(JPG, 538KB)

(JPG, 493KB)

Open Panel A (JPG, 1022KB)

Excellence boundary

(JPG, 496KB)

(JPG, 594KB)

Open Panel C (JPG, 1MB)

‘CUSP’ PORTFOLIOS

Sometimes, portfolios at either end of a grade range may sit exceedingly close to a boundary. These are referred to as ‘cusp’ portfolios, a distinct group within the broad bandings of low, mid, and high (circled with dotted lines in the diagram). Low ‘cusp’ portfolios may satisfy all of the criteria for a grade but may verge on insufficiency in some criteria for that grade. High ‘cusp’ portfolios may provide some evidence towards criteria for the next grade up but be missing sufficient evidence to relocate it into that range.

MH

EL

Purposefully selects art making conventions to frame the investigation and to advance the ideas.

In order to reach the next grade level this folio could show more evidence of…

Selects and uses appropriate art making conventions to frame the investigation fluently and to drive the development of ideas.

• Works within a loose frame work to investigate ideas.
• Uses limited print blocks as a primary method of investigation.
• Uses generic techniques but specific artist model practices / conventions are unclear

• Regeneration of ideas within the proposition in new, diverse ways by taking risks on panel two to advance the ideas in unexpected directions
• Using post production Photoshop techniques with consistent facility, fluency and control in the individual works within the submission where the used is not evident
• Editing off repetitive imagery to allow space and opportunity for further advancement of the ideas
• Critical decision making (especially on panel two) by evaluating works to finish with the strongest imagery. For example, the work above the final series on panel two appears to be a stronger outcome

• Investigates a subtle range of compositional shifts at the beginning, exploring formal portrait conventions with an informal pose
• Demonstrates critical decision-making and assuredness by exploring the use of the circular motif initially as a framing device and then in a wider context
• Integrates the circle motif using successful picture making related to collage techniques allowing the candidate to provide a range, breadth and regeneration of ideas

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

Reflects on and identifies best options from previous work and use these to advance ideas in distinct / new or diverse directions.

• Makes some pictorial decisions.
• Evidence of some conceptual purpose
• Attempts are made to develop ideas between panels

• Clearly builds-upon and moves ideas on from the previous work while regenerating new ideas with approximately eight distinctive shifts of ideas
• Reflects on, and identifies best options from, previous work and uses these to advance ideas in distinct, new and diverse directions. More understanding of critical decision making through the regeneration of the ideas would place it more securely in the Excellence range

Uses some media and techniques appropriate to the purpose of the investigation.

Uses a range of media and techniques assuredly, each appropriate to specific phases of the investigation.

• Explores ideas within traditional print media.
• Uses a limited range of print media to investigate ideas.
• Decisions regarding placement of imagery are inconsistent.

• Edits work to show consistent skills with media and techniques but reduced sizing of the portrait series at the start of the submission could allow more room to investigate new phases of the investigation with less repetition of ideas
• Relies on a limited number of blocks and stencils that are appropriate to the investigation.

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(JPG, 547KB)

Open Panel A (JPG, 1.1MB)

Merit boundary

(JPG, 520KB)

(JPG, 497KB)

Open Panel C (JPG, 997KB)

‘CUSP’ PORTFOLIOS

Sometimes, portfolios at either end of a grade range may sit exceedingly close to a boundary. These are referred to as ‘cusp’ portfolios, a distinct group within the broad bandings of low, mid, and high (circled with dotted lines in the diagram). Low ‘cusp’ portfolios may satisfy all of the criteria for a grade but may verge on insufficiency in some criteria for that grade. High ‘cusp’ portfolios may provide some evidence towards criteria for the next grade up but be missing sufficient evidence to relocate it into that range.

AH

ML

Uses art making conventions to frame the investigation and to provide a foundation for the ideas.

In order to reach the next grade level this folio could show more evidence of…

Purposefully selects art making conventions to frame the investigation and to advance the ideas.

• Shows some understanding of photography conventions such as light, framing, camera angles with some inconsistencies
• Investigates and develops ideas on panel one with some exploration of ideas on panel two due to a limited knowledge of established practices
• Relies on a limited range of photographs with some manipulation. This repetition has limited the candidate’s ability to demonstrate clear extension of the ideas.

• A broader proposition established from the start of the submission to allow for more photographic pictorial investigations.
• A wider range of ideas on panel one to allow more options for clear extension of ideas (plural) on panel two
• Knowledge of a range of photography artist models and associated conventions / techniques to support development and extension of ideas
• Purposeful decision making in the layout, sizing and sequencing of the individual works, selecting the best images for enlargement and further development to extend ideas

• Shows purposeful decision making in each row related to the sizing and sequencing of the works
• Demonstrates consistent control of photography conventions such as an awareness of light quality and consistent camera control
• Uses composition conventions with purpose and consideration; framing, reflection, symmetry to generate, develop and show extension of the ideas.

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

Makes decisions that are clearly related to the establishment of a pictorial and / or conceptual purpose.

• Organises images logically to show evidence of having a systematic approach
• Develops work in a linear manner but extension is limited due to the repetitious nature and scale of work on panel two
• Edits work (sizing and sequencing) but does not always identify the best works to be larger or more prominent

• Demonstrates a very systematic and linear approach to the investigation in the development of ideas
• Shows some extension through the application of conventions from artist models such as Robert Frank and Francesca Woodman.
• Relies on using similar versions of the same idea on panel two appearing repetitious rather than demonstrating meaningful extension

Uses media and techniques appropriate to the purpose of the investigation.

Competently uses media and techniques appropriate to the investigation.

• Photographic techniques and use of media shows some limited understanding.
• Photographic skills are evident on panel 1. The candidate loses focus in the decisions made on panel 2 in the heavy reliance to explore manipulation techniques, which resembles design imagery rather than photographic imagery. This questions the candidates understanding of photography conventions and established photography practise. The decision to fill the end of the submission with a red rectangular image was not purposeful.

• Uses a narrow range of photographic techniques consistently across the submission
• Utilises depth of field, focus and exposure in low light consistently.
• Extends ideas sufficiently but a wider application and range of media, techniques and conventions to drive the extension of ideas more purposefully would provide greater extension of ideas and image making options

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(JPG, 721KB)

Open Panel A (JPG, 1.1MB)

Achieved boundary

(JPG, 663KB)

(JPG, 393KB)

Open Panel C (JPG, 1.1MB)

‘CUSP’ PORTFOLIOS

Sometimes, portfolios at either end of a grade range may sit exceedingly close to a boundary. These are referred to as ‘cusp’ portfolios, a distinct group within the broad bandings of low, mid, and high (circled with dotted lines in the diagram). Low ‘cusp’ portfolios may satisfy all of the criteria for a grade but may verge on insufficiency in some criteria for that grade. High ‘cusp’ portfolios may provide some evidence towards criteria for the next grade up but be missing sufficient evidence to relocate it into that range.

NH

AL

Limited use of art making conventions to frame the investigation and to provide a foundation for the ideas.

In order to reach the next grade level this folio could show more evidence of…

Uses art making conventions to frame the investigation and to provide a foundation for the ideas.

• Generates a limited number of photoshoots, inhibiting the development of ideas
• Uses some still life / figure conventions in the initial sequences at the start of panel one
• Attempts to drive the idea exploration solely through a narrative; wearing a mask, losing the mask, becoming free of the mask

• Generating more ideas initially in photo shoots to explore the proposition
• Sizing and sequencing works to show development and advancement of ideas
• Recognising successful ideas to develop from in a photographic manner (ie: character moving through space on panel two)
• Considering ‘selective colour’ from the outset, as re-visiting this could move work forward more methodically
• Handling photographic techniques (transformations/resolution) with consistent control to demonstrate control of techniques and processes.

• Establishes initial proposition immediately (baseball throwing sequence)
• Re-contextualises ideas into the ‘playing field’ setting with the figure to develop ideas.
• Uses some photography conventions with understanding; viewpoint, sequence and camera angles to record the information.

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

Makes some decisions in relation to pictorial and / or conceptual purpose, so that the work moves forward methodically.

• Moves the conceptual ideas forward from the start of the submission in a linear, narrative approach
• Generates ideas in a limited, short journey with large format works limiting opportunities for idea development.
• Relies on the figure to appear systematic, exterior images on panel one appear unsystematic, and detract from the pictorial purpose.

• Makes decisions around format and layout of the work for example, work increases in size and creates sequences to move the work forward methodically
• Creates a logical conclusion to the body of work with the final image on panel two

Uses some media and techniques appropriate to the purpose of the investigation.

Uses media and techniques appropriate to the purpose of the investigation.

• Uses media and techniques with inconsistent understanding of resolution resulting in large ‘stretched’ images
• Prioritises the narrative on panel two over photography conventions and established practices to advance ideas
• Attempts to use explicit artist models in the middle of the folio

• Uses double exposures and layering techniques appropriately to intent to develop ideas such as the ball moving through time and space