bold vision. Dedicated employment of light

and shade to depict details of every building

the expression of man has created a packed,

ruined and abandoned city

abstract representation

oil painting

the artist’s perception of a cathedral

nspired by the stained-glass window of the Gothic

cathedral, the painting is shimmering with a geometrical

series of pure and dappled blue, white, red and yellow

colours, arranged vertically and diagonally

the artist went beyond simply painting what the cathedral

looked like, and tried instead to express his impression of

the brilliance of the cathedral, and made it real

(B) Create a piece of two-dimensional work based on the

theme “Living Space”. (80 marks)

1. Selection and Use of Materials & Techniques

2. Selection and Use of Visual Elements and Principles of Design

3. Relationship between Practical Work and Appreciation & Criticism of the Artwork

4. Creativity & Imagination

5. Communication of the Theme


10% of students attempted this question. The Performance was fair in general. Most candidates used overcrowded environments to convey the

atmosphere of the living space. Some candidates painted in an abstract style, using lines and

forms images to express the feeling of ‘space’. However, few candidates made reference to pictures which

expressed the theme directly, resulting in flat and tedious works.

Question 4

(A) Describe, analyse and compare the forms and expressions of Plate (4A) and Plate (4B); interpret and evaluate these works. (20 marks)

Plate (4A) Sandy Skoglund. Fox Game. 1989.

Photograph, 140 x 180 cm.

Plate (4B) Philippe Halsman. Dali Atomicus. 1948.

Photograph, Variable dimensions.

Comparison Sandy Skoglund’s Fox Game Philippe Halsman’s Dali Atomicus

Commonalities

surrealism composed of a number of art forms such as photography and installation making photograph of an indoor installation setting creation of real piece of art work to express a surrealistic dreamscape

Differences

making photograph of a created setting of sculptures andinstallationtwo contrasting colours are used to express the coexistenceof two different worlds which can be seen only insurrealisticdreamsreal-life restaurant setting and fox sculptures as subject

mattersthe real-life world in grey colour is a restaurant with male

and female customers, a waiter, dining tables and chairs,and a basket of bread on each table. In contrast, more than20 surrealistic wild foxes in red colour are crawling andplaying in the restaurant. One exceptional fox in greycolour is at the centre of the photograph, carrying acreature in its month and seemingly assimilated into thehuman world

A collaborative photographic work of PhilippeHalsman and Dali Real objects, Dali, three cats, water, an easel, a

chair and a footstool as subject mattersThe objects of the photograph are all suspending

or flowing in the air to express the instability ofthe atomic era. Dali’s famous painting, LedaAtomica, on the left of the photograph, is alsosuspending. The title of the photograph is areference to Leda Atomica express artists’ feelings of the unstable world

which very much likes the untouchable atomicparticles suspending in the sky after theexplosion of the atomic bomb

(B) Create a piece of two-dimensional work based on

the theme “Playfulness”. (80 marks)

1. Selection and Use of Materials & Techniques2. Selection and Use of Visual Elements and Principles of Design3. Relationship between Practical Work and Appreciation &

Criticism of the Artwork4. Creativity & Imagination 5. Communication of the Theme


18% of students attempted this question. The Performance was good in general. Some candidates painted in a surrealistic style to express the

theme. Candidates demonstrated a varied expression of colour,

composition and perspective. Some candidates creatively constructed the ‘playful’ sense and

expressed the theme lively and effectively.

Question 5

(A) Choose any TWO plates from Plate (5A), Plate (5B) and Plate (5C). Describe, analyse and compare the forms and expressions of the two chosen plates; interpret and evaluate these works. (20 marks)

Plate (5A) Artist unknown. Panoramic Painting of Toddlers Playing in an Interior Scene. (廳堂嬰戲圖通景畫),Qianlong Period (乾隆年間) (1736-1795), Qing Dynasty. Ink and colour on silk, 313 x 372.7 cm.

Plate (5B) Henri Matisse. The Painter’s Family. 1911. Oil on canvas, 143 x 194 cm. Plate (5C) Asaf Hanuka.

(Illustration subject: The growing tendency of parents and other adults to leave teenagers to their own devices.) 2010. Digital colour print, 48 x 33 cm..

Comparison Artist unknown. Panoramic Painting of an Interior Scene

Henri Matisse’s

The Painter’s Family

Asaf Hanuka’s Illustration about the growing tendency of parents and other adults to leave teenagers to their own

devices

Commonalities family life as subject matter

Differences Tongjinghua. Wall painting identical in size to their corresponding walls which translates into “perspective painting”. Just like perspective

drawing in Western art, this type of painting is meant to create the illusion of space beyond. The illusionist effect is enhanced by sets of real partitions and platform placed in front of the painting such that the reality echoes the painted partition behind

Detailed brushstroke, application of one point linear perspective

Vibrant colours, contrasting hues Decorative, emphasize on the

patterns of the walls and clothes Express an idealistic happy family

life with lots of sons and grandchildren

Fauvism oil painting flattened pictorial space that

allows focusing on details ofobjects rather than perspective,patterns of the carpet and widerange of colours of the interiordécor emphasize on the intensities of

the colours and contrasting hues rich composition, decorative,

pay attention to the patterns ofthe décor

use of decorative scene to express happy family life

illustrationapplication of one point linear

perspectivegreat tonal contrast. Bright tone is

used in the foreground to expressthe reality that the children areindulged in cigarette, wine,computer game, music andtelephone chattingdark tone in the background is

used to express the busy parents,seemingly falling away from thefamilyThe Scream at the back is used to

express the feelings of anxietyand distortion of modern lifeexpress the phenomenon that parents have neglected their duty of caring the life and behaviour of their children

(B) Create a piece of two-dimensional artwork based on the theme “Family”. (80 marks)







32% of students attempted this question. The Performance was good in general. Most candidates depicted a happy and harmonious sentiment

as regards family in the theme. Some candidates demonstrated a negative feeling in

transforming the images into family scenes. Most candidates used a realistic style to express their response

to the theme. Some candidates left out the element of the ‘family’ and simply

painted a scene without contextualizing.

Overall performance in Paper 1

Candidates demonstrated familiarity with the written presentation on critical appreciation of artwork.

Most candidates were able to seek out many relevant foci in literal description.

Most candidates were able to develop linear recognition of visual forms in Chinese painting and sculpture.

Some candidates connected different experiences with the visual form, knowing the relationship among them.

Some candidates provided multiple interpretations of meaning and recognition of embedded messages in the artwork of a particular context.

However, there was only scant in-depth interpretation of particular perspectives.

Some candidates only responded to one criterion or two related to the value judgement of the artwork without judging the appropriateness of the presentation.


The themes for questions were part of the candidates’ everyday experience and there were some outstanding performances.

The paper provided enough space for interpretation in terms of content, composition and colour.

Candidates mastered the materials, skills and visual elements appropriately in delivering the key message of the theme.

Some of the works showed that the candidates introspected a particular form or idea of the appreciation and criticism of artwork by carrying out reflection and considerations as a filter on presenting the theme.

However, some candidates had difficulty in choosing appropriate imagery to express the theme in the question. Some simply imitated the artworks provided for art criticism in part A, without considering the content of the chosen theme.

Different levels of performance were seen in interpreting and presenting the ideas in the five questions.

Paper 2Design

Briefing on assessment requirements, marking criteria and general performance of Candidates on Paper 2

assessment requirements

Part A (20 marks)

With regard to the artwork provided, candidates are assessed on whether they can provide:

1. Precise detail in description

2. A reasonable depth of analysis

3. An in-depth interpretation and evaluation from varied perspectives

The mark allocation of Part A

Part B (80 marks)

Candidates are assessed on their ability to demonstrate the relationship between art criticism and appreciation, and their personal art work.

Create a piece of two-dimensional artwork using any media, form, style and technique to present a theme in response to the critical appreciation in Part A in the white cartridge paper provided. Write an artwork statement of about 50 words to explain how your work is related to your art appreciation. This section carries 80 marks.

General marking guidelines:With reference to the application of the visual element, the articulation of art media, technique, visual effect, idea development and design principles, evaluate the candidates’ ability in the following areas:

1. Solving design problems

The extent to which the candidate successfully proposes feasible solutions for a given problem, and is able to develop design concepts which convey the ideas of a theme.

2. Presenting ideas by using media, material and technique

The extent to which the candidate is able successfully to apply the appropriate media, technique, and visual style to present the solution proposed.

3. Understanding and organization

The extent to which the candidate is able successfully to apply appropriate visual elements such as colour, pattern, texture, shape, form; and design principles such as contrast, rhythm, balance and emphasis.

4. Communication

The extent to which the candidate is able convincingly to convey a theme.5. Meeting design requirements

The extent to which the candidate is able successfully to create a design that meets specific size, measurement and other requirements of the question;

6. Demonstrating originality

The extent to which the candidate is able to successfully convey design ideas which are original and creative.

The mark allocation of Part B

Note: Candidates are required to write an artwork statement which serves to elaborate on the relationship between art criticism and appreciation, and art making. This will be taken into consideration when assessing the practical work.

The marking rubrics of Part A and Part B (see appendix)

Specific Marking Criteria for Each Question For Paper 2

Question 1

(A) Describe, compare and analyse Plate (1A) and Plate (1B) with respect to the design concepts, the visual and communication effects of the two logos, and evaluate these works. (20 marks)

Plate (1A) McDonald Restaurant Logo and “i’m lovin’ it” Slogan

Plate (1B) Ronald McDonald House Charities Logo

Comparison McDonald Restaurant Logo and “I’m lovin’ it” Slogan

Ronald McDonald House Charities Logo

Commonalities

logo has used simple lines and vivid colours with an aim to let the viewer easily recognize the

appearance of that logo and create a deep impression

both logos come from the same commercial company

Differences

Image: arch / letter “M” Typography: Use a three-dimensional with black

shadowed letter “M” as the theme of design.The slogan is in English Arial lowercase font Meaning: “M” is the abbreviate of the company.The tag line, “I’m lovin’ it” is the slogan for acampaign to promote the thinking of the brand.“M” is the registered trademark and the tag line“I’m lovin’ it” is trademark of the company, bothare under the protection by law

Image: hands, house and heart-shape Typography: handwriting font, except “of

Hong Kong”. Both Chinese and English fullnames of the company are used Meaning: Image of hand-in-hand symbolizes

the idea of caring others. The house isrepresents the “Ronald McDonald House”.The heart-shape smoke signifies the Charitiesare filled with family love. Image and bothof the Chinese and English name of theorganization are registered trademark, areall under the protection by law

(B) Design a logo for a charity organization named “All Heart Food Bank”

(心食物銀行), and apply it to a food donation box.

The design should include:

- The organization’s name (Chinese / English / Both Chinese and English)

- The size of the logo should not be less than 10 cm x 10 cm; the design can

be in any shape

The measurements of the food donation box design should follow the reduced ratio as indicated in Plate (1C).

1. Selection and Use of Materials & Techniques2. Selection and Use of Visual Elements and Principles of Design3. Relationship between Practical Work and Appreciation & Criticism

of the Artwork4. Creativity & Imagination 5. Communication of the Theme

Focus:

-- The nature of the organization can be delivered by the design.-- Application of design on a real scale format and its visual effect.


22% of students attempted this question. The Performance was fair in general. Candidates showed little deliberation regarding the function of the

food donation box. A number of candidates had trouble in understanding the

requirements of the food donation box, resulting in the misinterpretation of the design format required.

Question 2

(A) Describe, compare and analyse Plate (2A) and Plate (2B) with respect to the design concepts, the visual and communication effects of the two containers, and evaluate these works. (20 marks)

Plate (2A) Ross Lovegrove, TŶ NANT (House by the stream) Plastic Mineral Water Bottle

Plate (2B) Chang Yung Ho, Double-Wall Glass Liquor Container

Comparison Ross Lovegrove’s

TŶ NANT Plastic Mineral Water Bottle

Chang Yung Ho’s

Double Wall Glass Liquor Container

Commonalities

both packaging are design to contain liquid transparent materials are used curve lines for the silhouette both design are easy to hold firmly and not easy to slip away from hand

Differences

Form: running water shape Material: plastic. Typography: English and French in Roman

typeface Function: disposable and easy to press for

recycle Meaning: transparent material symbolizes clear

quality, blue lid and label symbolize the natureand organic shows the product is natural springwater

Form: hulu-shape Material: glass and metal. Typography: None Function: reusable and thermal insulation Meaning: hulu shape signifies oriental culture,

transparent glass symbolizes elegance; bothpresenting the sense of modern

(B) “Scarlet” (紅) is going to launch TWO perfumes called “Adam” (亞當)and “Eve” (夏娃 ) for the youth market. Design TWO perfumecontainers for this brand.

EACH design should include: The name of the brand and the product (Chinese / English / Both Chinese

and English) One 3-dimensional rendering with an indication of the size and materials

used for the perfume container

(80 marks)






Focus:

-- Incorporation of text message, visuals, specific theme and the application of the icon.

-- Application of visual elements and aesthetics in general.

-- Elaboration of a concept and design characteristics.


13% of students attempted this question. The Performance was satisfactory in general. The best scripts showed good illustration skills. However, some design works showed a lack of 3-dimensional

presentation skills, with messy arrangements of forms. Some candidates misused the materials for the perfume

containers.

Question 3

(A) Describe, compare and analyse Plate (3A) and Plate (3B) with respect to the design concepts, functions, the visual and communication effects of the two designs, and evaluate these works. (20 marks)

Plate (3A) Kadoorie Farm & Botanic Garden Website Frontpage

(嘉道理農場暨植物園)

(To harmonise our relationship with the environment)

Plate (3B) Entrance of Hong Kong Ocean Park

Comparison Kadoorie Farm & Botanic Garden Website Frontpage Entrance of Ocean park (partial)

Commonalities

Theme: for the “entry” of the organizationsfocus on the nature of the organizationbright and colourful

Differences

Media: internet Image: representation of the real objects by

photography Size: small text on the screen Colour: green as the main colour Meaning: to deliver the image of the organisation

which is related to the natural environment

Media: outdoor three-dimensional structure Image: cartoon-like character Size: name of the organization is structured

in giant three-dimensional from andplaced on the top of the gate of the entry Colour: saturated blue, red, orange, green

and white Meaning: gesture of the ocean creature

cartoon character signifies the idea ofwelcome and emphasis the theme of theorganisation

(B) Design the entrance of the venue for an event called “Pet Carnival 2013”(寵物嘉年華2013).

The design should include: The name of the event (Chinese / English / Both Chinese and English) The word “Welcome” (歡迎) (Chinese / English / Both Chinese and English) The measurements of the design should follow the reduced ratio as shown in Plate (3C)The design of the entrance of the venue is to be placed as indicated in Plate (3D). (80 marks)






Focus:-- Incoroporation the design needs and the function of the featured gift box




36% of students attempted this question. The Performance was good in general. Some candidates demonstrated maturity in concept and artful

execution of their designs. However, some candidates used cartoons and paper cuts to

convey the entrance. Some of the designs were thronged of images, resulting in the

conveying of tropical forests or zoos instead of a pet carnival. Some candidates illustrated the design with a size determined

by themselves without considering the design description in the question.

Question 4

(A) Describe, compare and analyse Plate (4A) and Plate (4B) with respect to the design concepts, composition, the visual and communication effects of the two printed advertisement, and evaluate these works. (20 marks)

Plate (4A) Pantene (潘婷) Hair Product Printed Advertisement

(Pantene Time Renewal. Restores age-damaged hair.)Plate (4B) Nivea (妮維雅) Sun Self Tan Spray Printed Advertisement

Comparison Pantene Hair Product Printed Advertisement Nivea Sun Self Tan Spray Printed Advertisement

Commonalities

beauty product

appropriation of well-known person as the main characters on the advertisements

manipulated by digital retouching

humorous approach

Differences

Media: digital retouching from oil painting

photograph

Color: yellow shade and black tone, low key

and low contrast

Composition: main character is in center

Meaning: the changing Mona Lisa with new

hairstyle signifies the product could give the

fresh feeling to the user

Media: digital retouching from photography

Color: White against the dark skin character

that provides high contrast of the tone

Composition: White space composition and

the main character is placed in left

Meaning: Snow-white with dark skin with

satisfying smile signifies for high quality of

this product. Dark skin also symbolizes health

(B) Design the front and back covers for a book “Santa Claus Loves To Be Healthy” (聖誕老人愛健康) for young people to promote a healthy diet.

The design should include: The name of the book (Chinese / English / Both Chinese and English) The image of Santa Claus (Plate (4C), for reference only) The size of the book cover should be 42 cm (W) x 30 cm (H), as indicated in Plate (4D)

(80 marks)






Focus:

-- Incorporation of appropriate information and application of the visual elements and aesthetics in

general.

-- Incorporation of text message, visuals and specific theme.



22% of students attempted this question. The Performance was good in general. Some candidates demonstrated maturity in concept and artful

execution of their designs in dealing with the book cover design with the image of Santa Claus.

The best scripts conveyed a sense of humour and showed good illustration skills.

However, some candidates did not pay attention to the location of the back and front book cover, resulting in an incorrect presentation of the design.

Question 5

(A) Choose any TWO fashion outfits from Plate (5A), 5(B) and Plate (5C). Describe, compare and analyse the silhouettes, use of materials, cultural meanings, the visual and communication effects of the TWO fashion outfits, and evaluate these works (20 marks)

Plate (5A) Fresh Beef Dress Plate (5C) Eggplant DressPlate (5B) Fox Fur Waistcoat

Comparison Fresh Beef Dress Vest Fox Fur Waistcoat Eggplant Dress

Commonalities family life as subject matter

Differences Concept: impact is created by

bloody meat

Material: Fresh beef

Silhouette: irregular and

overlapping structure Asymmetrical

Colour: vivid

Target: performer

Market: popular culture

Function: disposable and message

delivery

Meaning: Overthrow the meaning of

the material.

Surrealistic and rethinking

Concept: appearance appeal

and keep body warm

Material: fox fur

Silhouette: simple vest cutting.

Symmetrical

Colour: grey tone

Target: mature women

Market: high-end fashion

Function: wearable and keep

warm

Meaning: Elegance

Concept: artistic presentation.

Material: slide of eggplant

Silhouette: overlapping with layers.

Symmetrical

Colour: mostly white with dark

purple lines

Target: Artist and art dealer

Market: Art field

Function: appreciation and message

delivery

Meaning: overthrow the meaning of

the material. Unexpected beauty is

produced. Unrealistic and

rethinking of life issue

(B) Design a fashion outfit (male / female) for the master ofceremony of “Love Our Resources” (愛惜資源), a charity eveningevent. Both the front and back views of the outfit should bepresented in the rendering. The materials used should also beindicated. (80 marks)






Focus:

-- Appropriateness of the design with regard to the specific criteria of the organization and the

uniform




7% of students attempted this question. The Performance was good in general. Most candidates showed their understanding of the use of

materials in the design. A number of candidates demonstrated good illustration skills in

presenting the design lively and effectively. However, some candidates did not focus on the theme of the

design – Love Our Resources and designed the fashion outfit without relating to its purpose.


Most candidates wrote what they saw and felt in a written form when analysing the design work.

Most candidates linked different relevant foci, and identified their relationships in a literal description.

Some candidates responded to the design work in a systematic way.

Candidates were able to connect different experiences and feelings with the visual form.

Most candidates provided multiple interpretations of meaning towards the form of presentation.

Many candidates proposed one criterion or two regarding the value judgement of the designated artwork without judging the appropriateness of the presentation.

There was only scant in-depth interpretation on particular perspectives.


The themes for the design were part of the candidates’ everyday experience and there were some outstanding performances.

However, a number of candidates rushed into the design without having fully understood the requirements of the question and thus produced a superficial work.

It is recommended that candidates read the instructions of the question carefully because there are many requirements in answering each question, including understanding the purpose of the design, the target audience, the main features and the design description.

Most candidates were able to master the materials and skills appropriately in delivering the key message of the theme.

However, a lot of collage pieces which were not suitable for the style and mood of the design were used.

Most candidates were able to express the key message of the design by the visual elements and principles of design.


Few candidates presented a high design execution competence in using appropriate styles and media in the finished piece.

However, some candidates demonstrated ineptitude in the use of colour, composition and typography.

Some candidates sifted particular forms or ideas of the appreciation and criticism of artwork by carrying out reflection and considerations regarding presenting the design work.

Some candidates demonstrated personality characteristics through originality and by means of transference or association.

In general, candidates used relevant and coordinate forms of artistic creation in different ideas.

Examination Instructions for Visual Arts – Paper 1 & 2


For Part A, you must write your answers in the answer book which will be collected 45 minutes after the start of the examination.

For Part B, candidates must draw and write their answers on the white cartridge paper provided, with art making or design on the left and the artwork statement on the right margin.

For Paper 1, candidates must not cover the cartridge paper provided by any approximately A2 size paper or materials. Answers on these paper or materials will not be marked. (NOT applicable to Paper 2)

You must not cut the cartridge paper in any way. Candidates who are found to have not used the cartridge paper provided or to have cut the paper will receive a mark penalty.

Candidates should write an artwork statement of about 50 words to explain how their art/design work is related to their art appreciation in Part A.

Candidates who are found to have used the “Materials NOT Allowed” as described below will receive a mark penalty. Candidates who bring dangerous materials and smoking devices will be disqualified from the examination.


Materials NOT Allowed: English-Chinese dictionaries, slow drying materials (e.g. oil paint),

retarder, dangerous materials (e.g. aerosol paints, air-brushes, aerosol fixatives, etc.) and burning and smoking devices.


Materials Allowed:

Paper 1Painting materials and instruments (e.g. pencils, paint brushes, colours, palettes, drawing boards, clips, pins, erasers, adhesive tapes, paper, etc.) small quantity of materials for collage, and reference materials (e.g. books, magazines and art dictionaries, etc.).

Paper 2Design materials, drawing instruments and aids (e.g. pencils, paint brushes, colours, palettes, rulers, drawing boards, clips, pins, compasses, eraser, colour paper/adhesive paper, ready-made transfer letters, stencil devices, etc.) materials for cutting, sticking and collage materials, reference materials (e.g. books, type specimen books, magazines, scrap books and art dictionaries, etc.).

2013 HKDSE Visual Arts –Professional Development Programmes

Date Event Place

16 Nov 2013

9:30 am – 12:30 pm,

2:30 pm – 5:30 pm

Seminar on SS Assessment for Learning in Visual Arts: From Art Appreciation and Criticism to Art Making

Ti-I College

93

HKDSE Visual Arts : HKEAA Useful Links

Hong Kong Examinations and Assessment Authority Main Pagehttp://www.hkeaa.edu.hk/en/

HKDSE Main Pagehttp://www.hkeaa.edu.hk/en/hkdse/

HKDSE Circularshttp://www.hkeaa.edu.hk/en/hkdse/Circulars/

HKDSE Subject informationhttp://www.hkeaa.edu.hk/en/hkdse/Subject_Information/

HKDSE Subject information / Visual Artshttp://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A2&2&25

SBA for HKDSE - Elective Subjects - Visual Artshttp://www.hkeaa.edu.hk/en/sba/sba_hkdse_elective/dse_subject.html?25

HKDSE Visual Arts : HKEAA Useful Links

SBA for HKDSE - Elective Subjects - Visual Arts - SBA Teachers' Handbookhttp://www.hkeaa.edu.hk/en/sba/sba_hkdse_elective/dse_subject.html?25&2

Category A – HKDSE Elective Subjects: Visual Arts - Other Resources(Seminar Notes)http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A2&2&25_5HKDSE Handbook for Candidateshttp://www.hkeaa.edu.hk/en/hkdse/Student_s_handbook/HKDSE Exam Timetablehttp://www.hkeaa.edu.hk/en/hkdse/Examination_Timetable/

HKDSE Exam Regulationshttp://www.hkeaa.edu.hk/en/hkdse/Exam_Regulations/HKDSE Leafletshttp://www.hkeaa.edu.hk/en/resources/leaflets/

Thank You

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