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.
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 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
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 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.
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 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
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 “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
General performance of candidates (Paper 1, Question 3)
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.
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 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
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 “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
General performance of candidates (Paper 1, Question 4)
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..
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 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
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 artwork based on the theme “Family”. (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
General performance of candidates (Paper 1, Question 5)
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.
Overall performance in Paper 1
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.
Break
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
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 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
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) 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.
General performance of candidates(Paper 2, Question 1)
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
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 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
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) “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)
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
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.
General performance of candidates(Paper 2, Question 2)
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
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 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
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) 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)
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
Focus:-- Incoroporation the design needs and the function of the featured gift box
-- Application of visual elements and aesthetics in general.
-- Elaboration of a concept and design characteristics.
General performance of candidates(Paper 2, Question 3)
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
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 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
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) 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)
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
Focus:
-- Incorporation of appropriate information and application of the visual elements and aesthetics in
general.
-- Incorporation of text message, visuals and specific theme.
-- Elaboration of a concept and design characteristics.
General performance of candidates(Paper 2, Question 4)
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
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 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
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) 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)
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
Focus:
-- Appropriateness of the design with regard to the specific criteria of the organization and the
uniform
-- Application of visual elements and aesthetics in general.
-- Elaboration of a concept and design characteristics.
General performance of candidates(Paper 2, Question 5)
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.
Overall performance in Paper 2
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.
Overall performance in Paper 2
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.
Overall performance in Paper 2
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
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.
Examination Instructions for Visual Arts – Paper 1 & 2
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.
Examination Instructions for Visual Arts – Paper 1 & 2
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/
Q & A
Thank You